Advanced Educational Technology Research Articles

Pre-service Teachers' Perspectives on the Integration of Technology in Future Education: Between English Education and Ethics Education Majors

The current study aimed to investigate the perceptions of pre-service teachers regarding the integration of advanced technologies into future education and to examine whether these perceptions differ significantly based on the pre-service teachers' academic majors. The participants consisted of 110 pre-service teachers majoring in Ethics education and English education at a university in Korea's Gyeongsang Province. A questionnaire comprising 59 items was administered, addressing aspects such as interest in the utilization of advanced technologies, resistance to their use, concerns about their application, and expectations for the future of education over the next decade. Statistical analyses, including a paired t-test, an independent <i>t</i>-test, frequency analysis, and analysis of variance, were employed to examine differences based on variables of gender and major. </br>The study revealed statistically significant disparities in the perceptions of pre-service teachers from distinct majors, particularly between English education majors and ethics education majors, concerning the incorporation of advanced technologies in education. English education majors demonstrated notably high awareness, particularly in the domain of neural machine translation. Conversely, ethics education majors demonstrated a lower inclination to embrace the use of advanced technologies in their instructional practices. Additionally, ethics education majors expressed the belief that the role of teachers would become more pivotal in classes integrating these technologies. Considering these research outcomes, it becomes evident that future education for pre-service teachers should underscore comprehensive training in both digital technology education and the development of competencies in areas where artificial intelligence cannot replace the role of educators.

Inbound learning: revolutionizing educational paradigms

This paper explores the transformative potential of Inbound Learning in educational settings, integrating principles from inbound marketing to foster personalized, engaging, and effective learning experiences. Through a comprehensive literature review, the study examines the application of Inbound Learning strategies across diverse educational levels and contexts, highlighting significant improvements in student engagement, academic performance, and educator satisfaction. The methodology employed combines quantitative and qualitative approaches to assess the impact of these strategies, revealing a positive correlation between personalized educational content and improved learning outcomes. Challenges such as technological access, resource allocation, and teacher training are discussed, alongside future perspectives that suggest the integration of advanced educational technologies and policy support to overcome these barriers. The findings underscore the efficacy of Inbound Learning in meeting the contemporary needs of learners and educators, advocating for its broader adoption to revolutionize educational practices.

Enhancing maritime education for ocean sustainability: A multidisciplinary approach

This research critically explores maritime education’s role in fostering ocean sustainability and preparing seafarer students to tackle environmental challenges. It highlights the importance of marine science and technology literacy and proposes innovative solutions aligned with ocean health, resilience, and global climate change mitigation. Through qualitative descriptive analysis of select research papers, this study offers insights beneficial to the maritime industry and environmental conservation. The findings stress the need for curriculum enhancements, advocating for integrating marine science subjects and advanced technologies in maritime education. Proficiency in marine science and technology literacy is crucial for students to become competent professionals and responsible stewards of the marine environment. Green shipping practices, eco-friendly vessel design, and environmental bio-monitoring are identified as transformative opportunities for the industry, requiring support from policymakers and stakeholders in line with international emissions reduction agreements. Integrating marine eco-biology education into maritime curricula empowers students to actively engage in marine biodiversity conservation. This interdisciplinary approach bridges theory and practice, offering a sustainable future for our oceans through collaboration between educational institutions, industry stakeholders, policymakers, and researchers.

Exploration and Practice of the Integration and Development of Educational Technology and Teaching in Colleges and Universities in the Context of Educational Informatization

Abstract In the context of education informatization, this paper discusses how to deeply integrate advanced educational technology with traditional teaching. By constructing a blended teaching model with the goal of deep learning and using linear regression, decision tree and other algorithms to build a data analysis framework, this paper aims to assess the practical application effect of educational technology in universities. The empirical study explores the development of deep blending between educational technology and teaching by taking the Information Technology Course of University J as an example. The results showed that after the teaching, the posttest mean of profound learning ability of students in the mixed, online, and offline groups were 1.948, 0.182 and 0.065 higher than the pretest mean, respectively. z-values ranked in the top three were the perseverance of students in the mixed group (-12.642) and the ability to think creatively (-11.682) and critically (-9.875), which were higher than those of students in the online group and the offline group, the overall profound learning ability of students in the mixed group was effectively improved, which verified the effectiveness of the blended teaching model proposed in this paper.

A Machine Learning Based Method to Evaluate Learning in Gamification Practices

With the integration of advanced methods and technologies in higher vocational education, educational gamification has emerged as a new approach to encourage students’ active participation in learning. However, it is difficult to accurately evaluate student participation in this environment and delve into the process of interactive evolution. Most existing research methods primarily focus on qualitative analysis, while attempts to conduct quantitative analysis are often constrained by traditional statistical methods. Moreover, these methods frequently fail to consider the interactive dynamics that occur between teachers and students. This study proposes a method to evaluate learning participation in educational gamification. K-means clustering was used, and a framework for educational gamification was constructed using a process interaction evolutionary game. By conducting a thorough analysis of the interactive dynamics between teachers and students, this study offers practical guidance and strategies for educators.

Learning in the Digital Age: Harnessing Decision Support Systems and Case Study for Physics Tutoring Program

In the contemporary educational landscape, the integration of Decision Support Systems (DSS), particularly the Simple Additive Weighting (SAW) method, offers a structured approach to evaluating teaching methods. This study focused on applying the SAW DSS in a Physics Tutoring Program. The results highlighted Interactive Simulations as the most effective teaching approach, emphasizing the role of technology in modern education. Hands-on Experiments and Group Discussions followed closely, underscoring the importance of experiential learning. Traditional Lectures, while foundational, benefit from enhanced interactivity. The SAW DSS's systematic approach ensures objective decision-making, though weight assignment can introduce subjectivity. A notable research gap emerged around the integration of SAW DSS with advanced educational technologies and its application across diverse cultural contexts. Future research avenues include refining the SAW method with real-time feedback and AI integration. In conclusion, as education evolves, tools like the SAW DSS provide invaluable insights, necessitating continuous adaptation to meet dynamic educational needs.

Specificity of Organizational and Methodological Ensuring the Learning Process in the Information and Educational Environment

The article identifies the main trends characterizing the modern educational space; analyzed the content characteristics of the informational educational environment as a pedagogical system that combines informational educational resources, computer learning tools, educational process management tools, pedagogical techniques, methods and technologies. Based on the analysis of the scientific works of leading scientists, the main characteristics of the informational educational environment (variability, contextuality, polyfunctionality, adaptability) are determined, and their explanation is given; the functions of the informational educational environment are determined and the structure is substantiated. It has been proven that the information and educational environment consists of the goals and tasks of the organization of the project process, as well as the program-methodical (normative support for the functioning of the educational system), information-knowledge (a set of competencies), communication (interaction of the subjects of the educational process), technological ( modern teaching aids) components. The specifics of the use of advanced educational technologies in the information and educational environment are clarified. The conclusion that the information and educational environment of higher education institutions in modern conditions solves the following tasks is substantiated: improving the quality of education and the level of professional competence formation; ensuring the availability of educational services; lifelong learning; preparing students for the use of information technologies in an open digital society; increasing the efficiency of the education system in general.

Rethinking Education: An In-Depth Examination of Modern Technologies and Pedagogic Recommendations

Educational technology has changed the teaching and learning process in many ways. As teachers needed new strategies to adapt to emerging technology tools and to interact with students, immediate feedback and digital instructional resources had become the norm. Teaching and learning expectations are growing because of technological improvements. Many digital libraries and online resources are now easily accessible to teachers and students. Therefore, a qualified teacher must be aware of the new teaching requirements and the adjustments related to educational technology trends. Additionally, it is important to adopt a Technological Pedagogical Content Knowledge (TPCK) framework and to clarify how teachers and students can collaborate to achieve learning outcomes through updated educational practices. This collaborative education can occur because technology makes it easier for students and teachers to interact together, despite the physical distance that could separate them. This paper emphasizes the optimum use of educational technologies and the potential of new digital tools that have already been exploited in an unprecedented way. It aims to provide a comprehensive review of current technologies with pedagogic recommendations, to highlight the importance of educational technologies in teaching, and to reconsider strategies for acquiring digital skills in the Artificial Intelligence era. The discussion revolves around identifying and depicting various advanced educational technologies that can be integrated with engaging pedagogical approaches. Furthermore, it explains how each technology can enhance the learning experience, emphasizing the teacher’s role in the technology-based educational process.

Technology-Enhanced Learning in the Education of Oncology Medical Professionals: A Systematic Literature Review

As cancer continues to be a significant global health challenge, the education of oncology professionals plays a crucial role in providing quality cancer care and achieving optimal patient outcomes. In order to meet the growing need for flexible, accessible, and effective training, this study examines the role of technology-enhanced learning (TEL) in the education of oncology medical professionals. Following the PRISMA guidelines, this systematic review included 34 articles published between 2012 and 2022 in EBSCO and PubMed databases. Findings reveal a diverse range of digital tools being used in oncology training, despite a shortage of advanced educational technologies and limited functional improvement compared to traditional instruction. Since the training primarily targeted at multiple professions in the medical expert role, with radiation oncologists being overrepresented, other oncology domains should be examined more thoroughly in the future, taking into account distinct professional abilities, e.g. communication, collaboration, and leadership skills with reference to the CanMEDS framework. Although the training programmes generally resulted in positive outcomes according to the Kirkpatrick evaluation model, experimental research designs were rather limited. Therefore, the substantial contribution and limitations of TEL in oncology education need to be clarified. Precise reporting of digital tools and instructional processes, as well as challenges encountered, is highly recommended to increase transparency and replicability. Research methodology in digital oncology education remains a major concern and should be addressed accordingly in future research.

Views and experiences of using advanced technologies in higher education of healthcare professionals: A systematic mixed-method review

IntroductionWhile it is highly recommended to adopt technology in higher education of healthcare professionals, user experiences have not been widely studied. This review investigates the experience of using technology within healthcare higher education, in an attempt to gather useful insights into how use of such technologies can be improved.MethodsBoth quantitative and qualitative data was used for this mixed-method review.ResultsThe findings revealed many benefits associated with technology use, which included; improved clinical competency, improved overall quality of education and improved peer networking. However, there were numerous factors which hindered the widespread adoption of advanced technology. These factors included; the high costs involved, a lack of adequate equipment and a lack of understanding in such technology.DiscussionWhile the use of advanced technology for the training of healthcare professionals is generally embraced, it is not without problems. It is necessary for institutions to offer relevant and accessible support to both students and teachers, in order to improve the use of such technology in teaching and learning practice.

EUROPEAN EDUCATION: PHENOMENON, MYTH, PROJECT?

The article is dedicated to the current issues of reforming the system of higher education in Russia. The authors state that the main goals of the organization of the European Higher Education Area, declared by the Bologna Convention, have been alien to the Russian educational tradition and have not been implemented in Russia over the past two decades, despite the activity of modernization processes. Analyzing the situation, the authors of the article discover deep-seated reasons for failure due to the fundamental incompatibility of socio-cultural paradigms of European and Russian education. A comparative analysis of the activities of European and Russian universities, a historical retrospective of their development and interaction with the state, and highlighting key positions in the formation of domestic higher education formed the basis for affirming the necessary and justified formation of a national education system capable of productive dialogue with Euro-American civilization. Such an approach will correspond to the mental characteristics of the Russian people, allow for the revival and consolidation of spiritual and moral worldview constants of domestic culture and education, contribute to the competitiveness of domestic higher education on the world market, ensure its openness to cooperation with the international scientific community, including, especially – to exchange advanced educational technologies.

СОТРУДНИЧЕСТВО В ОБЛАСТИ ПОДГОТОВКИ ХОЗЯЙСТВЕННЫХ КАДРОВ КАК ДРАЙВЕР ИНТЕГРАЦИОННЫХ ПРОЦЕССОВ В РАМКАХ СОЮЗНОГО ГОСУДАРСТВА РОССИИ И БЕЛАРУСИ

The article discusses the necessity and possibility of integrating the educational space of Russia and Belarus in order to train modern highly qualified economic personnel. The main directions and mechanisms of integration are defined, the role and place of advanced educational technologies are shown, the role of non-state educational institutions in this process is substantiated.

The COVID-19 pandemic and the case of Little Birds Kindergarten in Qatar: strategic challenges and the role of leadership

Learning outcomes The aim of this study is to make students understand the significance of strategy formulation and the impact of internal and external factors on the strategy adopted by the firm. Upon the completion of this case study, the students will be able to achieve the following: • map out relevant macro-environment strategical factors of an organization; • assessing organizations industry and competitive environment; • outline strategic group maps to assess positions of key competitors; • develop issues priority matrices; • testing competitive power of resources; and • identifying an organizations internal strengths and external threats. Case overview/synopsis Across the globe, the COVID-19 pandemic left few organizations untouched and many entrepreneurs fighting to stay afloat. Here we look at the survival dilemma faced by the founder of Little Birds Kindergarten, in Doha, Qatar. Founded by a local Qatari businesswoman, the kindergarten offered a British-style curriculum and an Early Years Foundation Stage structure; with her profound passion for technology, the founder (here called Fatma) has always believed that integrating technology into a child’s early learning opens the door to limitless opportunities and potential. Therefore, she ensured that the kindergarten consistently invested in advanced educational technology and the accompanying software. Yet, while the reputation of Little Birds Kindergarten stayed high, the COVID-19 pandemic stunted the growth in enrolments. Fatma stopped paying herself a salary and even drew on her own savings to keep the kindergarten going but it still did not earn enough to compensate for her initial investment. So, despite her passionate concern for the kindergarten, she worried about being unable to keep it afloat for much longer. The purpose of this case study is to shed light on the strategic posture, performance and market position of one kindergarten. From there, it surveys the opportunities in the education industry that are unique to student enrolment and highlights what a kindergarten can do to develop a survival strategy. Complexity academic level The case is suitable for teaching basic and advanced courses at the undergraduate and post-graduate levels. Supplementary materials Teaching notes are available for educators only. Subject code CSS 11: Strategy.

A Discussion on the Challenges and Measures for the Reform of Legal Education in Colleges and Universities in the Era of “Internet +”

With the further promotion and deepening of the reform of quality education, teachers at all levels are actively involved in the work of improving the curriculum, enriching the teaching content, and innovating the teaching methods, and law teachers in colleges and universities are no exception. In order to implement the reform of quality education, teachers need to adopt novel and effective teaching methods to design teaching models and carry out teaching activities. Since the advent of the internet era, advanced educational technology has shown remarkable application achievements in education. Therefore, teachers must actively explore the application opportunities and implementation strategies of information technology in legal education, so as to achieve the desired educational outcomes. One of the pressing issues faced by law teachers is how to achieve the aforementioned educational objectives, in which this paper will focus on.

PRINCIPLES OF ADULT SUBJECTIVITY DEVELOPMENT IN THE VIRTUAL EDUCATIONAL SPACE

Virtual educational spaces are becoming more widespread in the world as one of the most advanced educational and psychological technologies of individual and group learning on the Internet, based on the principles of activity, initiative and subjectivity of all their participants. Learning in cyberspace, intellectual and personal growth in it are moving to a qualitatively new level that meets the requirements of information society. The development of adult subjectivity in virtual educational space has undeniable social and scientific relevance. The purpose of study is to reveal psychological foundations of adult subjectivity development in virtual educational space. The subject of research is a project of adult subjectivity development in virtual educational space. Research method is a theoretical and methodological analysis of modern sources on research topic. The hypothesis that effective development of adult subjectivity on the Internet is determined by the use of virtual educational spaces and specially designed distance learning and psychological courses has been confirmed. The basic technology for the subjectivity development during distance learning (in particular, group learning) and psychological work on the Internet is a virtual educational space. It’s a specially designed, developed and maintained to achieve certain educational goals information center of the Internet, provides various forms and types of distance learning and operates on the principles of activity, initiative and subjectivity of learners and those who teach. The project of a distance learning course for the adult subjectivity development should include the following main components such as the purpose and objectives of training, distance learning program, psychological-pedagogical scenario, respondent model, facilitator model, conditions for the learning technological platform and more. The study of the adult subjectivity development principles in the virtual educational space, in particular the design of distance learning and psychological courses aimed at achieving this goal, has all the necessary grounds for its continuation and further deepening.

USE OF INTERACTIVE METHODS TO INCREASE THE EFFECTIVENESS OF MUSIC CULTURE LESSONS

This article discusses use of interactive methods to increase the effectiveness of music culture lessons. At present, in all education systems of the republic, especially in the system of higher pedagogical education, great importance is attached to improving the quality and effectiveness of teacher training, and in this regard, various pedagogical research is being conducted. Most of this research is aimed at increasing the effectiveness of education through the introduction of advanced pedagogical technologies in education in order to achieve the goals of teaching and its high results, and the technologicalization of education is one of the most important tasks.

PEDAGOGICAL ANALYSIS OF TRAINING IN PHYSICAL EDUCATION AND SPORTS MANAGEMENT

Over the past three years, a number of positive steps have been taken in our country to modernize higher education, develop the social sphere and the economy based on advanced educational technologies and innovative scientific developments. In the Address of the President to the Oliy Majlis of January 24, 2020, a wide range of tasks were set for various ministries and departments. “... As we aim to turn Uzbekistan into a developed country, we can achieve this only through rapid reforms, education and innovation. To do this, first of all, we need to nurture a new generation of knowledgeable and qualified personnel who will emerge as enterprising reformers, think strategically.

Microgenetic analysis of written languaging attributes on form-focused and content-focused e-collaborative writing tasks in Google Docs.

Written languaging (WL) as a facilitator of second/foreign language (L2) learning has been investigated by several researchers. Yet, the dynamic nature of WL episodes has remained under-researched. This study aimed to examine whether the focus of e-collaborative writing and the mediation modalities in Google Docs would have differential impacts on the attributes of WL episodes. To do so, 68 Iranian English-as-a-Foreign-Language (EFL) university students were selected, paired, and randomly assigned to two advanced-level groups. By producing WL episodes, pair languagers collaborated on either a form-focused (translation) or a content-focused (data commentary) procedural writing task. Both groups received asynchronous teacher-led mediation and Google Docs automated mediation on their task performance. The WL episodes were analyzed for their quantity, focus (on grammar, lexis, and discourse markers), and resolution. Statistical results indicated that (1) the form-focused writing task could generate more WL episodes than the content-focused writing task, (2) pair languagers focused on grammar more than lexis and discourse markers on both tasks, (3) the teacher-led mediation and Google Docs automated mediation could generate a similar number of WL episodes, and (4) Google Docs automated mediation caused more successful resolution of WL episodes than teacher-led mediation. Pedagogical implications of the study recommend that L2 teachers blend task-based writing, student collaboration, and mediation modalities in e-learning contexts. The re-evaluation of Google Docs for the restricted focus of its automated mediation on lower-level linguistic features of grammar and lexis can also direct future advanced educational technology research.

Integration Aspects of Professional Training of Masters of Pharmacy in University Education of the Countries of EU and Ukraine

The aim of the study was to substantiate the trends in promoting the development of higher pharmaceutical education and the formation of professional competence of future masters of pharmacy in Ukraine in the context of European integration of educational processes.
 In the course of research, the following methods were used:
 - theoretical: theoretical analysis of scientific sources, design, modeling to design the educational process and the development and implementation of the methodological and organizational unit of the block of the model of integrated educational process of training masters of pharmacy in universities of EU and Ukraine;
 - empirical: study, analysis and generalization of pedagogical experience, pedagogical observation, questionnaires, interviews, testing of knowledge and special skills, rating assessment, forecasting.
 The introduction of advanced educational technologies presupposes the application of an integrated combination of methodological basis and advanced educational experience in the organization of the process of formation of professional competence of future masters of pharmacy.
 The design of the methodological and organizational unit of the model of the integrated educational process of training masters of pharmacy in the universities of Central and Eastern Europe and in Ukraine.
 According to the results of the study, the tendencies of promoting the development of higher pharmaceutical education and the formation of professional competence of future masters of pharmacy in Ukraine in the context of European integration of educational processes.
 The methodological and organizational basis of the model of the integrated educational process of training future masters of pharmacy in the universities has been designed.

ЕТАПИ РОЗВИТКУ ТЕХНОЛОГІЙ ЗМІШАНОГО НАВЧАННЯ В УМОВАХ ЦИФРОВІЗАЦІЇ ОСВІТНЬОГО ПРОЦЕСУ

The technology of blended learning is one of the most promising in today's society. This article expands the notion of blended learning, discusses its history and stages of development in the world. As a result of an analysis of the genesis and history of the emergence and development of blended learning the author reveals its features at each stage of development in the world system of higher education. The main reasons for the emergence of blended learning in the educational process. At the same time the main historical moments, which formed the basic principles of its development technology of blended learning in today's conditions. The author's permutation of the formation and development of the system of mixed learning in the world and Ukraine in particular. The paper outlines the conditions for the use of digital educational resources as an inseparable and very important component of blended learning. It is shown that their features that emerge from the general properties of digital media, which distinguish them from printed materials and give them low historical advantages. In mixed learning environments, digital resources acquire entirely new didactic properties: diversity of forms of educational information presentation and multimedia; concentration, diversity and variability, and as a result, variability; interactivity; flexibility and adaptability. It is shown what types of digital educational resources and online services are actively used at the current stage of development of blended learning technologies. It has been announced that digital resources can be used in blended learning as well as those created by the teachers themselves. However, it is recommended that preference be given to integrated electronic resources which combine educational content and tools for organizing the educational process. However, blended learning is an advanced educational technology that has broad prospects for use and further development. The main reason is that blended learning, when properly and fully applied, leads to the formation of valuable qualities of a person, which are also known as skills of the XXI century: Critical thinking, ability to choose reliable data sources and select information necessary for problem solving; creativity, the ability to creatively rethink the information available, to synthesise new ideas and solutions; teamwork, the ability to interact productively with others, to find like-minded people and form teams; the desire to learn and grow throughout life; the ability to make decisions and be responsible for them, etc.