Analysis Of Educational Practices Research Articles

DETECTION AND SYSTEMATIZATION OF SIGNS AND MARKERS OF MODIFICATIONS IN MEDIA CONTENT FOR THE DEVELOPMENT OF A METHODOLOGY TO ENHANCING CRITICAL THINKING IN THE ERA OF DEEPFAKES

Modernity demonstrates a critical need for pedagogical support and the development of a methodology to enhance critical thinking in the face of escalating misinformation and advanced media manipulation, mainly through deepfake technology. The paper focuses on creating a comprehensive framework for detecting manipulated content and identifying indicators such as pixelization, unnatural expressions, etc. With attention to international and Ukrainian efforts, the work advocates for ongoing research adapted to evolving technologies to improve media literacy programs in combating emerging forms of misinformation. Problem statement. The problem is the urgent need for a comprehensive methodology that fosters critical thinking skills to combat disinformation and manipulation of artificially reproduced media content, particularly in the context of emerging technologies like deepfakes. The challenge involves assessing existing pedagogical approaches, addressing gaps, and equipping both learners and educators to navigate the complexities of the digital age. Digital transformation, in general, and the spread of artificial intelligence for media generation, in particular, are irreversible processes in the modern world, so the urgent issue, given the challenges of the digital economy and the needs of the digital society, is to find forms, methods, and means of shaping the critical thinking of citizens to counteract manipulation and disinformation by synthetically reproduced media content. It is essential to develop a database with systematically organized materials categorized based on identified markers for the subsequent creation of training materials to solve the outlined issues. Materials and methods. A comprehensive approach was employed, combining general (systemic, instrumental, and functional approaches, dialectical and comparative analysis, synthesis, and systematization for the study of pedagogical, scientific-technical, and methodological literature), specific (observation and analysis of educational practices), and general-logical methods (extrapolation, induction, and deduction for formulating conclusions) in scientific research to solve the tasks set in the study. This allowed for the examination of the current state, evaluation of the practical results of implementing the developed methodology for critical thinking formation, and identification of priority avenues for improving education in the context of the strategy to enhance media literacy and critical thinking among the population and science. The study aimed to determine priority pathways within the framework of the development of methodology of critical thinking and pedagogical support to counteract disinformation and manipulation of artificially reproduced media content and to characterize its potential scientifically. The development of critical thinking and pedagogical support to counteract disinformation and manipulation of artificially reproduced media content requires the following materials analysis: scientific-technical literature (materials offering a scientific understanding of the technical aspects related to media content creation, modification, and reproduction), methodological literature (guides and methodologies focused on developing educational frameworks and strategies to enhance critical thinking in the context of media literacy), synthetically reproduced media content (media content, especially in the context of emerging technologies like deep fake to identify modification markers). Results. The study is devoted to analyzing, identifying, and systematizing markers and signals for identifying media manipulation to create a database for the methodology in the form of methodological cards. A comprehensive database with classification is being developed, focusing on methodological interactive cards with 66 curated cases of deepfakes and synthetically reproduced media (in Ukrainian). This initiative aims to provide educators, researchers, and learners with a versatile resource for understanding the challenges posed by manipulated media. Conclusions. In response to the escalating threat of disinformation and advanced media manipulation, there is a critical need to develop a robust methodology for enhancing critical thinking skills. The study highlights global concerns about false information, mainly through deepfake technology, jeopardizing public trust and enabling psychological manipulation. Future research should consider revising media literacy programs to elevate citizens' critical thinking in the face of evolving digital landscapes and the increasing capabilities of artificial intelligence in generating media content.

Новые вызовы онлайн-обучению: этический аспект

The article is devoted to the study of ethical challenges arising in the field of higher education, due to a shift of education to distance learning. This task is carried out based on a study of the results of the survey of students of the Krasnoyarsk State Pedagogical University named after V.P. Astafiev and analysis of educational practices used by teachers in distance learning and analysis of students’ behaviors in the situation of total e-learning. The study addresses two sets of problems: 1) ethical problems of teaching staff caused by their work in an electronic university environment, 2) ethical problems of the student audience in the context of distance learning. The analysis identifies some issues that need to be addressed, namely: 1) a new value and normative environment need to be created, taking into account the changes brought about by the transformations of the education system in the digitization process, increasing attention not only to the ethical, but also to the etiquette aspect of personal behavior in virtual space; 2) there is a need to investigate the transformations of pedagogical communication in a shift from offline to online format and related ethical issues.

How Do the Romanian Students Consider the Research Competencies Appropriate for Their Future Career?

Students’ research competencies are seen today, for any specialist, as necessary, both in terms of their use in academic training but also for the future careers. The analysis of educational practices in various education systems shows that the development of those skills starts sooner or later along the educational paths. We consider that research competencies are necessary in more and more diverse contexts, together with the development of educational practices that should develop the research competences in the initial and continuous training processes. This study aims to capture the correlation between the perceptions of Romanian students concerning the need to develop research competencies, and the extent to which they are effectively formed in actual higher education programs. The steps made for the development of each career, but also the successful completion of the university studies imply the development and practice of research competencies. The research aims to identify how students from several Romanian universities perceive the need to gather research competencies, what is the meaning of those skills, in what situations are used, but also what barriers are encountered in the research activity. Seeking to minimize any negative impact of research on the well-being status, we believe that a key factor in facilitating well-being is related to responsible research and innovation. Another important aspect of this research is offered by the identification of the respondents’ perceptions considering the importance of research in the students’ future professional activity, which could implicitly determine the interest in ensuring the individual and organizational well-being. For the present research, we aim to find a correlation of research competencies with the well-being status, to identify the necessary research competencies among the objectives of training, to determine the structural elements of research competencies, to identify situations / contexts in which such skills may be useful, to identify aspects that alters the well-being status in research activities, as well as solutions for promoting the well-being status in research activities.

Formation of the education system in South Ossetia - State of Alania: structure and organizational and pedagogical features of management, legal aspect

The article deals with the management system in the educational sphere of South Ossetia-the State of Alania, both during the reform of the Soviet system and at the present time. Hard times for the republic, 1989-2008, negatively affected the socio-economic development of the country as a whole, and in particular had an impact on the education system of South Ossetia. Currently, the only university in the country – the South Ossetian State University-has retained the positive aspects of Soviet education, including training at the classical level of higher education-specialty. The authors note that at present knowledge is the main factor in the development of the young state. The importance of cooperation in the field of education of the young state and the Russian Federation is invaluable. Integration processes with Russia are supported by normative legal acts in the field of science and education-contracts, agreements. The article presents the current structure of education in South Ossetia and the main indicators. For the further development of South Ossetia at the present stage, it is important to ensure a high level of the educational process. The author also draws attention to the decrease in the number of the country’s population, which was caused by political and legal aspects. No matter what natural resources the region has, without a professional approach to management, and without knowledge, there will be no development, because in the context of globalization, new innovative approaches to management are extremely important. There is a need for a systematic analysis of educational practices, as well as the organization, planning and control of educational activities based on compliance with legal norms.

Дистанционное обучение в условиях пандемии (на примере КГПУ имени В.П. Астафьева)

Presented is the study of problems arising in the field of mass higher education (level: bachelor's degree) as a result of the transfer of education to a distance format. This task is implemented based on the study of monitoring the activity of teachers and students of the KSPU named after V.P. Astafiev in the electronic university environment (Moodle), as well as analysis of educational practices used by teachers in the process of distance learning, and analysis of student behavior patterns in a new situation of total e-learning for them. The study examines two groups of problems, namely: problems associated with the activities of teachers in the electronic university environment, and problems associated with the activity of students in the digital educational space. As a result of the analysis, a number of issues are identified that need to be addressed, namely: the need to develop e-didactics that reveals the possibilities of distance learning, the design of appropriate teaching methods and assessment systems and the transformation of educational programs, taking into account the formation of “soft skills” necessary for the productive work of students in electronic educational space.

СПЕЦИФИКА СОЦИАЛЬНО-КУЛЬТУРНОГО КОНСТРУИРОВАНИЯ НЕТИПИЧНОЙ ТЕЛЕСНОСТИ В ИНКЛЮЗИВНОМ ОБРАЗОВАНИИ

The article deals with the issue of stereotyping disability in Russia and the Russian education system. As educators make attempts to ensure that people with disabilities begin to access quality education in Russia, results often disappoint. Aiming to uncover the fundamental reasons that underpin failures in the implementation of inclusive practices, the authors suggest that the perception of disability understood as the social construction of atypical corporealityconditions the implicit understanding of what inclusive education is.The purpose of this article, therefore, is to identify the specific features of the social construction of atypical corporeality and explore ways in which these features are manifested in educational practices. Accordingly, the complexity of the object of study determined the need to refer to a wide range of methodological frameworks of cultural, semiotic and constructionist schools, which allowed the authors to determine the coding methods involved in the social construction of an atypical body. The theoretical investigation allowed the authors to conclude that the construction of atypical corporeality is the outcome of an underlying social agreement regarding the implementation of a particular model of disability (in particular, the article compares the social and medical models). Furthermore, a comparative analysis of educational practices used in the systems of inclusive education in conjunction with the problems of the body in society reveals the inconsistency of their implementation in Russia. Consequently, the authors conclude the article by outlining the key conditions for the social construction of atypical corporeality. Moreover, they identify the following controversy as the main obstacle preventing the implementation of effective inclusion practices into the Russian education system: while declaring the adherence of the “social model” of disability, the Russian education system continues to rely on the medical understanding of the body persistently implementing the medical model.

Educational practice of students – prospective teachers in the context of distance learning

The paper raises the problem of effective organization of pedagogical practice of students prospective teachers in general and educational practice, in particular. The goal and the tasks of educational practice correlating with it are given (practice for obtaining primary professional skills, including primary skills and research skills). The experience of organizing this type of practice in the context of distance learning is presented. The tasks offered to students in a distance format are described: drawing up characteristics of an educational institution, identifying individual and personal characteristics of the teaching style of a foreign language teacher, analyzing activities of the subjects of the educational process at the lesson, assessing professionally significant qualities of the teacher, analysis of the educational process at the lesson, developing a plan outline of educational activities, analysis of educational activities, analysis of students activities in extracurricular educational work to achieve personal results indicated in the federal state educational standard of basic general education, analysis of pedagogical situations, reflective analysis of educational practice. The analysis of the reflexive part of students reports whose practice was in distant (2020) and full-time (2019) forms is carried out, and the peculiarities of students assessment of their activities within the framework of two forms of educational practice are revealed. The authors reveal what aroused particular interest among the students, what they thought they had learned, what caused the difficulties. The pros and cons of conducting educational practice (practice for obtaining primary professional skills, including primary skills and research skills) in a distant format are substantiated. The paper argues the position about the importance of real interaction with students and school teachers in the context of educational practice for the effectiveness of professional training of prospective teachers.

Contributions of Brazilian educational policies: possibilities for dialogue and valuing ethnic and racial diversity in the school context

The diversity of cultures, of ways of being and existing in the world is increasingly seen as a process present in the context of schools and especially in classrooms. Immigration, internal and external displacements, different cultures, ethnicities present in the school imply reflections of an emancipatory, dialogical education that demands from teachers, male and female students, a positioning and a dialogue in favor of unity in diversity and in favor of equality of differences. In this perspective, we dedicate ourselves to dual and emancipatory theories that can contribute to the reflection of the events that took place in the educational context. Based on the communicative methodology, the analysis of educational practices, based on a section of the field research already completed, brings to the dialogue the possibilities that the school has in working with Brazilian legislation within the scope of black, Afro-Brazilian and African culture. From the results, we present the possibilities of an anti-racist education that favors dialogue and respect among the different.

Возможные пути решения проблем практико-ориентированного обучения студентов вузов (направление подготовки 38.03.01 «Управление персоналом»)

The analysis of educational practice in the light of the introduction of educational standards of higher education, that require the usage of practice-focused training of future economists is presented in the paper. Research methods are: analysis of the content of educational practice, comparative description of approaches in the organization of student independent work. The differences in the programs of the Federal State Educational Standard of Higher Education and Higher Education 3+, 3++ in the requirements for mastering the main professional educational programs in the field of competence of the student are shown; approaches to the concept of student independent work from the perspective of leading universities in Russia are considered; active and interactive teaching methods of the discipline “Documentation support of personnel management” and the role of practice-focused training in the formation of professional competencies are described. Achievements: independent work of a student, solution practical problems develop the economic way of thinking, increases the competence of the future specialist in the subsequent professional activity.

The Model of Fundamental Chemical Training of Bachelors of Technical and Technological Directions in the Conditions of Blended Learning

Introduction. The core of technical knowledge is formed by the fundamental mathematical, physical and chemical knowledge, which is necessary for creation and improvement of devices, materials and technologies, competent implementation of production operations and use of various chemicals in the industrial sphere, taking into account their influence on the environment and the human body. Fundamental chemical training plays a significant role in the formation of chemical competency and development of the components of cross-cultural, general professional and professional competencies of future engineers. However, the analysis of educational practice demonstrates the discrepancy between the level of fundamental chemical training of graduates and the modern requirements to engineering education.Methodology and research methods. The research was carried out on the basis of multilevel methodology including dialectical principles, categories and regularities of the knowledge theory. The key ideas of the system-based, person-oriented, integrative, technological, competency-based, information-and-activity-ba- sed and environmental approaches were employed. The methods of comparative analysis and conceptual modelling were used. The assessment of the results of a pedagogical experiment was conducted by means of the method of diagnostics of reflexive abilities and the median method; the coefficient of system knowledge was calculated on the basis of the component analysis of the formed competencies.Results and scientific novelty. The concept and the structural-functional model of the fundamental chemical training of bachelors in the information-and-activity-based educational environment of blended learning have been proposed. This model provides a holistic framework for the interconnected target, content, organisational and administrative, procedural activity-based and productive evaluative blocks. Moreover, the model accumulates the achievements in the field of e-learning and involves the acquisition of the subject (chemical), methodological invariants and the variable component of the academic programme that together constitute the fundamental chemical training. An e-learning course based on videoconferencing and Web 2.0 technologies allows teachers to efficiently integrate classroom and independent work of students and to upgrade lectures and practicals. Modern pedagogical project-based technologies, gradual development of critical thinking, sustainable implementation of elements of research work into laboratory chemical practicum contribute to the positive dynamics of the quality of students’ acquired knowledge and skills. The approbation of the model, which was carried out inSiberianFederalUniversity from 2015 to 2018, has confirmed its efficiency. The results of the model adaptation are demonstrated in the present article.Practical significance. As presented by the author of publication, the theoretical-methodological bases of fundamental chemical training of the bachelors, enrolled in a wide range of programmes of technical and technological directions, can considerably improve the effectiveness of vocational education and increase the competitiveness of graduates in the labour market.

AGILE METHODOLOGY IN EDUCATION

Following publication is a conceptual article solving the problem of responses to challenges of contemporary education. Contemporary students are often characterized as incapable of holding their attention on the same object for long. Requirements of the labor market are constantly changing, requiring new competencies, skills, work styles from university alumni. Universities have to adopt to these societal changes to remain in demand. The study is aimed at review and analysis of educational approaches created to solve this problem. The approaches reviewed here have a common practice: use of agile methods of project management. Agile is a methodology of flexible project management. Its main specific features are the raise of business’s sensitivity to changes of preferences of consumers and project owners and management of communications with them, ending with perpetual improvement of the end product. Starting in computer software development, agile was quickly adopted by project management and general management on different markets. Yet there has been no such success in transition of agile to education so far. To achieve the stated aim, following methods were used: collection and analysis of scientific publications on agile in education. A part of this analysis was the comparison of conceptually important elements of these approaches to each other and the main ideas expressed in Agile Manifesto. Special attention was given to two of the most discussed approaches: agile teaching-learning methodology (ATLM) and extreme Pedagogy (XP). The analysis allowed for characterising the agile approaches as generally uniform and universal, i. e. they can be applied to different disciplines, despite of disciplines being aimed at theoretical or practical preparation of the students. Analysis of the values of different agile educational programs allowed for concluding that methodology can be easily adopted to solving specific educational problems in the universities practically without changing the central ideas expressed in Agile Manifesto. The originality of the data produced in the survey is based on the following characteristics: 1) the comparison of the main agile principles used in the education; 2) conceptual argumentation of possibility of using agile in university environment; 3) preparation of recommendations for the use of the agile at universities. The analysis of educational practices and approaches allowed authors to formulate following practical recommendations for creating new educational programs. First, applied educational practices should correspond to the values of adopted agile methodology. Second, the iterative interaction between the teacher and the student should become a basis of the educational practices. The result of interaction can be in the form of both student knowledge and changes in educational program.

Technology-mediated collaborative learning: theoretical contributions based on analysis of educational practice

Technology-mediated collaborative learning: theoretical contributions based on analysis of educational practice

Chronotopes in education: Conventional and dialogic

Bakhtin defines chronotope in his literary dialogic theory as the unity of time and space where events occur. Here, in this conceptual paper, I expand and apply this notion to education, discuss, and illustrate the three major espoused educational chronotopes that I abstracted in my analysis of educational practices around Dialogic Pedagogy. Frist is the Assignment Chronotope based on a type of monologic pedagogy, the most common in conventional, but also in some innovative, schools, focusing on making students arrive at preset curricular endpoints. Second is the Dialogic Provocation Chronotope based on narrowly defined dialogic pedagogy and involving promotion of the students’ responsive critical authorship. Third is the Journey Chronotope focusing on promoting the students’ self-assignments and self-initiated educational journeys that can propel self-generated critical authorship in a targeted practice (or a network of practices). Educational examples, concerns, and consequences of these chronotopes are considered.

Análisis de los procesos de implementación del modelo 1:1 en aulas de Secundaria

En España, el Proyecto Escuela 2.0 ha incorporado el modelo 1:1 en los centros educativos de secundaria. Sin embargo, en la mayoría de los centros escolares no se percibe una plena integración de las TIC en las aulas y, por tanto, su uso normalizado en el proceso de enseñanza-aprendizaje. En el presente trabajo se pretende realizar una descripción y análisis del tipo de prácticas educativas que se están realizando dentro del modelo 1:1 en el contexto de tres Institutos de Educación Secundaria Obligatoria, para profundizar sobre el estado actual de los procesos de integración de las TIC.A través de la observación de aula y el análisis de las categorías registradas se puede observar que las prácticas educativas reproducen un modelo tradicional de la enseñanza y no pueden considerarse como experiencias innovadoras. De forma generalizada, las prácticas desarrolladas son individualistas y activas por parte del alumnado. Están basadas en ejercicios pre-elaborados de ensayo error y de corrección inmediata y que no favorece la colaboración entre el alumnado. Sin embargo, se puede afirmar que el uso del ordenador portátil favorece la motivación del estudiante hacia el aprendizaje, además de promover el cambio de rol docente a uno más de orientador y guía. No obstante, la organización y distribución del aula se ha visto influida de manera negativa por la introducción de las ordenadores portátiles en el aula, puesto que obliga a inmovilizar los mesas y establecer modelos tradicionales de organización.

Current Proplems of Culture Studies and Education

The paper is devoted to analyzing the specifics of culture studies, and development of this scientific sphere and relating higher school discipline in the last two decades. Given the need for integration of the hu manities subjects, culture studies can provide the necessary ground for such consolidation, being aimed at the analysis and synthesis of socio-cultural conformities. The problematic field of culture studies is defined along with the modern trends of scientific research in pedagogy. In author’s opinion, the culturology analysis of educational practices should be regarded as the important direction of culture studies. The culturology approach to educational standards and academic curricula development can provide the ground for overcoming the educational and pedagogic crisis.

Education as a response to sustainability issues

In the field of environmental education and education for sustainable development, there is a lively discussion about the paradox between acknowledging pluralism and taking into account urgent sustainability concerns. With this article, we aim at nurturing this debate theoretically and empirically. We draw on concepts of Latour and Marres that allow an analysis of educational practices that strive to take into account a multiplicity of views, values, interests and knowledge claims without resorting to an 'anything goes' relativism vis-à-vis the far-reaching implications of sustainability issues. We present an analysis of a guided tour of a CSA farm (Community Supported Agriculture) and articulate how the care for a sustainability issue can incite an interesting educational dynamic (understood as 'education as a respons'e) that emerges as a derivative of 'mastery'.

Analysing the implemented curriculum of mathematics in preschool education

The purpose of this paper is to contribute to development of research tools for observation and analysis of educational practices used by teachers in preschool classrooms. More specifically, we approached the implemented curriculum of mathematics in Greek preschool education. We analysed the recorded data from a week of teaching practices in eight classrooms of Greek public kindergartens, based on Bernstein’s theoretical framework on pedagogic discourse. The results showed that the actual educational practices in the observed classrooms deviated from the objectives of the official new cross-thematic curriculum for teaching mathematics in Greek kindergarten in terms of the form of transmitted mathematical knowledge, the instructional rules and strategies that teachers adopted for teaching mathematics, and the teaching–interactive relationships between preschool teachers and students.

Documentation and analysis of children’s experience: an ongoing collegial activity for early childhood professionals

Systematic documentation and analysis of educational practice can be a powerful tool for continuous support to the professionalism of early childhood education practitioners. This paper discusses data from a three-year action-research initiative carried out by a research agency in collaboration with a network of Italian municipal nido services. The action research aimed at elaborating and implementing documentation procedures that nido practitioners could accomplish continuously and that could form the basis of a collegial reflection on children’s experience and the improvement of practices. The analysis of practitioners’ discussions about weaknesses and strengths of the new procedures shows how they could be inscribed within the framework of their current professional engagement and support their processes of reflexivity. The analysis also highlights the important role of collegiality in sustaining practitioners’ analysis, evaluation and improvement of their practice.

Values Added: The Uses of Educational Philosophies in an Accelerated Teacher Training Program

In this article I report on the ways that an educational philosophies course in a performance-based program enables teacher candidates to identify, reflect upon, and evaluate a wide range of educational purposes. The context for the report is an accelerated graduate program in childhood education at a small urban college where intensive fieldwork is required every semester and applied learning is the norm. Using teacher candidates’ reactions to selected texts in the history of educational thought as evidence, I aim to show that an encounter with provocative foundational ideas can promote effective value-formation and reflective analysis of educational practice.

The Education of Instructional Designers: Reflections on the Tripp Paper

In a recent issue of this journal, Steven D. Tripp proposed some innovations in the education of instructional designers based on his analysis of education practices in other design professions. His principal proposals were that students should analyze great instructional designs of the past and that instructional design studios should form part of the educational preparation of students entering the profession. This paper proposes some extensions and modifications to Tripp's original ideas. These include extending his concept of the analysis of great lessons of the past to the analysis of current examples of expert work, the use of an expanded jury system to incorporate peer and practitioner evaluation of students' work, and the criticality of students developing solutions to actual performance problems during the instructional design studio experience. Finally, it is proposed that opportunities for critical reflection on the process of instructional design be built into the studio experience.