Unlocking the Potential: Transformative Applications of Generative AI in East Kalimantan's Educational Landscape

With the development of contemporary technology and education, there are more and more innovative teaching methods that are helpful to the education and teaching procedure. Interactive teaching method is one of them. Interactive teaching is a teaching modus based on developed on the scaffolding teaching theory that attaches importance to the communication between teachers and learners. Its biggest goal is to develop learner-specific and specific autonomous learning strategies through the communication and collaboration between the teacher and the learner. The advanced nature and effectiveness of interactive teaching methods make it more and more widely used in education, such as in the field of music teaching. Music teaching is a kind of teaching that pays more attention to the communication between teachers and Teachees. This paper aims to study the interactive music teaching method based on BD and CC, that is to design an interactive music teaching method based on big data and cloud computing technology, and conduct practical application experiments on it. The experiment concluded that the interactive music teaching method based on BD and CC has made the students’ participation rate in music teaching classrooms reach 88%, and the excellent rate of in-class test scores has reached 90%.

The aim of our work is to study and compare interactive and traditional teaching methods of pharmacists-interns for first medical care at the post-graduate educational stage. To prove statistically or to deny advantages of interactive teaching methods, such as: simulation training, based on clinical cases, interactive lecture, close discussion, Peyton’s 4 steps approach, positive criticism, based on two groups of pharmacists-interns, assessing the formed competence, stress-resistance and motivation for giving first medical care. This is a prospective, randomized, pilot study with two groups of pharmacists-interns at studying at the internship from 2014 to 2017 year, based on the Institute of post-graduate education of the National medical university (NMU), named after O. O. Bogomolets, at one of learning stages – «Care at urgent states and acute intoxications”. The participants were randomized and divided in two groups. There was formed the control group (CG), including 95 pharmacists-interns of 2014 year of admission, and in further the training was started according to the traditional methodology that doesn’t provide interactive methods and simulation. The experimental group (EG) included 104 pharmacists-interns of 2015 year of admission that the program using interactive methods was elaborated for. Interactive methods used in the experimental group, included: simulation training, based on clinical scenarios, interactive lecture, close discussion, practical activity using Peyton’s 4 steps approach, positive criticism. Activities lasted 12 hours in groups of 16 persons, there were also used diverse handbooks and posters according to ERC recommendations. Exclusion criteria were missing classes or failing a course. Indices of the experimental group demonstrated the growth of assuredness level at giving urgent care (UC) up to 75,0 %. The number of interns, satisfied with the structure and methodology of giving information – up to 92,3 %. The analysis of data, received at assessing tests, demonstrated that 85,6 % (high and middle) of EG at the final level (FL) of assessing fixed correctly the signs of the blood circulation stop comparing with 17,3 % in the initial result (IR); 86,5 % (high and middle) indicated correctly the time, given for conforming the blood circulation stop at FL comparing with 22,1 % in IR; 80,8 % (high and middle) chose the tactics at the blood circulation stop correctly at FL comparing with 28,8 % in IR; the number of pharmacists-interns, who know medicaments, administered at CPR grew from 31,7 % at IR to 90,4 % (high and middle) at FL; at the beginning of studying only 6,7 % chose the tactics at giving first medical care to traumatized patients correctly, at the final assessment – 69,2 % (high and middle) in FR.; 88,4 % (high and middle) chose the technique of stopping bleeding in FR comparing with 54,8 % in IR. The results of the initial and final assessing of formation levels of the competence in the control group (CG) didn’t statistically differ. Our study considered the new model of the curriculum using interactive teaching methods comparing with the traditional one. Interactive methods such as simulation training, based on clinical scenarios, interactive lecture, close discussion, Peyton’s 4 steps approach, positive criticism demonstrated their effectiveness.

Contemporary medical higher education, especially the postgraduate training of physicians, requires a creative teaching approach to train a competent health care professional. The use of interactive role-play teaching method assists in strengthening the link between practical and theoretical skills, which is especially relevant in teaching of palliative medicine.
 The paper is aimed at evaluation of the possibility of improving the effectiveness of the training of medical interns, using the role-play technique. To evaluate the impact of such interactive teaching methods as role- play in teaching of palliative care, we analyzed the effectiveness of teaching of 162 interns from 2014 to 2020. Subgroup I (n=82) involved medical interns who had in-class experience with role play technique. Subgroup II (n=80) involved interns for whom role-play teaching approach was not utilized. The findings of the analysis have revealed that the use of role-play teaching model in Subgroup I increased the academic success rate of interns to 94.7% (p≤0.05) in contrast to 81.3% (p≤0.2) in Subgroup II. Moreover, interns of Subgroup I rated the work of the teacher higher (8.2 points), compared to Subgroup II, where the score was 6.9 points. Therefore, the use of role-play as one of the interactive teaching methods in the postgraduate training of interns can improve the basic knowledge in patient care management in both theoretical and practical part of the training, which further improves professional progress and necessitates greater use of this method of interactive training in the postgraduate study.

The problem of future aviation specialists� motivation to learn foreign languages in the conditions of remote learning has been analyzed in the given article. It has been defined that motivation is a critical component of students� learning and their achievements as their success in studying depends on the level of their motivation. It has been underlined that demotivation has a negative effect on educational process. The results of the observation and students� interviewing have helped to define the main problems which lead to students� demotivation. Among them we can distinguish the following ones: the students are not ready to perceive a big amount of information online; technical problems with the Internet; some personal problems caused by the fact that students stay at home; the absence of universal approach for teaching different subjects; the teachers� lack of knowledge in the sphere of IT; a big amount of tasks online which do not fully correspond to the learning tasks. A few practices have been developed to make online learning more effective. They are presented underneath: using the tasks in which students express their point of view on the learnt material and the aspects they haven�t covered yet; making the activities used in the classroom shorter and, therefore, more effective; using tests and other evaluation techniques to monitor the quality of the learning process; using the sessions in which students can ask questions and take part in the discussions; meetings in breakout rooms during online classes; personal messages to students encouraging them to be actively involved in the learning process; applying real life situations to demonstrate the content; using the project method and additional work with it. The process of modernization of the sphere of education nowadays in the terms of online classes in higher educational establishments is a real challenge today. To succeed in it, we need to create friendly and comfortable virtual environment which will help students to become successful and overcome language barriers. It has also been advised to use different methods to motivate the students to learn the languages by referring to group work and interactive methods and developing critical thinking skills. Key words: motivation to learn foreign languages, aviation specialists� training, remote learning, development of communicative competence, COVID-19 pandemic, interactive teaching methods.

The rapid advancement of Generative Artificial Intelligence Technology has increasingly drawn attention to its potential applications in the educational sector. This study aims to investigate the effects of Situational Interactive Teaching, facilitated by generative artificial intelligence, on students’ learning outcomes and flow experiences. A series of experiments were designed to compare the performance of a Generative Artificial Intelligence-supported Situational Interactive Teaching Method with a Traditional Video Interactive Teaching Method. Data was collected using research tools such as questionnaires and test questions to assess students’ cognitive levels, learning effectiveness, flow experiences, and subjective evaluations during the instructional process. The analysis revealed distinct differences between the two teaching methods. The findings suggest that compared to traditional teaching methods, Generative Artificial Intelligence-supported Situational Interactive Teaching significantly improves students’ learning outcomes in cognitive, skill, and affective domains, while also enhancing flow experiences. These positive effects are not limited by individual student differences, indicating broad applicability. Furthermore, this teaching approach can foster a positive feedback loop between learning effectiveness and flow experience. In conclusion, this study confirms the effective application of generative artificial intelligence technology in legal education, providing empirical evidence for the promotion of this innovative teaching model in the educational field.

Interactive teaching methods are the alternative of educational activity in modern changes of socio-economic life of the country during a global pandemic. There is a gradual departure from traditional teaching methods, associated with the rapid development of various technologies that can be used in the educational process. The aim of the article is to study the efficiency of using interactive teaching methods of schoolchildren at the lessons of geography in 6-7 classes. Main material. Interactive methods are aimed at developing skills of independent processing of new information, abilities and skills that help in adapting to complex, fleeting and unexpected situations. Today, there are many diverse accessible sources of knowledge, which provide new opportunities for learning. Thus, these teaching methods allow us to work out conditions for successful learning, assimilation of information, positive emotions, motivation for educational activities, formation of group, team- work skills, directions of schoolchildren’s activities. It is established that mastering of geography knowledge by students is more effective during the solution to problem searching situations. Thus, such approaches to learning can be the basis of interactive technologies that make learning accessible, successful and interesting. The student community acquires the most valuable skills: the ability to overcome difficulties, analyze them and look for ways to further implementation. The analysis of the pedagogical experiment allowed us to establish the advantages and disadvantages of using different interactive teaching methods. The advantages include active learning activities of students, encouraging them to understand and use information, developing creative opportunities, further practical activities, the disadvantages - the technical feasibility of implementing these methods into the educational process, low computer and information literacy of the participants. Conclusions. Interactive teaching methods are aimed at the formation of a high level of knowledge, self-study and selforganization of educational activities. The most convenient and used are multimedia teaching methods, the use of project technologies, debate, peer review and discussion.

Background. Modern trends in all spheres of society, and in particular, in spiritual education, set the task for the teaching staff of higher schools to use such approaches, forms, methods and techniques of work in which students are able to master and implement in educational situations and professional activities the competencies laid down by the Professional Standard and curriculum. Future teachers of primary education at the stage of obtaining higher education should live their own learning experience in a system-activity approach in order to have an idea of it, and in the future – professional and general professional competencies for its implementation in their own professional activities. Future primary school teachers should be able to build individual and collaborative work of students in the process of learning, education, using current (modern) methods of work. The author describes the practice of implementing modern teaching methods in the framework of professional education, such as active and interactive methods that promote effective interaction and mutual enrichment of students and teachers, and therefore better formation of future specialist competencies. The purpose is to describe the practice of implementing active and interactive teaching methods in the formation of general professional and professional competencies of future primary education teachers. Methodology. The main methods of work are: the study of normative documents, the analysis and synthesis of psychological and pedagogical literature, and work experience at a university. Results. The results of the study are presented in the form of the organization of higher school students' education in the aspect of several disciplines, implementing active and interactive teaching methods. The modern educational practice of forming professional and general professional competencies in an activity–based approach is described, which consists in promoting the formation of a professional in pedagogical training who is able to adopt a proactive educational strategy during university studies, and later in his own professional activity to be able to organize the same process within the classroom (school) team.

This study was carried to inspect students` views on the use of innovative and interactive teaching methods used in the English studies major at the University of Nouakchott Al Aasriya, Mauritania. This was a corollary of the fact that innovation in teaching, regardless the nature of the course or subject, has become a buzz word in the academic institutions. A quantitative research methodology was used and the data were collected from 101 students from the English Department. The collected data were analyzed using SPSS as an attempt to provide descriptive statistics to verify the students` perception of the use of innovative and interactive teaching methods. The findings of the study revealed that 91.1% of the students believe that their teachers do use some of the innovative and interactive teaching methods in their classes; still, 70.3% of the respondents were in favor of continuous trainings for teachers on the use of innovative and interactive teaching methods, which is a very alarming percentage. Also, the findings of this study have some significant implications such as the necessity to move from teaching to learning as an attempt to make learning an enjoyable and memorable experience. The results of this study contribute to literature by concentrating on the use of innovative and interactive teaching methods in Mauritanian higher education institutes.
 
 Keywords: Innovative, Interactive, Teaching Methods, Students, Higher Education, Mauritania

The article tackles the relevance of using active and interactive teaching methods in the educational process. Various qualifications of active and interactive teaching methods are presented on the basis of scientific and pedagogical literature. The demand for active and interactive teaching methods is caused by the requirement of the Federal State Educational Standard of Higher Education for the formation and development of professional skills of students and a social order for the formation of the intellectual and creative potential of an individual for creative activity in the professional sphere. According to the article to optimize the professional training of starter philologists it is necessary to use active and interactive teaching methods which are based on active interpersonal and intercultural interaction, on defending one's own position, making appropriate argumentation. The results of a survey of Sevastopol State University students in order to provide feedback on active and interactive teaching methods in general and the use of these methods in the university are presented. In this article, the authors present some results of the use of methods mentioned when teaching students-philologists majoring in 45.03.01 Philology in a practical lesson during the course "Practicum on the development of speech culture ". The authors examined the possibilities of using the following methods within the framework of a practical lesson such as discussion, training, pair-work with various language material. In conclusion, much attention is paid to the usage of the mutually complementary active and interactive teaching methods as an integral component of the contemporary conditions.

The subject of research covered in this paper is a method of teaching a foreign language as a means of enhancing students’ cognitive activity as well as development of their creative and intellectual abilities. The interactive method of teaching is observed as a form of the cognitive activity reflecting relevant phenomena of the modern reality. The paper is mainly focused on the methodology of conducting classes using such an interactive teaching method as a language game in order to develop lexical, grammatical and phonetic competence of students. The potential of a language game as an interactive teaching method (communicative approach) is demonstrated through studying headlines of French newspapers in the context of teaching the French language to linguistic students. Various interpretations of the “language game” concept have been compiled on the basis of up-to-date academic literature. Several levels of language game comprehension and translation are analyzed including the following ones: word-formation, idiomatic and phonetic. Examples of newspaper headlines are provided in order to scrutinize lexical and stylistic figures of speech (e.g. personification, metaphor, comparison, oxymoron, pun) as well as set expressions and syntactic constructions. Methodological guidelines for applying a language game as an interactive teaching method are offered. The paper is aimed at teachers of higher professional education institutions.

A modern architect must be able to create objects that have functional properties, reflect the processes around them, and see the development of the object in the future. This requires analysis and analytical work, collective cooperation with colleagues, related specialists and persons who influence the progress of work and the final decision. It is also important to be able to convey your opinion, professionally justify your decision and defend your proposal. Acquiring the skills of solving complex, multifaceted problems, communication in the work process and presentation of results should take place during the training process. Existing architectural schools often have outdated Soviet features in their teaching methods. The old methods no longer meet the needs of the profession. It is necessary to look at the educational model in general. There is a need to reform not only the educational programs, but also to review the way in which learning takes place - the learning methods. Peculiarities of the interaction of participants with each other, interaction with information and with the object of study separate the methods of learning. There are passive, active, and interactive methods. Higher education in Ukraine especially now needs the introduction of active and interactive teaching methods. They develop skills in the learner that are important in the modern world. This corresponds not only to the demand of professional activity, it has been proven by Ukrainian and world teachers-scientists. It is also for the purposes of reforming education leading to European standards. In architectural education, the discipline "Architectural Design" and interactive teaching methods in it deserve special attention. An analysis of the practice of foreign architectural schools proves the progressiveness of such training. It provides analytical, research, communicative experience, can help in studying and using modern innovative educational technologies.

The emergence of COVID-19 brought up some concerns and changes in the approaches to the teaching and learning of some engineering related modules, particularly in South Africa. Therefore, the teaching of an electronics engineering course demands a balanced interactive approach, as requested by the curriculum. On this note, this paper reports the common approaches of teaching and learning mathematical modelling in antenna theory and design. It also discusses the perceived impact of interactive learning on modelling some mathematical skills in engineering education. It emphasizes the form of interaction that exists among students and lecturer, lecturer and students, and the whole class with the lecturer. The paper therefore reports the strategies of teaching and learning of mathematical modelling in Antenna Theory and Design (ATD), using the interactive methods, as suggested by the University during COVID-19 period. In view of this, the paper confirms that the adoption of an interactive teaching and learning method helps to increase students’ understanding when learning ATD. In achieving the goal of the study, a qualitative style of data collection was adopted, coupled with a thematic approach of discussion of the study. This gives room for the appropriate approach of teaching and learning of mathematical modelling, in ATD courses, during COVID-19 era in a university in South Africa.

Interactive methods consist of active teaching approaches aimed at increasing interaction between teachers and students in the learning process. Unlike traditional teaching approaches, these methods ensure that students are more involved during class and learn knowledge and skills based on experience. Interactive teaching methods are based on the principle that pupils or students are at the center of the pedagogical process and encourage learners to play an active role. The main goal of such approaches is not only the transfer of theoretical knowledge, but also the application of this knowledge in practice and the development of students' ability to think creatively. The active learning approach, which is the basis of interactive methods, maximizes the participation of students in the learning process. This approach requires students to be active participants rather than passive listeners. Learners acquire knowledge not only by listening, but also by asking questions, completing tasks and conducting discussions. One of the important features of interactive methods is that they are based on cooperation. Students work in small groups on joint tasks, solve various problems and exchange knowledge. This ensures not only the sharing of knowledge, but also the development of students' social skills. Cooperation and team work enable students to work together and master the team spirit required by the modern era. This method focuses on setting specific problems before students and investigating ways to solve those problems. This approach encourages students to think critically, analyze situations, and develop decision-making skills. Problem-based learning provides opportunities to solve problems that may arise in real life, not based on theory, but with practical approaches. Discussions and debates are one of the widespread forms of interactive methods. This method allows students to express their opinions, defend their opinions with arguments, and approach different topics from different perspectives. During discussions, students learn to think critically, draw logical conclusions, and respect other people's points of view.

This article investigates the application of 3D technologies in training biomedical engineering specialists and future art educators. The study highlights the relevance and potential impact of this field, emphasizing the importance of directing Ukraine’s educational sector toward innovative pedagogical, methodological, and technical advancements. “Modern innovative technologies,” particularly 3D technologies, are examined as a resource offering extensive potential for developing students’ competencies and fostering their creative and professional growth. The article reviews scientific literature to identify avenues for integrating 3D technologies into educational practices, offering classifications based on various criteria. A comprehensive overview of 3D technologies is provided, focusing on two primary areas of development: 3D modeling and additive manufacturing. The study places special emphasis on layer fixation methods in 3D printing, including stereolithography (SLA), selective laser sintering (SLS), and fused deposition modeling (FDM), and describes commonly used materials and their applications. It is noted that students from various disciplines initially acquire foundational knowledge and skills in 3D modeling and model preparation using shared tools. As students progress, they adopt specialized software that aligns more closely with their field-specific needs. The article analyzes widely used and accessible software tools for creating and handling 3D models, identifying Tinkercad as particularly suitable for educational use. Examples include student projects in the biomedical engineering program, such as eye prosthesis models developed with Tinkercad in the "Introduction to 3D Modeling" course. Additionally, the integration of 3D technologies in the educational process is illustrated through the Erasmus+ (CBHE) BioArt project: "Innovative Multidisciplinary Curriculum on Artificial Implants for Bioengineering" (Project No. 586114-EPP-1-2017-1-ES-EPPKA2-CBHE-JP). The article also explores the potential of 3D modeling in various fields, including architecture, costume design, film, and performing arts. 3D technologies have opened new avenues in the arts, contributing to the emergence of "3D art," where artists often rely on intuitive techniques, allowing unique creative expressions. The study further examines the use of 3D technologies in the "Primary Education: Art" program as part of the Erasmus+ Jean Monnet Module (Project No. 620252-EPP-1-2020-1-UA-EPPJMO-MODULE), which prepares future teachers to integrate European best practices in developing young children’s soft skills through theatrical activities. In conclusion, the integration of 3D technologies in training students in both technical and artistic disciplines is not merely an educational trend but a necessity to prepare students for the modern labor market and ensure high-quality professional training, promoting the incorporation of new technologies in professional and educational settings. Future research directions include developing and implementing new educational projects and innovative technologies in medical and artistic fields, as well as enhancing educational programs to equip graduates with the skills needed to thrive in an innovative economy and education landscape.

The famous German educator Zimmer proposed that the interactive teaching method has its roots in sociology. That is, people gain experience in the process of communicating for their own development. However, in the teaching process, English teaching focuses more on the communication between the teacher and the students. Through classroom interaction students constantly develop the ability to question and think creatively. In addition, this teaching method has become one of the more popular teaching methods as teachers design lesson plans with students’ interests in mind. Interactive teaching method has the qualities of variety, immortal, discipline, etc. This paper hopes that the practical study of interactive teaching methods will achieve the goal of increasing students’ interest as well as improving their learning through the integrated used of teaching methods. This study took the grade six of Chen guang Primary School, Fan cun Township, Kaifeng County, Henan Province as an example for classroom research. In the process of learning English, the interactive teaching method is more appropriate to elementary school students whose personalities are presently inception and advancement to investigate their true capacity. Eventually, the interactive teaching method continues to be advocated in the course of teaching practice.