Using Generative AI to Evaluate Pre-Service Teachers’ Project-Based Learning Designs

This study explores how a flipped learning pedagogy was introduced to two separate student groups, within different disciplines, law and computing and compares the findings that have begun to emerge in relation to the development of a range of skills in particular the development of problem solving skills. Analytical and problem solving skills are not only the key skills for both law students and computing students, but are key skills for any graduate. The findings suggest the flipped classroom approach can increase student participation, engagement, supports the development of critical thinking and problem solving skills and promotes deeper levels of learning. The findings also support that this method of teaching and learning encourages the development of independent study skills and provides opportunities for students to develop and practice the core skills required of their discipline. This paper will also explore the perceived challenges and benefits experienced by both students and academics working with a flipped teaching and learning strategy during the academic year 2014/15.

Employers nowadays are looking for potential fresh graduates who are able to think outside the box, so that they can produce with quality works. However, they are failed to do so and this situation result in high unemployment rate among graduates, mainly in Malaysia. With this concern, this paper aims to examine students’ critical thinking and problem solving skill development after undergoing an industrial training. Further investigation also examines relationship of the skill development with respect to supervisors’ leadership styles. Both quantitative and qualitative methods were employed, with three hypotheses were tested. A total of 2,000 undergraduate students from six public universities in Malaysia involved in pre- and post-training surveys. In assessing students’ critical thinking and problem solving skill, eleven items in Belbin inventory on Thinking role was used. Meanwhile, nine employers and twelve students were participated in the interviews and they were asked regarding their perception of industrial training in assisting the development of critical thinking and problem solving skill. Descriptive analysis (such as mean), paired samples t-test, correlation and content analysis were utilized for the data analysis. Overall, results reveal that students developed in their critical thinking and problem solving skill upon completion of the industrial training. The results also demonstrate that there is a relationship between transformational leadership style the skill development. The findings of this study provide the necessity for industrial training stakeholders to improve industrial training program, mainly by implementing appropriate leadership styles.

The article highlights the methodical aspects of using technology for the development of students' critical thinking in lessons as a means of modernizing the process of teaching geography in general secondary education institutions. Emphasis is placed on the importance of critical thinking to prevent threats and risks of the information society. The presence of critical thinking is defined as the main condition for countering attempts to manipulate consciousness, disinformation, information attacks and wars, which are not uncommon in the modern information space. The history of the emergence of technology for the development of critical thinking, the development of its conceptual foundations by US scientists is briefly analyzed, as well as the state of research on the problem in Ukraine is outlined. The essence, characteristic features and parameters of critical thinking, its meaning, as well as the features of a person who possesses critical thinking are revealed. It is noted that the development of students' critical thinking is a priority task of the modern education system, which is reflected in the State Standard of Basic Secondary Education in terms of key competencies and comprehensive skills. The main attention is paid to the methodology of applying various methods and techniques for the development of critical thinking in the process of teaching geography. It is emphasized that the method of development of critical thinking involves the formation of students' ability to analyze information, formulate conclusions, express their own position, present arguments, solve problems, and make decisions. The main stages of a geography lesson with the use of technology for the development of critical thinking are outlined: challenge, comprehension, reflection. The didactic possibilities of debates and discussions, problem tasks, interactive methods of discussing debatable issues and situational modeling in the process of developing students' critical thinking in geography lessons are considered. It was concluded that the application of technologies for the development of critical thinking in the process of teaching geography will allow students to better understand the essence of geographical phenomena and processes, learn geographical laws, understand the problems of the modern world and realize the practical significance of geographical knowledge.

Studies confirmed that students’ critical thinking skills (CTS) and their problem-solving skills (PSS) tend to be low. Thus, this quantitative study aims to improve students’ CTS and PSS using Project-Based Learning (PjBL). In a quasi-experimental design, a total of 50 pre-service chemistry teachers from a public university in Indonesia were recruited as participants. To collect data, the Critical Thinking Skills Test (CTST) and the Problem-Solving Skills Test (PSST) were pre- and post-tested. Paired and independent samples t-tests and Cohen’s d were executed to explain the difference in CTS and PSS scores before and after treatment. The results indicated that there was a significant increase from pre- to post-test in terms of CTS and PSS scores. In addition, there is a significant difference in the CTS and PSS scores between the two groups in favor of the experimental group. It can be concluded that PjBL is an effective method to promote CTS and PSS in the General Chemistry course. As a powerful method, we recommend that lecturers implement PjBL to promote CTS and PSS as an alternative to online learning during the COVID-19 pandemic. Keywords: Critical thinking, pre-service teachers, problem-solving skills, project-based learning, general chemistry

This study examined the effect of artificial intelligence (AI) applications on the efficiency of second-year students enrolled in the Bachelor of Science in Information and Communications Technology (BSICT) program. As AI tools were becoming increasingly integrated into educational settings, their impact on student productivity, learning retention, and engagement warranted investigation. The research employed a quantitative descriptive-correlational design, using a structured survey to gather data from 92 students. The study focused on three key areas: code completion, code debugging, and task automation. Results showed that students perceived AI tools as significantly helpful in enhancing coding speed, reducing manual workload, and improving overall academic performance. However, findings also indicated a potential risk of over-reliance on these tools, which could affect the development of critical thinking and problem-solving skills. The study concluded that AI applications can serve as valuable educational aids when integrated thoughtfully, supporting both learning efficiency and skill development. Recommendations included guided usage strategies for students and educators to ensure balanced learning

The article is devoted to the adaptation of the experience of foreign pedagogical community of higher education in the students' critical thinking development in Ukraine. The purpose of the article is to highlight the practice of adapting the technologies for the critical thinking development of students from the foreign pedagogical community of higher education into the Ukrainian educational space. Research methods used in the article are theoretical analysis, systematization, generalization of data from scientific-methodical and special literature, analysis of the structure and content of higher education institutions websites. The results. Today, information has become an inexhaustible resource for humanity, and society has entered a new era of civilized development. This process requires the ability to use effective methods that allow the average citizen to adapt and survive in such situations. One of these tools is critical thinking, which is an essential tool for human mental activity. The problem of developing critical thinking has received considerable attention from the foreign pedagogical community of higher education. Critical thinking development in the theory of education was shown as the result of research in American cognitive psychology. This practice deserves to be adapted in Ukraine. The paper's author analyzes web content in terms of structure and content. Conclusions. The world's leading universities have websites that offer distance learning courses on critical thinking for students of these universities, as well as anyone who wants to improve their level of critical thinking, as the authors believe this skill to be essential for a successful professional life. The author of the article states that the creators of the courses unanimously voice the opinion that critical thinking skills are a prerequisite for a successful professional life, namely, that critical thinking correlates with innovative thinking. So, at the present stage in foreign pedagogical practice, this concept has a rich history and practice, which is actively implemented in the education system at all levels, and this experience should be implemented to develop Ukraine's education. Further scientific research is needed on the issues of involving global educational projects for the development of critical thinking in the digital environment of higher education institutions of the country, sharing resources between them, testing the pedagogical conditions for the development of students' critical thinking, taking into account the peculiarities of using digital technologies in the implementation of creative ideas for the development of critical thinking in classes with an increased emphasis on creativity, critical thinking, and problem-solving skills.

This systematic literature review (SLR) explores the impact of Project Based Learning (PjBL) on students' speaking skills, drawing insights from qualitative studies. The study identified key themes, increased student engagement, motivation, increased self-confidence, increased fluency and accuracy, and development of critical thinking and problem solving skills. The collaborative nature of PjBL fosters authentic communication among students, contributing to overall language proficiency. This research uses the Systematic Literature Review (SLR) method, which examines 15 national journal articles to comprehensively analyze the existing body of research. A thorough search of electronic databases ensured selection of relevant qualitative research articles. These findings highlight the positive influence of PjBL on students' speaking skills, providing valuable implications for educators, policy makers, and researchers seeking effective strategies for language development in educational contexts. . Keywords: Systemic Literature Review, Project Based Learning, Speaking Skills.

The article examines the problems of developing critical thinking of future teachers of computer science and mathematics using artificial intelligence tools. The experience of domestic and foreign researchers regarding the use of artificial intelligence in education for the development of critical thinking, in particular, the United States of America, the Republic of Poland, and the Republic of Slovenia, was analyzed. The necessary components of critical thinking are defined: the use of logical thinking to analyze problems, make decisions and solve problems; obtaining, interpreting and using knowledge/facts/data in the process of solving problems; demonstration (manifestations) of creativity and non-standard thinking. In order to investigate the specifics of the application of critical thinking skills by future teachers of computer science and mathematics when working with artificial intelligence systems, a survey was conducted. The "Klochko Questionnaire: Peculiarities of using critical thinking skills by future teachers of computer science and mathematics when working with artificial intelligence systems" was created. The possibilities of using artificial intelligence tools in education have been clarified, in particular: analysis of educational data, creation of educational content, professional development, adaptive learning, and others.The results of the study showed that 92.2% of respondents use or plan to use artificial intelligence tools in the educational process. The vast majority of students studying to become computer science and mathematics teachers actively use artificial intelligence to solve various problems, applying critical thinking and developing their critical thinking skills. The development of critical thinking skills of future computer science and mathematics teachers is a necessary condition for their academic success, personal and professional development, competitiveness, preparation for future challenges, solving new problems, teaching students to think critically. The implementation of artificial intelligence tools for the development of critical thinking in future teachers may have certain risks, such as excessive trust in artificial intelligence and the reduction of the role of one's own experience, intuition, etc. It is important to note that the field of using artificial intelligence technologies in education is just beginning to develop and needs additional research, however, it has great potential for the development of critical thinking of future teachers.

In 2014 NCTM advocated for productive struggle by expressing the need for teachers to allow their students the time necessary to grapple with their mathematical “uncertainties.” We posit pre-service teachers need opportunities to productively struggle when learning and applying their mathematical understanding in order to understand how productive struggle can support their future mathematics students’ development of critical thinking, problem-solving, and collaborative skills. The participants in this research were seven pre-service teachers in an undergraduate, middle grades mathematics course during Fall 2019 or Spring 2020. The focus of this research was to investigate how the pre-service teachers experiences with productive struggle as they learned about, and with, Lego robotics informed their understanding of the benefit of productive struggle. A qualitative framework incorporating an action research format was utilized for the data collection and analysis. Findings show pre-service teachers benefit from the opportunity to experience productive struggle, which informs their ability to create opportunities for productive struggle while planning lessons that incorporate Lego robotics for their future students.

The aim of this study is to evaluate the contribution of mobile devices to ninth-grade students' Critical thinking & Problem solving skills in laboratory settings. Students participated in a sequence of Microcomputer-based and mobile supported Laboratories, covering four different cognitive topics in Physics. Research instruments such as a reflective questionnaire, students' messages in a Viber group and a set of open-ended questions seem to enlighten the students' progress. Students' development of Critical thinking and Problem solving skills, over time in the Laboratory sequence, turns out by their way of manipulating, analysing, evaluating the experimental data and reflecting on the experimental procedures in the Viber group. Also, students' written responses to open-ended questions before and after the mobile-supported Labs revealed interesting data about their improvement.

Indicators of the quality, competitiveness of general education are the educational results of students recognized in the world, corresponding to functional literacy, which includes, among other things, critical thinking of students. The purpose of the paper is to develop a technique for the development of students' critical thinking Critical analysis of the text and its rationale, a description of its practical application in the educational practice of a general education institution. Research methods include methods of theoretical and empirical research. The paper proposes the technique Critical analysis of the text, represented by a new list of questions, the rationale for which is carried out on the basis of 4 laws of logic, the criteria for selecting the content of education, which provide the possibility to develop techniques for the development of critical thinking of students. An example of using the technique "Critical analysis of the text" at the lesson of Conversations about the important issues is also given. An analysis of the achievements of experimental work related to the use of techniques for the development of critical thinking of students in the educational process made it possible to establish an increment in the experience of critical thinking of students, which gave reason to consider the developed techniques effective. The scientific novelty of the study includes the method of "critical analysis of the text", represented by a new list of questions developed on the basis of the theories of critical thinking and logic. The theoretical significance of the study is related to the substantiation of the list of questions for the "Critical analysis of the text" technique, carried out on the basis of the argumentation theory, with the development of criteria for selecting the content of education, on the basis of which it is possible to design multi-level tasks for the development of students' critical thinking. The practical significance of the results of the study is shown in the given example of using the method "Critical analysis of the text" in educational practice, in particular at the lesson of "Sport and Politics" ("Talk about the important"). The Critical Analysis of the Text method developed in the study, which determines the development of critical thinking of students, enriches the theory of pedagogical design and opens up new opportunities for its further development.

The aim of this study is to examine the development of critical thinking, problem-solving, and creativity skills among 7th-grade students from low socioeconomic backgrounds, and to analyze this developmental process using children's books within the framework of the flipped learning model. In this context, action research, one of the qualitative research methods, was employed. The study was conducted over a period of 12 weeks during the fall semester of the 2022–2023 academic year at a secondary school with a low socioeconomic profile, located in a central district of a major city in the western part of the Eastern Anatolia region. The participants consisted of twenty 7th-grade students who exhibited deficiencies in critical thinking, problem-solving, and creative thinking skills, selected through criterion sampling. Different data collection tools were utilized at various stages of the research. While the Cornell Critical Thinking Test and the Torrance Tests of Creative Thinking were used to gather quantitative data, qualitative data were collected through observation notes, the researcher's diary, audio and video recordings, and interviews with teachers, students, and families, as well as student projects created based on the activities related to the books. Quantitative data were analyzed using correlation analysis and the Kendall’s W test to determine inter-rater agreement. Qualitative data were analyzed using the thematic analysis method. As a result of the analyses, it was concluded that the students showed improvement in their critical thinking and problem-solving skills. Although there was also an improvement in their creative thinking skills, it was not as pronounced as the other two skill areas.

Perhaps the most challenging factor in teaching is being able to foster a learning environment that meets the needs of all learners, which is often achieved by utilizing a plethora of instructional methods that develop critical thinking and problem solving skills. These 21st century skills have been recurrently identified as a critical component of today’s workplace and employers are hiring individuals who can solve complex problems, especially within agriculture. However, students in todays educational classrooms are often not receiving the hands-on instruction that is needed in order to foster the development of critical thinking and problem solving skills. Further, problem solving skills have been identified has one of the most crucial cognitive activities that we encounter every day in our personal and professional lives. In order to combat this problem, educators have moved to more active learning environments to help develop critical thinking and problem solving skills that are needed for employment in the workforce. Previous research supports the idea that active learning classrooms provide students with the necessary hands-on activities that develops their critical thinking and problem solving skills. Previous research also has been conducted to understand how cognitive style, learning style, and critical thinking style affect an individual’s problem solving ability. However, little research has been conducted to understand how cognitive diversity amongst a group affects the problem solving process. Therefore, this study sought to understand how cognitive diversity affects the problem solving ability of students in an agricultural mechanics class. This study compared students’ problem solving ability by measuring time to solution and hypothesis generation ability when troubleshooting a small gasoline engine. A one-group pretest-posttest design was utilized for this study. In all, 31 participants elected to participate in this study and completed a criterion-referenced test, course motivation survey instrument, and a troubleshooting exercise. Data were analyzed using nonparametric statistics, specifically, Mann-Whitney U tests, Kruskal-Wallis test, and the Pearson’s Chi-Square test. The analysis rendered no statistically significant differences between cognitive style and content or course motivation. However, further analysis revealed a statistically significant difference was found between cognitive diversity groups and time to solution and hypothesis generation.

Annotation. The article explores the peculiarities of organizing and implementing research activities among students of higher education institutions under the conditions of distance and blended learning. In light of the global digital transformation of education, the study delves into how different learning formats influence the development of students' scientific potential. It analyzes both the advantages and challenges associated with online and blended modalities, emphasizing their impact on the effectiveness and quality of research activities. Particular attention is paid to innovative pedagogical approaches and the integration of digital technologies that facilitate scientific inquiry and collaboration in virtual environments. The article also examines the crucial role of teachers as facilitators of research in digital contexts and considers how socio- cultural factors and individual motivation affect student engagement in research. A sociological survey was conducted among students and faculty to assess perceptions of research effectiveness in remote and hybrid formats, revealing important insights into current practices and areas for improvement. Additionally, the article highlights the conceptual foundations, content, and defining characteristics of student research activities. It outlines the main directions and objectives of such activities, particularly within the framework of vocational and professional training. The authors underscore the contribution of research to the development of key professional competencies, critical thinking, and problem-solving skills in future specialists. Moreover, the article identifies effective methods and organizational forms that foster the formation and enhancement of research skills. Among these are project-based learning, virtual scientific conferences, online mentorship, interactive platforms, and interdisciplinary collaboration. Practical recommendations are provided for optimizing support systems for student research in digital and blended learning environments, with a focus on ensuring continuity, engagement, innovation, accessibility, and academic rigor. Overall, the study offers valuable insights into adapting university-level research practices to contemporary educational realities and global technological shifts, making it relevant for educators, administrators, and policymakers aiming to modernize higher education.

Digital storytelling is a pedagogical strategy that relies on constructing digital artefacts, such as videos, to develop skills like critical thinking. However, clear actions that students need to engage in to develop these skills are often lacking. Therefore, in this qualitative study, we aimed to explore pre-service teachers' perceptions of the relationship between creating a digital story and developing critical thinking. More specifically, we examined pre-service teachers' reported actions and experiences used to build their digital stories, analysing how critical thinking skills were brought into play during this process. The analysis of the interviews showed the actions pre-service teachers take when creating a digital story and how these actions, in turn, promote the development of critical thinking. The results suggest that (a) a wide range of critical thinking skills are at play when constructing a digital story and (b) the most reported skills are those related to planning and design, solving emerging challenges to pursue a critical argument and representing ideas with the use of rhetorical elements. Furthermore, we discuss the implications for pre-service teachers' training. Finally, we address the limitations of this study and provide suggestions for future research. Implications for practice or policy: Student teachers and teacher trainers can count on a set of actions that will allow them to visualise the development of critical thinking when their students create digital stories. Teacher trainers can benefit from a pedagogical strategy that can facilitate the development of critical thinking in pre-service teachers.