Educational Innovation Project Research Articles

Communicating educational innovation projects in Latin America mediated by the scaling of complex thinking: Contribution of the UNESCO-ICDE Chair in Mexico

The United Nations Educational, Scientific and Cultural Organization (UNESCO) Chair in the open educational movement for Latin America aims to promote scientific, technological, entrepreneurial, and innovative development. In Mexico, face-to-face bootcamps occur every two years, where prototypes of high-value solutions for education are developed using design and active learning methodologies, with the aim of scaling complex thinking and sustainable development. In the 2023 edition, 94 academicians from 12 countries participated (Argentina, Bolivia, Chile, Colombia, Ecuador, Germany, Guatemala, Mexico, Peru, Spain, the Dominican Republic, and the United Kingdom). Experts from Tecnológico de Monterrey, the Open University, the University of Leeds, and Siemens Stiftung supervised the process. This article presents the prototyped proposals and the results of applying the Play2Train4C methodology, enabling participants to develop educational innovation projects under the paradigm of complex thinking. The results indicate that (1) the participants managed to prototype ten proposals validated by experts and (2) their perceptions of their systemic, critical, scientific, and innovative thinking (sub-competencies of complex thinking) improved by the end of the bootcamp. The conclusion was that the UNESCO Chair boosted solution-building skills for the complex problems arising in Latin America and enabled key agents in education to improve their complex thinking skills for quality education, as promulgated by sustainable development goal 4.

Simulation as an Innovative Teaching Pedagogy for Baccalaureate Male Students Undertaking a Maternal Health Course in the Arab world: A Pilot Project

Background: The nursing profession is attracting more male students at the baccalaureate level. Nursing faculty face difficulty in finding appropriate clinical opportunities in obstetrics for male baccalaureate nursing students in the conservative Arab culture.Methods: A simulated environment was created comprising four beds in a ward setting. A standardized patient (SP) was placed on each bed. Each SP was trained to provide a history and respond to triggers based on questions posed by male students. The scenarios were: an antenatal patient admitted for induction of labor, a primipara with edema and severe headache, a multigravida who delivered spontaneously and was preparing for discharge, and a cesarian case on the first postoperative day. In the latter two scenarios, newborns were placed in bassinettes near the SP’s and the male students were also expected to take care of the baby. This innovative educational project highlighted simulation using low fidelity manikins and SPs. Male students reported simulation was an effective teaching strategy to acquire obstetric knowledge and develop critical thinking as they responded to cues given by the SP (e.g., antenatal abdominal pain). In addition, the students gained a level of proficiency in examining antenatal and postnatal women. Furthermore, they reported that debriefing following the training consolidated their learning.Conclusion: Male students reported they would not have been able to achieve the course outcomes for thematernity clinical rotation without the introduction of simulation. This project sets the stage for introducingsimulation into other clinical courses across the baccalaureate curriculum.

Project-Based Learning methodology (PBL) for the acquisition of Transversal Competences (TCs) and integration of Sustainable Development Goals (SDGs) in mechanical engineering subjects

This research is carried out within the framework of a two-year Educational Innovation and Improvement Project (EIIP) to be implemented at the Universitat Politècnica de València (UPV) during the academic years 2023-2024 and 2024-2025. The project aims to design and apply a Project-Based Learning methodology (PBL) for a proper acquisition of Transversal Competences (TCs) and integration of the Sustainable Development Goals (SDGs) in a mechanical engineering subject that is taught in the first year of the master’s degree in Mechatronic Engineering from the School of Design Engineering. Based on an assessment by the teaching staff of the current situation and the aspects to be improved, this article explains how the PBL methodology will be applied and performs an analysis through surveys and personal interviews with the students of their level of knowledge regarding the TCs and the SDGs that are worked on in the subject at the beginning of the academic year. The results show the need to continue working in the project and implementing active teaching techniques, such as PBL methodologies, to achieve a more attractive and motivating subject, closer to the labour market and a sustainable society.

Enhancing Evidence-Based Practice Competence and Professional Skills Using Infographics as a Pedagogical Strategy in Health Science Students: Insights from the InfoHealth Project.

Infographics have been recognised as effective visual tools for concise and accessible communication of data and information in various higher education disciplines, particularly in medical education. However, there is a lack of research on their impact on professional skills, difficulty levels, motivation, and overall satisfaction in health science students. Thus, the present study aimed to analyse the knowledge and usage of graphical resources among health science students and evaluate their competencies, the level of challenge they encountered, and their motivation and satisfaction after completing an infographic creation activity. The InfoHealth educational innovation project, conducted by five teachers from the Faculty of Medicine, served as the context for this study, with 143 students voluntarily participating. The intervention involved students working in groups of 2-3 and selecting their own topics for the infographics while receiving instruction, online guidance, and feedback from teachers. A questionnaire was administered to assess students' perception of skill development and satisfaction with the activity. The findings revealed that schemes were the most recognized and used graphical summaries, compared to synoptic tables and Venn diagrams. The activity led to an increase in professional skills acquisition, motivation, and satisfaction, positively impacting students' interest in evidence-based practice and reinforcing their knowledge. This study highlights the potential of infographics as a pedagogical tool for competency development and student engagement in health science education, suggesting the need for further research comparing infographics with traditional study methods and involving multidisciplinary teams to promote essential skills for future clinical practice.

Analysis and characterization of the categorical-conceptual field of the conceptual construction "innovative technologies in the field of physical education and sports"

The article highlights the categorical and conceptual field of the conceptual construction "innovative technologies in the field of physical education and sports", which is the basis for its construction; the characteristics of such concepts as: "technology", "innovation", "innovative activity in the field of education", "educational technology", "innovative educational program", "innovative educational project", "innovative educational product", "innovation cycle", "innovative technologies", "innovative technologies in the field of physical education and sports"; their interrelation and importance for education in general and specialists in the field of physical education, in particular, are presented.
 The analysis, synthesis and generalization of concepts and conceptual constructions of scientific and scientific-methodical literature, state nomenclature documents, as well as such research methods as: comparison, analysis of own long-term pedagogical experience in checking, reviewing qualification works of higher education applicants, including mastering and expert examination of dissertations, it was found that most higher education applicants do not pay due attention to the acquisition of special terminology during their studies in higher education, do not refer to the legislative and regulatory framework. At the same time, special terminology is always related to the content of a particular science, theory and practice of a particular field.
 It is noted that special terminology, including terminology in the field of physical education and sports, is an urgent necessity, the basis of professional communication, which requires in-depth knowledge, continuous development and improvement from specialists.
 It is emphasized that a clear understanding and correct use of the concepts and conceptual constructions mentioned in the article will allow specialists in the field of physical education and sports to correctly direct their efforts towards the development and implementation of innovative technologies in the theory and practice of physical education and sports, as well as contribute to improving the quality of their research work.

Conceptual Problems of Mentoring in Education and Experience in Implementing the Innovative Project at Naberezhnye Chelny State Pedagogical University in Turkmenistan

Introduction. The article aims to study mentoring in education in both theoretical and applied aspects. The conceptual and methodological analysis is focused on the problem of transforming mentoring from traditional forms to modern methods based on the active interaction of the mentor and the mentee. Мethods. The practice of mentoring is examined using as an example an innovative educational project “teacher – teacher” developed and implemented by Naberezhnye Chelny State Pedagogical University, where the main emphasis is on developing in young teachers the universal competencies they lack. Results. The innovative nature of the developed and practiced model lies in its content and structure built within successive four stages: 1) identification of deficits in the development of universal competencies among young teachers; 2) training them in accordance with additional professional development programs; 3) post-course support for the development of universal competencies of teachers; 4) final assessment of the mastery of the acquired universal competencies of teachers. This work is not limited to national boundaries and becomes the subject of international interaction. Naberezhnye Chelny State Pedagogical University actively cooperates with universities and educational authorities of Turkmenistan. Conclusion. The article reveals the content of the project and the possibilities of its implementation in the educational system of this country.

How to implement and evaluate with scrum methodology in business subjects - an experience in an educational innovation Project

The following paper arises from the Educational Innovation Project PIE 15-132 "Implementation and evaluation of the scrum methodology (project based learning) in the subjects of Business Creation and Management", funded by the Vice-Rectorate for Teaching and Research Staff of the University of Malaga. The idea stems from the analysis and study of the agile scrum methodology, focused on iterations and continuous reviews. The proposal consists of transferring the application of this methodology, widely used in software development environments, to subjects linked to the business environment, given the flexibility that characterises it. Its application made it possible to obtain interesting results, both related to the objectives of the subject "Business Creation", as well as others of a transversal nature, which are in great demand in today's environments.

Implementation of Active Methodologies in International Relations Through Cinema: Experience From Project-Based Learning in Graduate School

The article describes the results of the educational innovation project “Implementation of active methodologies in the Master’s Degree in International Journalism through cinema”,1 which aims to develop the transversal lines of the Master’s Degree in International Journalism based on the application of innovative tools in subjects of Module I and II, as well as to enhance sensitivity and awareness of Cultural Diversity and Human Rights. The methodology used is discussion through the Cinema-Forum format and pre- and post-forum questionnaires are used to evaluate the results. As a conclusion, it can be deduced that the film-forum is a tool that enables the development of transversal competencies based on the interaction process resulting from the activity as an effective complement to graduate courses in the discipline of International Relations.

Marías. Entre la adoración y el estigma

Marías. Entre la adoración y el estigma originated in the seminar “Between adoration and stigma: mothers, virgins, and prostitutes.” This event was an extra activity of the course “Analysis and interpretation of the image,” taught in the Art History and History Bachelors at the Universitat de València. In addition, the writers of this book are members of the research roup “Apes. Estudis de Cultura Visual de la Universitat de València,” which included this seminar as a part of their Educational Innovation Project (2019-2020).

Исследования и опыт преподавания предмета «шахматы» в системе образования Республики Армения

<p>In this article, are considered the achievements and problems of the innovative educational project "Chess" implemented by Armenian State Pedagogical University named after Khachatur Abovyan in secondary schools. The purpose of the study: to identify the mechanisms of research and pedagogical interaction, as well as to analyze and summarize the results of many years of research of psychological and pedagogical support of the educational course "Chess in elementary school". The main research methods were the analysis and synthesis of the conducted studies, as well as the generalization of previously done empirical studies. Various empirical methods and methodological developments were applied: sociological survey, structured interview methods, focus group method, document content analysis, questionnaire method, testing, contextual questionnaires, projective drawing techniques, etc. The results of the research made it possible to correlate the educational results of the university subject "Theory and Practice of Teaching Chess" with the characteristics of qualifications in the specialty "Pedagogy" in the general educational standards for the subject "Chess". Accordingly, the methodological component was revised, providing educational results in the subject, which made it possible to ensure the diversity and expediency of the chosen teaching methods. Research results were taken into account, indicating the need to integrate chess with mathematics and other subjects, since chess have high potential for the development of such cognitive processes and skills of the 21st century as: decision making, critical thinking, cooperation and creative thinking is high. We determined the main provisions of the correlations between the research and educational activities of the university and educational institutions, and revealed the mechanisms of this interaction.</p>

Implementation of Ukraine's State Policy in Innovative Practices of Educational Institutions in the Context of Digital Transformation

In the article, the directions and strategic tasks of the state policy in the implementation of innovative practices of educational institutions, the direction of the ways of modernization of modern education in view of the integration of Ukraine into the European educational space are important; the views of scientists regarding the reform of the educational sphere were analyzed, especially the issues of digital transformation in education; new directions of program actions of the state, an effective management system for the innovative development of education in Ukraine in modern conditions, taking into account the European experience.
 The requirements for scientific and theoretical substantiation and the development of a practical model for the modernization of comprehensive general secondary education and the improvement of the mechanism of regulation of modern innovative state practices, digitalization of new, new processes in educational institutions, and the regulatory tools of the state influence on this process have been determined.
 Outlined specific tasks for the development of the educational process in educational institutions in the context of education reform in Ukraine, ensuring the functioning of the education system in the face of societal changes to implement state educational policies, innovative practices, scientific research, and methodological work.
 Digitization based on the progressive development of network access technologies; semiconductor technologies; software and its cross-use, becomes an important condition in the field of education, and service models of interaction with users become the leading methods of communication.
 Innovative educational projects are described, which highlight the general characteristics of innovations in education, the problems of their accounting and support; based on the analysis of the current state of implementation and dissemination of innovations in educational institutions within the limits of new means and directions of work, which cover all educational and methodological, educational activities of the school and lead to positive changes; modern approaches to the introduction of innovations into the system of general secondary education in Ukraine are formulated.

Investigation of Readiness of Pedagogical Teams for Implementation of an Innovative Educational Project «Organizational-Pedagogical Conditions For the Functioning and Development of а Safe School in Wartime/Post-War Period»

The article reveals the readiness of the administration, pedagogical teams of experimental institutions of general secondary education, and scientific-pedagogical workers of regional institutes of postgraduate pedagogical education for the implementation of innovative activities within the framework of the implementation of an innovative educational project at the national level on the topic «Organizational-pedagogical conditions for the functioning and development of a safe school in wartime/post-war period» (2023–2027). The study of the readiness of educators and researchers for innovative activities is considered as one of the important tools for obtaining more effective results in the implementation of the innovative educational project.
 The necessity of a comprehensive approach is substantiated, which positively influences the study of the readiness of project participants for innovative activities. Personal factors related to the competencies of the direct executors of the innovative educational project – teachers and scientific-pedagogical workers, heads of general secondary education institutions – are highlighted.
 The article reveals the content of the concepts «readiness», «innovative activity», «teacher's readiness for innovative activity». Criteria, indicators, and levels of teachers' readiness for innovative activities are determined. Attention is drawn to the fact that innovative activity in the modern educational environment requires not only high professional qualities from the teacher but also the ability to effectively use tools and resources to achieve specific pedagogical goals.

(076) The Menopause and Minority Health Project: An Innovative and Interdisciplinary Education Project

(076) The Menopause and Minority Health Project: An Innovative and Interdisciplinary Education Project

Music-guided imagination activity combined with multimodal movement on college students with autism

BackgroundAutism is a common neurodevelopmental disorder that affects an individual’s ability to communicate socially and emotionally. The incidence of autism among college students is increasing year by year, which causes trouble to their study and life. Therefore, it is of great significance to find effective intervention methods to improve the symptoms of college students with autism.Subjects and MethodsThis study selected 30 students from colleges and universities who were diagnosed with autism as research objects, and were randomly divided into an experimental group and a control group. The experimental group received 8 weeks of music-guided imagination activity combined with multimodal exercise intervention, while the control group received conventional treatment. Both groups were evaluated by self-rating scales and professional assessment tools, and data were analyzed using SPSS23.0 software to understand the efficacy before and after the intervention.ResultsThe self-rating scale score of the experimental group after intervention was significantly higher than that before intervention (P<0.05), and significantly higher than that of the control group (P<0.01). In the professional assessment tool, the loneliness symptom status score of the experimental group was significantly improved compared with that before intervention (P<0.05), and was significantly lower than that of the control group (P<0.01).Conclusions Music-guided imagination activity combined with multimodal movement has a significant effect on college students with autism. The experimental group can better express emotions, enhance social skills, and improve physical coordination and spatial perception through music-guided imagination activities.Acknowledgement2022 Guangdong Ocean University Graduate Education Innovation Project (No.202213); 2022 Guangdong Ocean University teaching quality and teaching reform project (No.px-11223462).

Indigenous heritage as an educational resource in primary education

ABSTRACT This paper is the result of an inter-university educational innovation project developed between the University of La Laguna (Spain) and the Autonomous University of Baja California (Mexico). Students from both institutions, studying at the equivalent level to become future primary education teachers, analysed the way in which primary school textbooks approach the topic of heritage in the Canary Islands and in Mexico. Flipped classrooms and project-based learning were the main teaching methodologies, culminating in a final assignment: a written report by students. The results enable us to re-evaluate the knowledge transmitted through textbooks in the light of this history, and their facilitation in teaching and learning processes, with attention to their epistemological biases. Several topics were highlighted as core concerns in the use of textbooks for teaching heritage: the need to question the role of the textbook in the teaching process, and the importance of Indigenous heritage when teaching and holistic concept of heritage. In outlining the inter-university teaching project, the article also shows how the analysis of textbooks in both contexts, and their subsequent comparison, has made possible a reformulation of how students of education in the Canary Islands and Mexico are taught to teach history.

Developing a boundary crossing learning trajectory: supporting engineering students to collaborate and co-create across disciplinary, cultural and professional practices

ABSTRACT The competence to work together and co-create with others outside one’s own scientific domain, culture or professional practice is a critical competence for engineers to respond to global challenges. In this context, boundary crossing (BC) competence is crucial. We reflect on a university-wide participatory action research educational innovation project for developing and implementing BC in its education, draw conceptual and practical lessons learned and identify success factors. The BC theory and its four learning mechanisms (identification, coordination, reflection, transformation) are introduced and we argue that they provide a solid foundation for BC competence development in courses and curricula. We show that BC can relatively easy be implemented in existing education, yet it is crucial to use experiential types of learning to make this rather abstract concept tangible for both teachers and students. Two key lessons learned for developing BC education are to see BC competence as a generic competence and boundaries as learning opportunities.

Potentialities and priorities for higher educational development in Saudi Arabia for the next decade: Critical reflections of the vision 2030 framework

Contributing to Vision 2030, Saudi higher educational institutions (HEIs) must reform their education system, reevaluate their potentialities, and priorities to support higher education development in achieving the Vision theme. With this goal, several educational innovation projects have been introduced to attain the vision's higher educational development strategic objectives. This study investigates the HEIs' current practices and analyses their achievements and the progress toward achieving the Vision's higher education development goals for the first review cycle (2016–2020) of the Vision. Academic expert interviews and surveys were conducted involving participants from the top ten Saudi universities to know how these institutions contribute to the Vision progress using an innovative approach. Juxtaposing HEIs' potential and priorities with the Vision's higher educational objectives to determine the development progress. The findings reveal that the most sought priorities are the new modern curriculum, industry-based academic learning outcomes, skilled graduates, faculty development, innovative research, foreign universities collaborations, accreditations, and lifelong learning focusing on future skills. The tendency of these priorities works on higher education development, improving professional competency, filling the gaps between higher education outcomes and the growing market needs, revitalizing universities, and linking to knowledge base society. The presented approach will be an effective tool for understanding how specifically these entities contribute toward achieving the vision's targets. It is a significant model for future studies, useful for analyses of higher education potentialities' performances, and enhances readers' understanding.

An innovative approach to NAS: Eat, Sleep, Console

Maternal substance abuse during pregnancy has dramatically increased in prevalence in the United States. Consequently, neonatal abstinence syndrome (NAS) is now a leading cause of developmental and medical problems in newborns (Thigpen and Melton, 2014). Eat, Sleep, Console (ESC) is an innovative approach to the treatment of NAS, which hospitals are implementing to improve outcomes for women and infants with perinatal opioid exposure (Whalen et al., 2018). This educational innovation project incorporates current, evidence-based practice (EBP) guidelines into the associate degree nursing (ADN) program curriculum at a community college to better prepare nurses to provide safe, therapeutic nursing care to infants and their families.

Walking the talk: autoethnographic reflections on co-creating regenerative education within international development studies

In this article, I reflect on what it means to walk the talk of regenerative forms of education that foster more vitality within the communities, institutions and societies we live in. I discuss my experiences as a lecturer and initiator of a regeneratively designed co-created education innovation project that I worked on with research master’s students of international development studies. The project was initiated in 2016 to serve the needs of an international community of learners at the University of Amsterdam. It is designed based on regenerative design principles and serves as a space for students to explore, critique and increase ownership over their educational journeys. Drawing on regenerative, transgressive, social justice, contemplative, relational, creative, ­decolonising and anti-oppression pedagogies, the project Critical Development and Diversity Explorations (CDDE) aims to co-create a non-hierarchical and more engaged, embodied learning space to develop students’ – and my own – critical reflective potential as agents of change. Applying an auto-ethnographic methodology, and drawing on a hybrid-epistemological approach, I aim to illustrate my insights on the cause, purpose and aspirations of the CDDE project and invite you as the reader to bring such reflections alive in your own thinking in a real-life context of your own.

Transdisciplinary engaged learning

This study highlights an innovative educational project entitled ‘Dynamic Teaching through Communication Skills’ as well as forming part of joint initiative for Erasmus + Communities and Students Together (CaST) 2019-1-UK01-KA203-061463. The pilot study shows that there are many ways to approach teaching across the disciplines with Engaged Learning. The proposal includes discussions on the practical methodologyof integrated content and language in higher education. While bringing real worldproblem solving into the Health Engineering degree, the chapter underscores aspects of persuasion and pitch development within the paradigm of English as a LinguaFranca.