Development Of Practical Skills Research Articles

Exploring the Evolution of Educational Methods: Perspectives from Imaginative Culture and Human Nature

Education is a fundamental pillar in human development, and its evolution throughout history has been influenced by a variety of factors, including imaginative culture and human nature. In this study, we explore how educational methods have evolved in response to the interaction between these two aspects. We look at how human creativity, imagination, and adaptation have influenced the way we teach and learn, from early forms of knowledge transmission to more contemporary approaches focused on active student engagement and the development of practical skills. Our research is based on a comprehensive review of the academic literature in the fields of education, evolutionary psychology, cultural anthropology, and imagination studies. We explore how societies have used imagination as a tool to transmit knowledge and values, as well as to foster creativity and individual expression. We also examine how adaptive aspects of human nature, such as the ability to learn collaboratively and adapt to changing environments, have influenced the way educational methods are designed. Our results show a clear evolution in educational methods over time, from approaches focused on the one-way transmission of knowledge to more interactive and participatory models that encourage exploration and discovery. We identify common patterns in the way societies have used imagination and adaptation to promote learning and socialization and discuss the implications of these findings for contemporary education. In conclusion, this study highlights the importance of understanding the relationship between imaginative culture, human nature, and education. It provides a solid foundation for the design of educational methods that harness the innate creativity and adaptability of human beings and offers guidance for educators and policymakers on how to promote meaningful and lasting learning in today's world.

ВПРОВАДЖЕННЯ ТЕХНОЛОГІЇ МІКРОНАВЧАННЯ СТУДЕНТІВ-ЕКОНОМІСТІВ ЗА ДОПОМОГОЮ ОНЛАЙН-КУРСІВ

After the outbreak of the pandemic in 2019 and the outbreak of war in the country in 2022, educational institutions at different levels of Ukraine switched to a mixed format of the educational process and were forced to look for modern approaches and technologies for organizing the education of students. This study examines the implementation of microlearning technology using online courses developed on the Moodle platform. Microlearning is a modern learning technology that involves short, intensive training modules focused on the development of specific theoretical knowledge and practical skills. Available online courses, which provide the ability to create and deliver different types of educational content, focus mainly on the formation of necessary knowledge and skills of students, but do not take into account their individual needs and interests in the learning process, and pay little attention to their satisfaction with education in modern conditions. This article investigates the impact of microlearning technology using online courses on students' satisfaction with learning. To determine the level of student satisfaction, an online survey was conducted among 61 students enrolled in the specialty 051 "Economics" programs, which include Business Economics, International Economics, Economic Cybernetics, and Digital Economy, at the National University of Life and Environmental Sciences of Ukraine. All these students were studying using microlearning technology with the use of online courses. As a result, that the level of student satisfaction with learning using this technology is most influenced by such factors as the availability of learning resources, consideration of individual abilities and needs in the online course, opportunities for interaction and communication with the teacher, as well as the format of learning materials and acquired knowledge. Accordingly, these factors should be taken into account when developing online courses and implementing microlearning technologies in the educational process.

Using Reinforcement Learning Algorithms to Optimize Practical Skills Development in Higher Vocational and Technical Education

Optimizing practical skills development in higher vocational and technical education involves a multifaceted approach. Firstly, curriculum design should integrate hands-on learning experiences, industry-relevant projects, and internships to bridge the gap between theoretical knowledge and real-world application. Secondly, institutions should invest in state-of-the-art facilities, equipment, and technology to provide students with a simulated work environment conducive to skill mastery. This paper, explored the integration of reinforcement learning algorithms within the Seahorse Optimization Probability Education (SHOPE) framework to optimize practical skills development in higher vocational and technical education. Through extensive experimentation and analysis, we investigate the effectiveness of various reinforcement learning algorithms in enhancing vocational teaching strategies, skill assessment processes, and classification tasks within educational contexts. Our findings highlight the capability of SHOPE to iteratively refine teaching methodologies, leading to significant improvements in student skill acquisition, success rates, and classification accuracy over multiple epochs. With the adaptive teaching strategies, and optimized vocational education programs tailored to individual student needs. For instance, our results demonstrate an average skill improvement ranging from 35% to 65% across different reinforcement learning algorithms. Moreover, success rates for mastering targeted skills reach levels between 75% and 92%.

Mental Well-being and Self-efficacy Among Students in a Vocational & Technical College in Shaanxi Province, China

This study investigates the interconnected dynamics of mental well-being and self-efficacy among students enrolled at Shaanxi Vocational & Technical College in Shaanxi Province, China. Recognizing the unique challenges faced by students in vocational and technical education, the research adopts a qualitative approach, employing interviews with both students and teachers to gain comprehensive insights. The findings reveal that academic pressures significantly impact students' mental well-being, contributing to heightened stress and anxiety. Social support systems, particularly peer relationships, emerge as crucial in mitigating these challenges, emphasizing the importance of fostering a supportive community. Moreover, self-efficacy is closely tied to practical experiences and skills development within the vocational education system. The study highlights the pivotal role of teachers in shaping students' self-confidence through encouragement and constructive feedback. Career aspirations are identified as influential in shaping self-efficacy, with students having clear goals expressing higher levels of confidence. Based on the findings, the study proposes recommendations to strengthen support systems, promote social support networks, provide teacher training, offer comprehensive career guidance, and enhance the curriculum to incorporate more practical experiences. The recommendations aim to create an environment conducive to the holistic development of students, preparing them for academic success and future careers. The study concludes by emphasizing the importance of ongoing research and evaluation to ensure continuous improvement in support systems and educational practices. Implementing these recommendations can significantly contribute to the positive mental health and self-efficacy of students at Shaanxi Vocational & Technical College, ultimately enhancing their overall educational experience and future

Actualization of practical training in medical education

Currently, the issue of the effectiveness of medical personnel training is a key issue for the healthcare sector. The target area of medical personnel training is the combination of theoretical studies and the development of practical skills in the educational process. The article provides a comparative analysis of the norms regulating the features of practical training in educational programs of different levels, the features of practical training in medical education programs. Network forms of practical training implementation, requirements for their resource provision, as well as existing provisions regulating practical training in medical education programs and directions for its improvement are considered.

Challenges of social work field practicum and professionalization in Bangladesh

ABSTRACT Social work education and practices began in Bangladesh more than half a century ago. Yet, it has not attained the professional status demanded by the country. This paper aims to examine the challenges of field practicum and the professionalization of social work in Bangladesh. Applying a qualitative approach, the study found that the field education of social work in Bangladesh has been devalued due to a shortage of professional agencies and qualified field supervisors, disagreement between students and agency supervisors, lack of state recognition, and prevailing societal perceptions. Furthermore, the study highlights a critical gap in practical skills development due to supervisors lacking social work training, hindering their ability to bridge the theory-practice gap for students. Consequently, graduates often lack the necessary competency to effectively address complex social issues. The study outcomes strongly advocate for the continuous support of social work educators and trained fieldwork supervisors. Furthermore, the establishment of an accreditation council for social work education and professional recognition of social work can also help overcome the challenges of field education in social work in Bangladesh.

Bridging The Gap: Aligning Transportation Education With Industry Demands In Indonesia

This research examines the alignment between transportation education at the Maritime Institute of Jakarta and industry demands in Indonesia, focusing on multimodal transportation. Through qualitative analysis of 50 cadets, the study reveals a strong emphasis on curriculum relevance and practical skills development. However, there are opportunities for improvement in areas such as technological integration, professional development, and industry exposure. Recommendations include enhancing technological integration, increasing industry exposure, strengthening professional development, improving curriculum relevance, fostering industry collaboration, enhancing practical skills development, and emphasising ethical and legal aspects. These recommendations aim to better prepare students for the dynamic and technology-driven nature of the transportation industry. Overall, this research highlights the importance of continuous improvement in transportation education to meet the evolving demands of the industry and contribute to the development of a skilled and competitive workforce in Indonesia.

Empowering The Female Undergraduates With Practical Entrepreneurial Skills Development For Curbing Social Economic Challenges In Rivers State

The unjustifiable constants neglect to empower the women in Nigeria called for; “Empowering the female undergraduates with practical entrepreneurial skills development for curbing social economic challenges in Rivers State.” The study was directed by two research questions, and two null hypotheses were developed. The study design used was a descriptive survey. There were 79 lecturers in the population, and a census sampling technique was used. Three experts verified a four-point response options questionnaire that was used to gather data. Cronbach’s alpha was used to determine the instrument’s dependability; the result was a coefficient of 0.89 and 0.88. The mean was employed to address the research questions, and the null hypotheses were tested at the 0.05 level of significance using a one-way analysis of variance (ANOVA). The results showed that there was a high level of improvement in the practical entrepreneurial abilities required to enable female undergraduates to address social and economic challenges. Also, there was a significant benefit on reducing social and economic challenges from equipping female undergraduates with real-world business skills. Consequently, it was determined that Nigeria’s social and economic problems would be significantly reduced if our postsecondary institutions sufficiently equipped female undergraduates with useful entrepreneurial abilities. In addition to other crucial recommendations, Nigeria’s female students and women in general should be equipped with high-demanding, lifelong skills for the rapidly evolving workplace by means of sufficient funding for the development of practical entrepreneurial abilities. In addition to government subsidies, the money should be consistent, steady, and could come from other sources as well.

Independent Curriculum (Kurikulum Merdeka)-Based PAI Learning Management at Private Islamic Religious Universities (PTKIS)

The purpose of this study is to describe the implementation of the Merdeka curriculum in Islamic religious higher education at Islamic University of Jakarta. We focus on competency-based approaches, active learning, and learning methods that support the development of practical skills. Learning methods such as project-based learning, problem-based learning and collaborative learning are in line with the philosophy of the Merdeka curriculum. The method used is a qualitative research approach. The sample of this study is Jakarta Islamic University as PTKIS located in Jakarta. Data analysis is performed in several phases including a) data transcription, b) data classification, c) data validation, and d) data interpretation. The findings of this study indicate that the implementation of the Merdeka curriculum in PTKI faces challenges and progress. To achieve the goals of the Merdeka curriculum - to create more relevant learning that meets the needs of a dynamic world of work - better understanding of instructors, more partners and alignment in the practice of values. is required.

Formation of financial literacy of schoolchildren by teaching solving problems with economic content

This article examines the problem of developing financial literacy among the population, especially among students in secondary schools. The need and methods for improving financial literacy are discussed, with particular emphasis on the subject of mathematics. The article emphasizes the relevance of including the formation of basic financial literacy skills as an important aspect of educating the new generation in the curricula of various school subjects. Ways to integrate financial literacy skills into mathematics instruction are also explored. In the context of mathematics lessons, tasks with real financial and economic content are proposed, aimed at developing basic financial literacy skills among students in grades 5-6. These tasks contribute to the development of basic financial and economic concepts that reflect key aspects of financial relations, as well as the development of practical skills and competencies. Because mathematics and finance share common aspects, using math problems with a financial context helps expand students' understanding of the real-life applications of mathematics in everyday life. The article also demonstrates that knowledge of basic financial concepts and their application in practice contribute to the development of understanding that can contribute to the development of thrift and sound money management skills. The effectiveness of this process is confirmed by the results of experiments conducted in the article.

Joint Group Work Is an Effective Way of Organizing Practical Work in Pedagogical Disciplines

The article deals with the organization of practical work in a pedagogical university through joint group work. Collaborative group work is a type of method that develops critical thinking and interpersonal communication skills. This method can be effectively used in practical work at a pedagogical university. The author believes that the method of group work allows you to apply theoretical knowledge in practice. The article emphasizes that group work requires students to actively develop many skills. The author considers it necessary to choose the right type of joint group work in accordance with the level of education of the same group, because depending on the level of students, the learning objectives of group forms of work are different. Much attention is paid to identifying the features of the use of joint group work in teaching pedagogical disciplines with a view to a more communicative approach. Examples of the use of group work for the formation of pedagogical activity and skills are given in the classroom. Joint group work is considered a good motivation for students, as it is aimed at the overall intellectual development and communicative potential of students in various small groups. Collaborative group work develops various practical skills, in particular such abilities as creative problem solving and decision-making in a group. Joint teamwork contributes to the development of various practical skills. This can be described as creative problem solving, developing the ability to study specific situations and make decisions. Joint group work develops writing and speaking skills, improves cooperation and group work skills. Using the example of the discipline «Methods of teaching Pedagogy», the author emphasizes that joint group work teaches students business communication, preparation of presentations and organizational skills. The article reflects the advantages and difficulties of using joint group work in pedagogical classes. To determine the importance of using collaborative group work as one of the interactive teaching methods in pedagogical universities is the task of the authors of the article.

Современные средства обучения русскому языку как иностранному

In the modern system of teaching RFL, an important role is given to teaching aids, tools of the educational process, ensuring the achievement of the main goal of teaching RFL – the formation of communicative competence among students. The purpose of this article is to analyze modern means of teaching RFL, assessing their effectiveness and illustrating their use in the process of teaching the disciplines “Russian Verb” to 1st-year undergraduates, “Modern means of teaching RFL” to 2nd-year undergraduates studying in the field of “Philology” (profile “Theory and practice of teaching RFL (Russian as a foreign language)”; discipline “General Proficiency” to 3rd year bachelor students of the Faculty of Philology (profile “Russian Language and Literature”) at the University of Moscow State University-PPI in Shenzhen. In the course of study, methods of observation, description, and classification were used. During the research it was established that in the modern methods of teaching RFL, the role of teaching tools increases significantly due to modern information and communication resources, Internet technologies and digital educational resources. The most relevant teaching aids have been identified and characterized (communicative RFL textbooks, information and communication tools, including university electronic libraries, the university information learning environment Moodle, electronic textbooks, corpus resources; audiovisual tools, including modern visualization techniques, etc.), their use has been illustrated in the practice of teaching various philological disciplines to Chinese philology students. It has been established that the use of the latest various teaching tools ensures the maximum inclusion of each student in the educational process, a person-oriented approach to students, the development of practical skills, an increase in the share of student independence, the development of students’ skills in setting and solving cognitive problems, structuring information flows, and applying practice of acquired knowledge, etc.

A New Model of Talent Cultivation through University-Industry Co-operation: Innovation of Teaching Methods for Digital Media and Film Majors

This study endeavors to delve into the reform and innovation of the teaching methodology for digital media and film majors. The pressing demands of the rapidly evolving media industry, coupled with the inherent limitations of traditional teaching approaches, underscore the imperative need for a paradigm shift in media majors' instructional methods.The exposition begins by elucidating the fundamental concepts, characteristics, and the untapped potential of the University-Industry Cooperation talent cultivation model in media education. The discourse subsequently hones in on the innovation and optimization of teaching content and methodologies within the context of the University-Industry Cooperation talent cultivation model, emphasizing the pivotal role played by practical skill development. Through a meticulous analysis and evaluation of innovative strategies, the study posits recommendations for further refinement and enhancement.The findings underscore the vital significance and untapped potential of applying the University-Industry Cooperation Talent Cultivation Mode in media education, showcasing its efficacy in fostering comprehensive skill development and augmenting students' practical capabilities. This study serves as a crucial reference for media educators, fostering the ongoing reform and innovation in teaching methods and offering a glimpse into future research trajectories.

MOTIVATIONAL FACTORS INFLUENCING UNDERGRADUATE STUDENTS TO PURSUE DENTISTRY AS FUTURE CAREER AT UKRAINIAN UNIVERSITIES

People have various motivations and perceptions when choosing a future career. The purpose of this article is to compare the motivational factors for selecting dentistry as a career among local and international students at Ukrainian universities. A qualitative design was employed, using a 24-item questionnaire with closed-ended questions to survey Master's degree students in Dentistry. Students' perceptions of motivational factors were assessed on a five-point Likert scale. Statistical analysis, including the χ2-test and regression analysis, was conducted to identify differences. A total of 121 local and 59 international students participated in the questionnaire about motivation factors for pursuing dentistry. In the local group, 69.42% were female and 30.58% were male, while the international group comprised 32.20% females and 67.80% males. No significant differences were found between local and international students regarding professional status, income potential, entrepreneurial opportunities, practical skills, desire to work in healthcare, desire to work with people, or the wish to provide public service (P>0.1). However, international students expressed higher agreement regarding personal experiences with dental care and work experience. Conversely, local students placed less importance on factors like influence from friends and personal advice compared to international students. Recommendations for promoting education at the university include highlighting the professional status and income potential of dentistry, promoting practical skills development, and emphasizing the social value of the profession. To attract applicants from abroad, messaging about personal experiences in dentistry and graduates' recommendations on social networks could be effective strategies.

Reforming the Curriculum System for Applied Undergraduate English Majors: Bridging Theory and Practice

Since the implementation of the reform and opening-up policy, Chinese universities have seen a significant growth in the study of foreign languages, with a focus on English majors. Nonetheless, ongoing difficulties compromise this educational system's efficacy. It is often acknowledged by experts that, despite substantial expenditure, English majors struggle to satisfy societal demands because of curricular structures that are out of date and were inherited from earlier times. To address these issues, this paper suggests extensive changes to the applied undergraduate English major curriculum. The suggested changes, which stress the development of practical skills in line with the demands of the modern labor market, seek to close the gap between theory and practice by drawing on theoretical frameworks and real-world experiences. The theoretical structure for curriculum design includes refining traditional language proficiency courses, incorporating a variety of professional modules, creating career-focused vocational courses, enhancing comprehensive practical training. By aligning curriculum content with evolving industry demands and fostering a holistic approach to talent cultivation, these reforms strive to equip English majors with the necessary skills and competencies to succeed in today's dynamic global landscape.

IDEAL: Maintaining PHC-focused training in a MBChB programme through a COVID-induced innovation.

Responding to the need for authentic clinical training for students in the context of coronavirus disease 2019 (COVID-19), the Stellenbosch University Faculty of Medicine and Health Sciences developed an innovative 12-week longitudinal, integrated rotation for pre-final-year medical students, the Integrated Distributed Engagement to Advance Learning (IDEAL) rotation. This saw 252 students being placed across 30 primary and secondary healthcare facilities in the Western and Northern Cape provinces. With a focus on service learning, the rotation was built on experiences and research of members of the planning team, as well as partnership relationships developed over an extended period. The focus of student learning was on clinical reasoning through being exposed to undifferentiated patient encounters and the development of practical clinical skills. Students on the distributed platform were supported by clinicians on site, alongside whom they worked, and by a set of online supports, in the form of resources placed on the learning management systems, learning facilitators to whom patient studies were submitted and wellness supporters. Important innovations of the rotation included extensive distribution of clinical training, responsiveness to health service need, co-creation of the module with students, the roles of learning facilitators and wellness supporters, the use of mobile apps and the integration of previously siloed learning outcomes. The IDEAL rotation was seen to be so beneficial as a learning experience that it has been incorporated into the medical degree on an ongoing basis.Contribution: Longitudinal exposure of students to undifferentiated patients in a primary health care context allows for integrated, self-regulated learning. This provides excellent opportunities for medical students, with support, to develop both clinical reasoning and practical skills.

A theoretical framework for understanding the importance of implementing simulation in social work education

ABSTRACT Social work engages in many complex and emotionally charged environments that challenge the educational requirements of students. The profession draws on various theories, including sociology, psychology, and political sciences to inform understandings of power, oppression, structural injustice, and complex lived experiences. However, contributions from psychological science are important in understanding how students develop the necessary cognitive function needed to handle complex situations, thereby providing a blueprint for ways of teaching and learning. Theories of learning and cognition can be utilized to understand how people develop the capacity to perceive, process, store, and act upon complex information. This paper investigates a theoretical model that social worker educators can use to understand how individuals draw upon learning to frame their understanding for future practice. Memory is a key feature in how students process, learn and adapt to new information within their environment, playing a pivotal role in learning and teaching. By harnessing cognitive load theory, simulation pedagogy can draw on memory as a defining ingredient in practice skill development and complex decision making. Thus, providing a theoretical framework for inclusion of simulation within social work education, protecting vulnerable service users, equipping students for placement and upholding the professional integrity of social work.

Health professional competency building for the Baby-Friendly Hospital Initiative in Malawi.

Health professional competency building is one of nine national responsibilities (to achieve universal coverage and sustainability) described in the 2018 World Health Organization (WHO)/United Nations Children's Fund (UNICEF) implementation guidance for the Baby-Friendly Hospital Initiative (BFHI). With stagnating rates of exclusive breastfeeding worldwide, skilled breastfeeding support as a standard of newborn care is critical to the establishment of lactation and exclusive breastfeeding. Few studies exist on how low-income countries are integrating BFHI into their standards of care. This qualitative case study describes Malawi's experience. We interviewed 48 key informants and conducted a desk review of the literature on BFHI programming, national plans, policies and other related documents. We explored the findings using the seven key domains and 16 competencies to implement the Ten Steps to successful breastfeeding from the WHO and UNICEF Competency Verification Toolkit. The study found that although the focus of the guidance is on preservice training, continuing education and in-service training remain important. To achieve universal coverage for health professional competency, Malawi uses preservice, in-serviceand refresher training. However, their main limitations to aligning with the new guidance are a lack of preservice BFHI- and breastfeeding-specific curricula, experienced lecturers and sufficient time to dedicate to practical skill development. Conducted during the coronavirus disease 2019 pandemic, this study confirmed disruptions to BFHI training and service delivery, while also documenting Malawi's resilient attempts to mitigate impacts on breastfeeding support through mentoring and coaching. Opportunities exist for strengthening and scaling up, including engaging preservice training institutions and standardizing mentoring, coachingand competency verification.

The interprofessional practice experiences of final-semester prelicensure BSN students completing clinical immersion: A descriptive qualitative study

BackgroundThe goal of interprofessional practice experiences in health professions programs is to develop interprofessional collaborative practice skills. PurposeThe purpose of the study was to explore the meaning final-semester Bachelor of Science in Nursing students attributed to interprofessional practice experiences during clinical immersion. MethodsThe theoretical framework for this descriptive qualitative study was experiential learning theory. A sample of 12 participants was drawn from final-semester prelicensure Bachelor of Science in Nursing students at a college of nursing at a public research university. Data were collected through one-on-one semi-structured interviews and analyzed through inductive thematic analysis. ResultsThe analysis yielded four themes: professional and interprofessional identity, working with team members, communication practices, and trusting relationships. Patterns across themes were clinical environment culture, nursing school preparation, nurse preceptor role, fear/concern/worry, and night shift. ConclusionConsistency in preceptors, welcoming clinical environments, and opportunities to practice communicating with team members contributed to interprofessional collaborative practice skill development and improved perceptions of readiness for practice. Academic and clinical educators may use findings to (a) identify immersion placements for interprofessional practice experiences, (b) design curricula reflective of interprofessional practice, (c) advance teaching strategies to promote interprofessional practice, and (d) create learning environments that aid in professional and interprofessional identity formation.

TECHNOLOGY OF FORMING THE FUTURE PRIMARY SCHOOL TEACHERS’ PROFESSIONAL COMPETENCIES

Purpose. The requirements for training teachers for the general education system in the Russian Federation are defined by the Federal State Educational Standard for Higher Education in the field of "Pedagogical Education". The standard document defines universal and general professional competencies that are mandatory for all education (preschool, primary, basic general education and others). Professional competencies are defined on the basis of the professional standard "Teacher", specifically for each field and type of professional activity. The subject of the analysis is the search for an approach to forming the future primary school teachers' professional competencies. The main purpose of the article is to describe the technology of forming the future primary school teachers' professional competencies within a specific academic discipline. Methods. The research is based on a regulatory documents review, psychological and pedagogical literature analysis, and educational process examination. Results. The article presents the experience in organizing the study of a particular discipline. The discipline provides emotional and personal immersion of the future teachers into the professional activity and practical skills development. The author describes the ways to implement and apply effective teaching methods when organizing various types of classes in higher education institution. Practical application of the results. The findings are of direct practical relevance as can be useful for organizing the educational process in higher educational institutions in terms of the successful completion of basic educational programs and programs of additional education (specifically, retraining).