The article deals with the actual problem of teaching disciplines, including issues of methodology and organization of scientific research for graduate students in the higher education system. Special attention is paid to the analysis of modern educational approaches, which are aimed not only at the formation of purely scientific competences, but also at the spiritual and intellectual development of young scientists. The training of graduate students in these disciplines includes not only the mastering of methodological principles, but also promotes the development of such personal qualities as critical thinking, moral responsibility, commitment to scientific integrity, and internal motivation for scientific activity. The article examines various learning methods that can contribute to the active involvement of graduate students in the process of self-discovery and self-development, including interactive learning methods, project activities, research tasks, and debates. Such methods give graduate students the opportunity to develop the skills of independent decision-making, search for innovative solutions and teamwork, which is extremely important for successful professional activity in the modern scientific environment. In addition, the article examines how educational practices contribute to the integration of moral and spiritual values ​​into the scientific activity of graduate students, in particular through the formation of a holistic worldview that includes humanistic principles, the ethics of science, and responsibility to society. The role of the teacher in the process of professional training of graduate students is considered, in particular, his influence on the personal and spiritual growth of students through constant feedback, providing an example of scientific integrity, supporting and creating a positive learning environment. It is emphasized that the interaction of teachers and graduate students is important to create a learning environment that stimulates graduate students to grow internally and achieve high standards in research activities. The systematic approach used in the study made it possible to present the process of teaching the methodology of scientific research as a dynamic, integrated system. This approach makes it possible to identify the key factors of successful professional training, to establish connections between the components of the educational process, and to create a model that meets the needs of the modern scientific and educational environment. In particular, it is emphasized that the successful training of graduate students is aimed not only at the development of their professional competences, but also at the formation of high spiritual qualities, the ability for deep analysis and awareness of the role of science in society. The article is aimed at theoretical justification and practical recommendations for teaching methodology and organization of scientific research, taking into account the spiritual and intellectual development of graduate students as part of their comprehensive preparation for the role of researchers. The presented approaches can be useful for teachers who seek to increase the effectiveness of the educational process, make it more inclusive and aimed at educating the moral and professional qualities of future scientists.

The author's research proposes a model of development of logical thinking of future primary school teachers in their professional training. The pedagogical experiment concerning the development of logical thinking of future primary school teachers in professional training is described. The pedagogical conditions for the effective development of logical thinking are formulated and substantiated: the use of active learning methods and game modeling in the professional training of future primary school teachers, the organization of independent activities of future primary school teachers to develop their logical thinking, the use of tasks for the development of logical thinking of future teachers in the process of professional training. The system for assessing the levels of development of future primary school teachers' logical thinking is characterized and the results of a pedagogical experiment are presented. To determine the level of development of logical thinking according to the motivational criterion, the indicators of knowledge and skills of future primary school teachers, revealed during classroom classes and independent work in academic disciplines, the study of which is aimed at forming a general understanding of work in primary school, impressions of future professional activity, were used. To determine the level of development of future primary school teachers' logical thinking according to the cognitive criterion, the results of students' performance in the disciplines whose main task is to perceive theoretical knowledge about future professional activity, planning and organization of the educational process, methods of primary school students' development were used. The basis for the diagnostics according to the activity criterion was the performance of future primary school teachers in the subjects “Computer-oriented learning technologies”, “Technologies of distance education in primary school”, pedagogical practice in general secondary education institutions, coursework, writing a diploma (qualification) work and a comprehensive exam on pedagogy and methods of forming the competencies of students. The results of the experiment revealed a significant increase in the average qualitative indicator of logical development, which indicates the effectiveness of the use of the obtained scientific results and gives the right to recommend their use in the educational process at universities.

Guidelines for cardiopulmonary resuscitation (CPR) and emergency cardiovascular care are based on the ILCOR International Consensus on Cardiopulmonary Resuscitation and Emergency Cardiopulmonary Care with Treatment Recommendations. High-quality rate was defined as ≥100 compressions per minute, with a depth of ≥50 millimeters (mm), allowing for full (100%) chest rotation and a compression fraction approaching 100%. In our study, we found that chest compression depth ≥50 mm was achieved by 12 (30%) participants in the distance (1) training group, whereas in the face-to-face (2) training group, 35 (83%) students achieved effective chest compression depth (χ2P=23.84; p=0.000). When analyzing the frequency of chest compressions in the group of distance (1) students, the median was 100 (95-110) compressions/min compared to 105 (95-110) compressions/min in the group of full-time (2) students (Kr-U: χ2=0.28, p=0.59), no statistical difference in compliance with recommendations for the frequency of compressions was found in both groups (p<0.001). Evaluation of the effectiveness of CPR, success, consisted of the average depth of chest compressions (≥50 mm) and the average frequency of chest compressions (100-120 compressions per minute). Success in performing CPR was achieved by 7 (18%) students in the distance learning group (1) and by 31 (74%) participants in the face-to-face (2) learning group (χ2P=26.12; p=0.000), which is 4.4 times better. During the work, it was found that the success of CPR has a significant correlation (p<0.05) with the depth of compressions (rs=0.46), with the number of compressions (rs=0.55) and with the face-to-face learning group (rs=0.56). In addition, an analysis of student satisfaction with CPR skills was conducted and we found that in the distance learning group 34 (85%) students were dissatisfied with their results, while in face-to-face learning only 7 (17%) were dissatisfied, that is, 9% acquired these skills during the training.

IntroductionBefore implementing the WHO sugar recommendations, more studies are needed concerning its application to given contexts. ObjectiveTo identify free sugars intake levels associated with a minimum caries risk in primary dentition MethodsUsing probability proportionate to size technique and cluster sampling, 813 children aged 4-5-years were selected from preschools in the Colombo district, Sri Lanka. A 67-item quantitative food frequency questionnaire was developed and validated to evaluate free sugars intake. Dental caries was assessed clinically using dmft index. For the selection of cut-off values for free sugars intake levels, ROC curves were used. ResultsThe median (IQR) amount of free sugars intake was 57.9 (33.2 -95.8) g/day or 21.1% (12.5%-35.9%) of total energy requirement, with a frequency of 4.0 (2.7-6.1) times/day. Dental caries prevalence was 42.9% (n=349). Among all possible risk factors, free sugars intake as a percentage of total energy requirement (p<0.001) and frequency of free sugars intake (p<0.001) were significantly associated with the presence of dental caries. The percentage of free sugars that discriminates against a possible highest number of children with dental caries (99%) was determined as 4%, of the total energy requirement of a child, which is approximately 12g/day (3 level teaspoons/day). Sugar intake once a day has a 97% sensitivity in identifying children with dental caries. These cut-off values do not differ among the group who brush twice a day with fluoridated toothpaste. ConclusionFor optimal caries prevention, children's free sugar intake to less than 5% of their total energy intake or consume less frequently than once daily.

In Switzerland, teachers across all educational levels are trained at universities, with the majority receiving their education at universities dedicated to teacher training. Established and integrated into the system of higher education institutions in the early 2000s, universities of teacher education (UTE) are designed to train prospective teachers for primary and lower secondary levels, as well as for special needs education. Some of these universities of teacher education (UTE) are integrated into universities of applied sciences. Due to their practice-oriented degree programs and research focused on occupational fields, universities of teacher education are classified typologically as universities of applied sciences. At the national level, their legal foundation is established by the recognition regulation issued by the Swiss Conference of Cantonal Ministers of Education (EDK). Teacher training for the eight-year primary level (including kindergarten or entry level) is typically conducted at universities of teacher education. The program spans three years and culminates in the awarding of a teaching diploma and a bachelor’s degree. The program equips them with the vocational skills essential for the education and holistic development of primary school pupils. The program comprises subject sciences, subject didactics, educational sciences, and practical vocational training. Teacher training for the lower secondary level is primarily conducted at universities of teacher education and, in some cantons, at universities. The program spans 4.5 to 5 years and culminates in the awarding of a teaching diploma and a master’s degree. The training equips students with the vocational skills essential for educating and supporting the development of lower secondary school pupils. Obtaining a teaching diploma for baccalaureate schools and upper secondary specialized schools requires both a bachelor’s and a master’s degree in a specific subject area. Depending on the canton, vocational training is undertaken either at universities of teacher education or at universities. The training for the teaching diploma equips candidates with the professional skills essential for educating and guiding the development of pupils at baccalaureate schools. The University of Basel also offers Bachelor and Master degrees in various disciplines for teacher education.

Malawi has historically prioritized specialized education for visual and hearing impairments, neglecting minor learning difficulties. Aligning with international declarations, Malawi became a signatory in 1990 and 1994, committing to inclusive education. In 2007 and 2012, the government revised primary and secondary curricula to include learners with special needs in mainstream classrooms. Despite revisions, outcomes for visually impaired learners in mainstream secondary schools are unknown. This study in Malawi's Mzimba district explores challenges faced by visually impaired students in implementing the revised curriculum. Guided by the Ecosystem framework, schools are viewed as dynamic ecosystems. Qualitative research method which employed a case study design was used. The participants were ten visually impaired students, two special needs teachers, and two mainstream teachers. Data were collected through in-depth interviews, document review and classroom observation. The results of the study reveal challenges. Issues include insufficient materials, inadequate teacher support, an unfriendly environment, and a lack of teacher training. Thematic content analysis identifies these challenges, leading to recommendations for mitigation and broader implications.

Despite the growing technological advancement in education, poor academic performance of students remains challenging for educational institutions worldwide. The study aimed to predict students’ academic performance through modular object-oriented dynamic learning environment (Moodle) data and tree-based machine learning algorithms with feature importance. While previous studies aimed at increasing model performance, this study trained a model with multiple data sets and generic features for improved generalizability. Through a comparative analysis of random forest (RF), XGBoost, and C5.0 decision tree (DT) algorithms, the trained RF model emerged as the best model, achieving a good ROC-AUC score of 0.77 and 0.73 in training and testing sets, respectively. The feature importance aspect of the study identified the submission actions as the most crucial predictor of student performance while the delete actions as the least. The Moodle data used in the study was limited to 2-degree programs from the University of Southeastern Philippines (USeP). The 22 courses still resulted in a small sample size of 1,007. Future research should broaden its focus to increase generalizability. Overall, the findings highlight the potential of machine learning techniques to inform intervention strategies and enhance student support mechanisms in online education settings, contributing to the intersection of data science and education literature.

The use of smartphones in education, particularly in mathematics learning for high school students, is becoming more prevalent as most students are familiar with Android-based devices. However, despite widespread access to smartphones, not all students utilize them as learning tools, and there remains a lack of engaging and interactive learning media tailored for this platform. This study aimed to develop and assess the effectiveness of "Sikuadrat," a mobile-based learning media focused on quadratic functions and equations. The media employs the MERDEKA instructional flow, designed to facilitate student engagement and understanding in solving quadratic equations. The development process followed the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. Data collection involved observations, interviews, documentation, and questionnaires, conducted with high school students and mathematics teachers at SMA 1 Klaten, Indonesia. The media's practicality and effectiveness were evaluated based on feedback from the participants. Results show that Sikuadrat is a highly valid and practical tool for enhancing the learning experience in mathematics, particularly for topics related to quadratic functions and equations. The media not only supports interactive problem-solving but also aligns with the instructional goals of mathematics education in high schools. In conclusion, Sikuadrat offers a valuable solution for integrating technology into mathematics learning and is suitable for implementation in high school curricula to support students’ mastery of quadratic functions and equations, making it an effective and accessible learning tool for smartphone users

Pedagogical content knowledge (PCK) begins to develop during teacher education and the teaching practicum reinforces its development. This study is an interpretive inquiry into pre-service mathematics teachers’ practicum classrooms. The study explored four pre-service mathematics teachers’ PCK through observations and interviews. The pre-service teachers were found teaching various mathematics topics to students at different levels of secondary education. Findings indicate that pre-service teachers demonstrated some important elements of mathematics PCK. However, they tended to focus more on procedural rather than conceptual learning, lacked knowledge of some topic-specific teaching and learning resources, and made some flaws, possibly emanating from a lack of classroom experience. The study recommends teacher education to focus more on analysis of the mathematics curriculum and opportunities for practical teaching sessions including practicum and microteaching that are supported by experienced mentors in mathematics.