The Effectiveness of School-Centered Management Model and Environmental Conditions on the Performance Students’ Educational Content with the Moderating Role of Ethical Values

The study is dedicated to identifying the peculiarities of the formation of the content of primary education in Great Britain. In the modern conditions of globalization the study of the main laws affecting the formation and modernization of primary education content in Great Britain is relevant and necessary for the domestic national education system development. The research aim: to reveal the organizational and managerial conditions for the formation of primary education content in Great Britain. Methods of research: analysis, synthesis, generalization, specification, and comparison. Primary education in Great Britain occupies a prominent place in the education system, it is the basis of schooling. The content of education, primary including, is based on a combination of three key components: the formation of a management system based on educational results; stimulation of diverse cooperation of education subjects; implementation of freedom of choice principles. The countryʼs educational policy is aimed at developing and modernizing the content of primary education while preserving the country culture and history. In Great Britain, organizational and management actions are considered in terms of modern trends of management decentralization and centralization in the field of school education. The model of strategic development, financing, and management of general school education is an organizational condition for the formation of the primary school education content. The British centralized model of school education is a single-state management of general education throughout the country. Standardization is the basis of the organizational and management model of the formation of the content of primary education, which is mandatory with a variable structural and content component, implemented through the National Curriculum. Formation of primary education content in Great Britain depends on many factors, including the basic organizational and management conditions, which is a model of strategic development, management, and financing of general school education.

Introduction. Modern society is developing dynamically and its information resources are constantly replenished. Today, the role of students as subjects of professional development, who productively interact with educational content and the role of their teachers as intermediaries and “navigators” in this interaction, is significantly increasing. In this connection, there is the problem of students’ readiness to form the content of their education through the selection and use of resources of the information educational environment (IEE). The urgency of the problem is enhanced in the context of the integration of formal and non-formal education, its personalisation in an open information environment and the individualisation of education through the practice of individual educational trajectories. The aim of the present research was to identify the current state of interaction of university students with educational content. Methodology and research methods. The questionnaire method was the basic tool of the empirical research. The authors’ questionnaire was used to identify the nature of students’ preferences in choosing and using educational content and to correlate the findings with the opinion of teachers. The K-means method was employed to analyse data, systematise it and cluster the respondents. Results and scientific novelty. The most and least actively used by students types of educational content are identified. The relevance of each type of various educational content is rated; its forms of students’ work are established. The choice of content for students is determined by their training profile (humanities and nonhumanities). In addition, on the basis of a comprehensive qualitative and quantitative data analysis, the typological heterogeneity of students in the information educational environment is proved. Data clustering, based on the established indicators of involvement level of educational resources by respondents, allowed the authors to identify typological groups among students (“passive”, “active”, “advanced”, “professionally-oriented” and “humanities”), differing in ways and, apparently, in the selection goals of educational content. The representation of these typological groups at different stages of university education (bachelor or master degree programmes in IT and pedagogical specialties) is observed. Productive and adaptive motivation of students for the use of educational content has been identified. It is noted that students evaluate their activity in interaction with educational content and the productivity of motivation is much higher than their teachers estimate. The obtained results allow the authors to say that the personalisation of the information educational environment should be built in order to the requests of student groups with different interests and motivation for using educational content. To collect necessary information on the peculiarities of activity of future specialists under the personification of access to content and communication in the information educational environment, it is necessary to use modern Big Data tools and search for additional methodological resources when organising vocational education. Practical significance. The research materials and results can become the basis for the development of recommendations on support and development of activity of students’ interaction with educational content. Moreover, the materials of research can contribute to change the meaning of this interaction, which has to consist in understanding by students of own education as individual vocational self-development.

Uspostavljanje modela filmske edukacije u srednjoj školi

During the teaching of engineering disciplines, there is a need for new approaches that are associated with interdisciplinary training and the use of modern technologies. Widespread using online learning tools in modern conditions caused by a pandemic and a full-scale invasion and can be provided in the online educational environment of a higher education institution. As online learning practices and the technological tools to deliver them change, such learning continues to evolve. Modern applicants of higher education must possess a base of theoretical knowledge, be able to operate modern digital media communication technologies, and use advanced learning achievements in the digital environment. The content of education in universities is determined, on the one hand, by the globalization processes of the world, and on the other hand, by the emergence of new technologies in professional education. The purpose of the study is the implementation of online learning tools as a tool for the transformation of engineering education in modern conditions and experimental verification of the feasibility of using the proposed tools in the context of engineering education.The research methodology involved the analysis and generalization of scientific, pedagogical, methodical sources and empirical methods, as well as the analysis of the obtained results. A study was conducted before the implementation of the developed technology and after the completion of the experiment. It involved an analysis of the quality of knowledge of higher education applicants while studying engineering disciplines in the online learning environment of a higher education institution. The obtained results before and after the experiment were checked using a statistical calculation.The use of audiovisual materials is growing exponentially. Interactive video-based learning offers a much higher level of immersion in the learning process in online learning environments and learning experiences in platforms of distance education. Theoretical knowledge or classroom work supplemented with interactive practical or laboratory tasks provide an opportunity to use visualization methods. The development of new technologies, the computerization of all branches of the economy, science and education requires, on the one hand, the creation and implementation of new information tools and technologies, and on the other hand, due to problems with their use in professional activity, it is necessary to implement new approaches in the training of future specialists. The technology of implementing online learning tools in the conditions of digital transformation of engineering education is presented. In the context of the outlined technology, the acquisition of professional competences in engineering disciplines in the conditions of an online educational environment is considered, online learning tools are presented in the preparation of applicants of higher education in engineering specialties of agricultural educational institutions. In the context of the proposed technology there are outlined the use of simulation tools in the performance of practical and laboratory work in engineering disciplines, the creation of educational test simulators for applicants of higher education in engineering specialties, application of the monitoring system of the online learning environment in the system of engineering education. The rationale for the effectiveness of using online learning tools in the context of the digital transformation of engineering education is presented.The training of future engineers requires a systematic analysis of the degree of assimilation of knowledge at various stages of education, the acquisition of competences by profession, and stimulation of oneself as a specialist for further self-improvement. The presentation of the content of the education should take into account the degree of complexity of the tasks in the context of acquiring competencies and the use of interactive tools for correcting the knowledge of future engineers. The study makes it possible to assert that in modern conditions there is a need to introduce online learning tools as an instrument for the transformation of engineering education in modern conditions and experimental verification of the feasibility of using the proposed tools in the context of engineering education, which can be used to improve the quality of training engineers.

Current approaches to secondary education expose students to cultural information and environmental conditions that were not typical features of youth development for the vast majority of human evolution. Understanding the mismatch between adolescents’ evolved information processing biases and the educational content and environmental cues they often experience in school can help us to identify and/or develop educational approaches that will work with student biases in attention and motivation, rather than against them. In this paper, we present an evolutionary perspective on adolescent learning, review life history theory, and describe how adolescents adopting a fast life history strategy (fast LHS) are especially susceptible to the mismatch between evolved biases and modern schooling. We then argue that learning in context is an approach that is more consistent with adolescents’ evolved biases than traditional academic school environments and suggest that career and technical education (CTE) is an existing model that can be used successfully in secondary education, especially with students following a fast LHS. We conclude with future directions for CTE research and also applications of evolutionary theory to education and educational psychology.

The article reveals the methodological foundations of the organization of monitoring of material, technical and information support of the Federal state educational standard, the role and place of means, environment and technological conditions of training, education and development in the educational infrastructure. The features of monitoring as a tool for assessing the state of infrastructure and the development of educational activities are shown. The essence of updating the content of education, technologies and teaching methods is determined and the priority directions of development of educational infrastructure are shown. The main groups of indicators and their requirements (criteria) for the implementation of modern monitoring of Material and technical base are identifi ed. Additions were made to the groups of indicators for monitoring the material and technical provision of the educational process. The necessity of normative regulation of infrastructure on the basis of integration of General requirements into the system of normative-methodical documents in the form of the standard of educational and material base of General secondary education is shown.

With the increase in implanting the information and computing technologies (ICT) into learning and continuing education during the last two decades and shifting to distant educational technologies (DET), it has become obvious that there is a vital need for school and university teachers to upgrade and develop their e-learning and e-teaching skills consistently. Since integrating technology into classroom, online or offline, has already become both a global tendency and a crucial change in the quality, form and methodology of education, there appeared an urgent importance for appropriate digital continuing education for school and university teachers to boost their readiness, preparedness and ability to adapt to the changing conditions of the educational environment. This is a niche opportunity for the local Universities to fill in. The study examines the plethora of conditions, assumptions and risks affecting the quality of educational content for an effective online continuing education course. The article details the stages and principles of designing an e-learning online course for continuing education. Using information visualization and feedback tools as examples the authors propose practical recommendations for content development and risk management. The authors imply that to create a quality online continuing education course, the developing team should take into consideration the characteristic differences of online education as compared to traditional methods. Active learning, time management, progress monitoring and communication are also brought to focus. The proposed framework, educational content development and additional strategies suggested have implications to teachers and educators involved in e-courses development, as well as to a wide range of users.

With the increase in implanting the information and computing technologies into learning during 1990-2020s, it has become obvious that e-learning is going to become both a global tendency and a crucial change in the quality, form and methodology of education. The pandemic of COVID 19 with its massive global shift to distance learning brought to focus the need to revise the strategies and policies in education in general and the critical importance for appropriate digital training for university teachers in particular to boost their readiness, preparedness and ability to adapt to the changing conditions of the educational environment. The study shows that the teacher’s skills to create high-quality basic content for distance learning are crucial for successful teaching online. The plethora of conditions, criteria and factors affecting the quality of educational content for effective online teaching is examined. The article details the stages and principles of designing the basic content of an e-learning course. Using text editors and information visualization tools as examples the authors propose practical recommendations for content development. The study brings to focus some key concepts of e-learning methodology. The authors imply that to create quality content, a teacher needs knowledge and skills in pedagogical design, computing, time management and online communication. The proposed principles for the basic educational content development and criteria suggested have and educators involved in e-courses development, as well as to a wide range of users.

Innovation-related education is regarded increasingly important in Japan these days, especially for engineers, and a corresponding education, innovation enabling education entitled "Innovation Engineering", has been developed as part of a planned MOT course at Musashi Institute of Technology, and verified through trial provision of the education. Considering some inherent features of Japanese companies, such as an inward-looking attitude in thinking and a middle manager's role characterized by the middle-up-down management model, emphases in the development has been placed on the following three points; expanding the horizon of engineers, providing a practical tool for engineers, and working on innovation enabling environments of business practices, and the intended students were set to be engineers at middle management positions. We have proposed a new concept of innovation enabling in practical business environments, as a core of the innovation enabling education for engineers, and named it "Innovation Engineering." A framework, called 2D Matrix, is developed along with this concept, in order to offer some objective and analytical perspectives to middle-management engineers, by especially distinguishing management activities and operational practices.The developed education course of twelve modules has been shortened to four-module seminar, and tested through the trial provision. By taking appraisal of the attendants there, the contents of education and the background concept have been proven to be well-accepted and verified for its importance. This kind of methodological approach could be a good first step for them to expand organizational and managerial horizon in an organization.

Background:The exclusive breastfeeding program has been in place for several years, but its implementation in various countries remains suboptimal. To reduce health risks for both mothers and children, exclusive breastfeeding education should begin as early as possible during pregnancy. Objective:This study aimed to explore models of exclusive breastfeeding education during pregnancy. Method:This study used a qualitative descriptive design with an exploratory approach. The sample included all parties involved in providing exclusive breastfeeding education within the Public Health Centers working areas of Buleleng I, Sukasada I, and II. The participants comprised 35 healthcare professionals, pregnant women, postpartum mothers, and hamlet heads. Data were collected through in-depth interviews using semi-structured interview guidelines until data saturation was reached. Interviews were conducted via video calls and private messages to confirm the transcription results. Results:Thematic analysis identified three main themes: Healthcare professionals’ roles, knowledge, attitudes, and support (including multiple roles, perceptions about exclusive breastfeeding education, and formal motivation and support); Education strategy and mechanisms (encompassing educational strategies, methods, preparation, location, schedule, time allocation, content, stages, media, and effectiveness evaluation); Challenges (such as lack of knowledge, maternal circumstances, and environmental conditions). Conclusion:Public health centers should provide structured education, with midwives playing a key role in promoting exclusive breastfeeding. The delivery of education should remain flexible to accommodate various conditions. Keywords:Breastfeeding; Child; Health knowledge; Midwifery; Postpartum period

The relevance of the research of methodological approaches to the study of the genesis of the technology / labor education system of schoolchildren in the twentieth century is due to the need to improve the scientific apparatus of historical and pedagogical research, the complexity of which lies in its dualism (a combination of elements of scientific research in the fields of pedagogy and history). Currently, one of the most popular areas of education is technology education. Its meaning has been updated in the light of the new requirements set for high school graduates, who must have not only the ability to transform materials (information), but be ready for sustainable self-development under the conditions of the changing technogenic environment. In this regard, the study of technology / labor training of schoolchildren in the twentieth century is of particular importance, and especially in the period of the USSR (as it was a state in which the person of labor was the meaning-forming factor of the state system). However, this study should be based on a reasonable selection of methodological approaches that will contribute to not only a comprehensive study but valid conclusions. The objective of the study is to identify and give theoretical ground for the set of methodological approaches that contribute to a comprehensive study of the genesis of the technology / labor education system of schoolchildren in the twentieth century. Hypothetically, the identified methodological foundations enable to conduct a multi-vector study of the genesis of the technology / labor education system of schoolchildren in the twentieth century; it is possible to improve the process of technology education of schoolchildren at the present stage using this scientific basis. Methods (tools): theoretical analysis of historical and pedagogical studies and normative legal acts, analysis of the results of the study of the selected historical period. Main results: the study has expanded the scientific ideas about the epistemological possibilities of culturological, axiological, systemic, historical approaches to the genesis of the technology / labor education system of schoolchildren. The author presents her vision on the technology / labor education system of schoolchildren as a pedagogical phenomenon. Conclusions: the set of methodological approaches that was identified and theoretically justified in this research enables to conduct a comprehensive study of the genesis of the technology / labor education system of schoolchildren in the twentieth century. Practical significance. The research results can be useful in developing a modern concept of the system of technology education, as well as in updating the content of technology education.

У статті окреслено різні погляди на інклюзивну компетентність учителів початкової школи як складову професійної компетентності в умовах інклюзивного навчання, виявлено розбіжності у її структурі та змістовому наповненні. Представлено власне розуміння інклюзивної компетентності як системи знань про особливості психофізичного розвитку дітейз особливими освітніми потребами; мету, завдання, зміст і технології інклюзивного навчання; практичні вміння, пов’язані з аналізом, проєктуванням та конструюванням індивідуальної траєкторії розвитку дитини, інтегрованої в інклюзивне освітнє середовище; установки на взаємодію суб’єктів інклюзивної освіти; професійно важливі якості, спрямовані на розвиток вучителя суб’єктної позиції у сфері інклюзії як основи його професійної компетентності.

A teacher is a key figure in ecological education of preschoolers for their safe and happy future life. Intensiveness of preschooler’s development, dependence of his life from grown-ups, direction of development to future life requires to raise social ecological responsibility of teachers before the future generation. The purpose of the article is to show the specific character of teachers’ training as the organizational and pedagogical condition of ecological education of preschoolers in the conditions of natural and sociocultural environment of a kindergarten. Analysis of theoretical sources and teaching practice allows you to identify the most valuable content lines and technological mechanisms of professional training of preschool students and practicing teachers for environmental education of children. The research methods are the analysis of the theory and practice of environmental education of preschoolers, professional training of teachers, generalization, and correlation of the analysis results with the goals of sustainable development, comparison, systematization, questioning of teachers of preschool educational organizations. Achieving the goals of sustainable development of society makes it necessary to focus the content and technologies of organizing environmental education for children on the knowledge of the consistency of the structure and functioning of the natural and sociocultural world, the allocation of ecosystems of different levels in it. In this case, the semantic needs of the future will be reflected in the pedagogical design of the present. Determination of the system-forming role of environmental education will optimize professional training and comprehend the unity of natural science and humanitarian knowledge. Strengthening the personal orientation of education by taking into account the level of training, individual interests, preferred styles of information processing, increases cognitive activity and creative self-realization of each student. The use of project activities and interactive forms and methods of designing environmental education for children create conditions for improving the professional qualities of teachers, increase the value of training. Thus, the directed specificity of the content of vocational education of kindergarten teachers from the perspective of the future increases their social and environmental responsibility to future generations and the effectiveness of the results of environmental education of preschoolers in the process of professional implementation. Keywords: professional training, ecological education of preschoolers, natural and sociocultural environment, system-forming role of ecological education, social ecological responsibility

The article focuses on defining and substantiating the educational and pedagogical conditions necessary for developing teachers' readiness in educational and rehabilitation centers for innovative activities within the framework of the New Ukrainian School (NUS). It clarifies the logic behind defining the concept of «educational and pedagogical conditions» through its expansion and reinterpretation. The foundation for determining these conditions includes the NUS reform, the digitalization of education, and social challenges such as the pandemic, war, migration, and related crises. The key characteristics of pedagogical conditions in the modern educational environment and teacher training practices regarding innovation are contextual nature, environmental nature, practical orientation, increased efficiency, alignment with pedagogical principles, empirical and theoretical integration, scientific novelty, probabilistic results, local application, and result-interpretative nature. It has been established that the conditions for preparing correctional teachers in educational and rehabilitation centers (ERCs) for innovative activities according to the principles of NUS involve specially created didactic, motivational-stimulatory, managerial, and environmental circumstances that facilitate the successful modeling, creation, and maintenance of an innovative educational environment within ERCs. At the same time, they ensure the execution of pedagogical, corrective, and managerial functions in accordance with the new NUS standards and the updated Regulation on Special Schools and ER Three educational and pedagogical conditions have been identified: 1. Improvement of the content of postgraduate education for practicing correctional teachers to expand their managerial functions as anticipated by the NUS reform. 2. Orientation towards bridging the gap between isolated inclusive and open educational environments in the innovative activities of correctional teachers by enhancing inter-institutional interaction between ERCs and other educational institutions. 3. Retraining of ERC teachers to implement innovative integrative and information-technological approaches and techniques for effectively correcting multiple disorders. Keywords: pedagogical conditions, educational and pedagogical conditions, innovative activities, educational and rehabilitation center, special schools, teachers, New Ukrainian School.

The main objective of the study TikTok as a Pedagogical Strategy in the Teaching of Ethics and Values: A Case Study at the Buena Esperanza Technical Institute was to explore the impact of the use of the TikTok application as a pedagogical tool in improving the teaching and learning process of ethics and values at the Buena Esperanza Technical Institute; its theoretical framework was based on the social constructivist approach and the Theory of Technology-Mediated Learning (TAM). The former highlighted the importance of social interaction and collaboration in the construction of knowledge, while the latter theory examined how technology influences the teaching and learning process, acting as a mediator between the student and the educational content. A mixed type approach was used, combining elements of quantitative and qualitative research; the study design selected was the case study, allowing a deep understanding of the phenomenon in its real context, for data collection techniques such as direct observation, survey and documentary analysis were used. The target population and sample was the student community of the Instituto Técnico Buena Esperanza; a sample of 10 active seventh grade students was selected, approximately 30% of the total population, to guarantee the representativeness and validity of the conclusions of the study. Data analysis revealed that the use of TikTok as a pedagogical tool resulted in a significant increase in knowledge retention and understanding of ethical concepts and values as students showed greater participation in activities related to the application, which translated into an improvement in their grades and academic performance. In addition, a positive change in the students' attitude towards ethics and values was observed, reflected in greater reflection on their actions and greater empathy towards others; these findings support the feasibility of integrating TikTok in the classroom as an effective strategy to improve the teaching of ethics and values. Likewise, the effectiveness of the TikTok-based pedagogical strategy to improve academic performance and promote the development of ethical skills and values in students was concluded. The integration of TikTok generated a high level of participation and engagement, as well as a notable increase in interest towards the subject of ethics and values; the results suggest a positive impact on various aspects of student learning and behavior, supporting the usefulness of this innovative approach in the educational setting.