Educational Process Research Articles

About some Methods of Using Artificial Intelligence in the Educational Process

Questions remain about the methods of applying AI in law and the approaches to its teaching. The Concept for the Development of MachineReadable Law Technologies addresses the first question, but the second question remains insufficiently addressed. For law students, it is suggested to begin AI training with chatbots. During their practical training, students were tasked with research assignments utilizing AI, comparing the capabilities of ChatGPT and GigaChat. The results indicated that both AIs have their strengths and weaknesses, requiring critical evaluation and refinement. The creation of interactive AI-based textbooks is also proposed, which could significantly enhance the educational process’s efficiency.

Enhancing Emergency Cognitive Ability in College Students Under Emergencies: A Study of Influencing Factors and Hierarchical Relationships

This study addresses the need to enhance college students’ emergency cognitive ability by identifying key influencing factors and analyzing their hierarchical structure. To fill the gap in understanding these relationships, we used grounded theory to identify 12 influencing factors through a literature review, case analysis, and interviews. The interpretive structural modeling (ISM) method categorized these factors into three levels: direct, key, and root factors. Root factors such as risk awareness, crisis perception, and responsibility are core to the cognitive ability framework and have a profound impact on students’ responses to emergencies. Further, the matrix of cross-impact multiplications applied to classification (MICMAC) analysis categorized the factors based on driving force and dependency, showing strong interrelationships. The integration of ISM-MICMAC methods offers a novel approach to understanding the hierarchical influence among factors, enabling educational institutions and policymakers to design targeted emergency training programs. By incorporating information technology into the educational process, this research provides practical guidance for enhancing students’ preparedness and resilience in emergencies. The findings support policy development and the design of effective educational interventions, offering valuable insights for administrators, policymakers, and emergency management professionals in creating safer, more resilient educational environments.

COMPARATIVE ASSESSMENT OF VISUAL COLOR MATCHING FOR ARTIFICIAL AND NATURAL TEETH BY STUDENT OF DENTAL FACULTY AT KHARKIV NATIONAL MEDICAL UNIVERSITY

The purpose of this study was to conduct a comparative assessment of dental students’ ability to match the color of patients’ teeth with aesthetic restorations. Materials and Methods. The study was conducted from 2021 to 2024 with participation of 2nd- and 3rd-year students at the Faculty of Dentistry, Kharkiv National Medical University, Kharkiv, Ukraine. Results. Accurate determination and reproduction of natural tooth color is a challenging task in aesthetic dentistry, as color plays a crucial aesthetic role. This process depends heavily on the experience and perception of dentists and can be approached subjectively (visual analysis) or objectively (special devices). Although shade determination is a routine task for dentists, errors are still common. The study revealed that 2nd-year students struggled significantly with color matching, especially for natural teeth, with error rates of 66.6% for artificial teeth and 80.8% for natural teeth, indicating a need for more training. Students performed better using the VITA Classic shade guide, which is simplified, but matching the color of natural teeth requires additional practice. The results confirm that clinical training improves students’ color-matching skills. After training, 3rd-year students showed a marked decrease in error rates: 35.8% for artificial teeth and 53.3% for natural teeth. The Vita 3D Master scale proved more accurate due to its broader color-matching capabilities. Overall, the accuracy levels improved significantly, highlighting the effectiveness of the training program. Conclusion. The results of the study demonstrate that training significantly improves students' ability to accurately determine tooth color. The 3rd year students who underwent clinical training showed better results in matching the color of both artificial and natural teeth, reducing the number of errors by 35.8% and 53.3%, respectively. The Vita 3D Master scale proved to be more accurate due to a wider selection of colors and more evaluation parameters. The 81.5% increase in the overall score confirms the effectiveness of the training in improving the accuracy of tooth color determination in the educational process.

Integration of Artificial Intelligence into Educational Programs to Develop Scientific Analysis Skills in a Multidisciplinary Environment

Examines the integration of artificial intelligence (AI) into educational programs aimed at developing scientific analysis skills in an interdisciplinary context. Various AI technologies, such as machine learning, natural language processing, and intelligent educational platforms, are explored for their potential to transform approaches to learning and enhance the effectiveness of educational processes. The results of experimental analysis are presented, demonstrating that the use of AI contributes to improving student performance and developing critical thinking skills. The article also addresses the potential risks and limitations of applying AI in educational processes.

Croí: A Process for Core and Responsible Graphic Communication Design Education

Research has shown that addressing personal values and conviction is crucial for long-lasting Education for Sustainable Development. However, there is a shortage of theory and evidence-based value-focused processes in Graphic Communication Design Education literature. This article presents a novel personal value thinking and doing process called Croí (pronounced Cree) that can be used as a precursor to Education for Sustainable Development in Graphic Communication Design Education. Croí aims to stimulate sustainable transitions by disrupting behaviour development. Over five years, five rounds of Action Research were conducted with third-level educators and students to explore how Croí could facilitate value (or core) design, with the broad aim to encourage sustainable Graphic Communication Design. The initial Croí prototype developed over Cycles One and Two is briefly summarised, with focus on Cycles Three, Four, and Five, where Croí was further developed and evaluated. Data collection included researcher field notes, semi-structured interviews, and written reflections, analysed through Thematic Analysis. Key discussion points include fundamental process elements, Croí's impact on core thinking and doing and responsible thinking and doing, and its potential to facilitate behaviour development. The research concludes that Croí promotes core and responsible thinking and core doing, increasing the likelihood of responsible doing. It offers educators an innovative way to facilitate plural, practical, and core development for graphic communication design students, potentially influencing change in the profession. Croí is not a panacea for the complex issue of Sustainable Development, but it provides a novel and meaningful foundation for disrupting behaviour.

Metahuman

In contemporary education, there is a growing recognition of the importance of preparing learners with essential soft skills and the ability to engage in safe-to-fail tasks. Introducing the concept of failing safely and practising complex conversational skills in a controlled, virtual environment is crucial for students to effectively apply these skills in real-world situations (Korhonen et al., 2023). Our project, titled Metahuman, introduces an AI-powered simulation-based learning experience where learners interact with 3D virtual humans in real time. These virtual humans serve as guides and facilitators, simulating diverse interpersonal scenarios encountered in professional settings. This approach is rooted in simulation-based learning, where learners can explore and engage in various scenarios without the risk of real-world consequences (Chen & Lu, 2022). The Metahuman is designed with dynamic personalities that emotionally respond to learner input and feature realistic voices; these adaptive, simulated environments have been shown to foster critical thinking and professional conversation skills (Ruokamo et al., 2023). One application of Metahuman is within the healthcare sector, where nurses (learners) can practise screening a patient (Metahuman) for Tuberculosis in a virtual clinic. Nurses learn to navigate complex patient scenarios, building their skills and confidence in a controlled setting. This experience highlights how simulation-based learning can enhance competence and preparedness for real-world challenges, as discussed by Wu and Yu (2023). Central to the Metahuman experience is an AI-driven mentor that delivers contextual feedback in real time, aligned with specific learning objectives and competency frameworks. These frameworks and objectives provide safeguards for how the Metahuman interacts with learners, ensuring that the scenarios presented are both relevant and educationally sound. Robust prompts designed by educators and learning designers govern the interactions between learners, the Metahuman, and the AI mentor. This structured interaction enables learners to receive personalised guidance, enhancing skill acquisition and reflective practice. Automated transcripts of these interactions capture learning outcomes, providing evidence of learner progress and foster continuous improvement (Niu et al., 2023). These transcripts serve as valuable resources for self-reflection and feedback for both learners and educators, and allow learners to deepen their understanding of the skills practised in the scenarios (Wu & Yu, 2023). To further support the educational process, Metahuman includes prompt and virtual human templates that allow for rapid development of diverse scenarios. This flexibility enables educators to tailor learning experiences to specific needs, making it easier to integrate Metahuman into various educational contexts. The platform’s accessibility through web browsers, without requiring additional installations, supports cost-effective scalability and broad adoption across different settings. This ease of access ensures that Metahuman can be integrated into diverse learning environments without significant technical barriers (Chen & Lu, 2022). This poster presentation will showcase Metahumans key features and functions, emphasising its potential to revolutionise soft skills education through safe-to-fail learning environments. The presentation will also provide insights from current implementations across the health, business, and marketing sectors, highlighting user feedback and outcomes. By aligning with well-established concepts such as simulation-based learning, Metahuman positions itself as a pivotal tool in the future of education, contributing to the ongoing discourse on educational transformation and digital innovation.

Оценка профессиональной педагогической подготовки в контексте принципа инклюзии в Беларуси

<p>The results of an empirical study of a comprehensive assessment of the professional training of future teachers of various specialties (preschool educators, primary school teachers, subject teachers, psychology teachers, social educators, speech pathologists) at higher education institutions in the Republic of Belarus are presented. The complexity of the assessment is ensured by the study of all components of professional teacher training (educational conditions, educational process, educational results) and the representativeness of the multi-subject groups of respondents (vice-rectors for academic affairs of institutions of higher education, teaching staff, graduate students and undergraduates). In order to obtain the research results, there were used author's checklists, 4 types of questionnaires correlated with the marker system (marker 1 – "educational conditions", marker 2 – "educational process", marker 3 – "educational results"), criteria, indicators. The study involved 8242 respondents, including the authority (10 vice-rectors for academic affairs), the teaching staff (1131 people), future teacher students of various specialties (7101 people). Mathematical and statistical data processing included the usee of Pearson's χ2 criterion (STATISTICA statistical package version 10.0). The study allowed us to see an important problem – "deficits" in the quality of university teaching staff training (especially its methodological component) that enables to solve problems of forming professional competencies in future teachers. The assessment of professional teacher training made it possible to determine the vectors of improvement of organizational and pedagogical conditions, content and methodological support of higher teacher-training education in the context of the implementation of the principle of inclusion, new methodological approaches to improving the quality of differentiated professional teacher training and to create a basis for making a number of managerial decisions.</p>

Реализация принципа непрерывности в инклюзивном образовании в России

<p>The work is aimed at analyzing indicators for ensuring the continuity of the inclusive process in general and vocational education in Russia. The study was conducted in educational organizations in 82 regions of the country; 6377 heads of educational organizations, 60870 teachers, 92093 parents and 32039 students of secondary vocational education participated were recruited for this study. The main method was an online survey, the data analysis method is frequency. The article describes four indicators of the continuity of the inclusive process – ensuring the variability of educational programs, plans and organizational forms of education, psychological and pedagogical support for students with special needs and its staffing, ensuring the participation of all students and their parents in the educational process, the life of the educational organization, support in self-determination and choice of professional educational trajectory. The implementation of the principle of continuity, enshrined in the normative field of education, is reflected in the data of the article through indicators of the sustainability of the share of inclusion of a number of categories of students with special needs when moving from level to level. However, obstacles to the implementation of the principle of continuity are the insufficiency of mechanisms for the individualization of education, including the lack of institutionalization of the individual educational route, staffing shortages for psychological and pedagogical support of students, as well as the social and practical orientation of career guidance technologies.</p>

Self-esteem conditions at the elementary school level in the state of Sinaloa, Mexico

At the basic school level, students go through personal and academic situations that cause them tension or discomfort when it is necessary to face facts, due the lack of social skills to give solution to problems, they lack the capacity to communicate feelings and emotions to people in a correct way, and thus reach an acceptable agreement for all the people involved. The present research has the objective of analyzing the conditions of self-esteem in the basic education environment in the state of Sinaloa, considering the factors that intervene and the changing context, as well as the intervention of the teacher. Faced with this diversity of situations, it is essential that the teachers implement strategies and innovative activities that help students to develop their knowledge, communication skills, confidence and security oriented to planned educational objectives, therefore, it is important to know each of the students in their ways of thinking to develop activities that contribute to their training. The limitations in self-esteem are linked to the cultural context in which individuals have grown and the behavior of this type can be molded in the educational processes.

Представления педагогов о реализации педагогического процесса в условиях инклюзивного образования детей с ОВЗ в России

<p>The paper presents the results of the analysis of the empirical research of teachers' opinion about the status of inclusive education in the Russian Federation. The comparative analysis was focused on the answers of teachers of special (correctional) schools (N=192), teachers working in an inclusive format (N=210) to the questions of the author's questionnaire regarding professional training and work experience, ideas about the compliance of inclusive education with the special educational needs of schoolchildren with disabilities, existing problems in the implementation of the pedagogical process and ways to overcome them, the prospects for the implementation of inclusive education. It was revealed that the opinion of teachers working in educational organizations with different models of education for children with disabilities have both common positions and specific ones. Differences to a greater extent concern the expediency of spreading inclusive education for a number of psychological and pedagogical categories of children due to the presence of significant psychological difficulties and low performance of the educational process at high cost.</p>

Digitized archives and research on the musical heritage of the Yellow River basin

ABSTRACT This study aims to analyse the possibility of digitizing the music heritage of the Yellow River basin. The digitization of the musical heritage of the Yellow River basin facilitates the preservation and advancement of the cultural legacy of the region, as well as ensuring accessibility to it for researchers, educators, and the public. This process is executed through online platforms and databases, thereby providing inclusive access to the cultural heritage. The investigation engaged a cohort of 50 experts specializing in archiving and digitization. Throughout the study, a comprehensive examination of the technical facets of the conversion of analogue recordings into digital formats was undertaken. Furthermore, the research encompassed an analysis of the experiential integration of digital music archives of the Yellow River basin into the educational processes of the China Conservatory of Music, achieved through a survey administered to the faculty members. The research identified technical challenges associated with the digital processing of analogue music recordings, encompassing issues related to noise (64 per cent) and distortions (44 per cent). Seventy percent of the respondents underscored the significant role of digital archives in research and educational projects. However, 44 per cent highlighted difficulties in integrating them into educational curricula.

Discrimination analysis of quantitative indicators of understanding the written form of deaf children's communication through the use of types of words

In deaf students, there is no contextual understanding and recognition of word types through linguistic competence testing compared to the hearing population, because 67.10% do not understand, and 10.00% of deaf children partially understand the contextual application of word types in a written text task. The aim of the study is to determine the distance of language discourse between deaf and hearing respondents and to establish a discrimination factor that can be used for practical purposes in a classification sense, with the aim of determining the priority of linguistic education and language elements of deaf children in relation to their lagging behind hearing children. The study was conducted on a sample of 140 respondents. The first subsample of respondents, the experimental group consisted of 70 deaf students, and the second subsample, the control group of 70 hearing students, of the same chronological age and gender. The measuring instrument “Test of comprehension of the written form of expression” was applied. The collected data were processed using the discriminant analysis method. The results of the study showed that the discrimination factor is in the sequence of the use of words, adjectives, exclamations and adverbs. Nouns and prepositions have a negative correlation, which points to the fact that these four types of words are in direct implication with nouns and prepositions, and represents information that these four types of words must be more represented in the educational materials of written expression of deaf children. The results of the study also open up a series of questions focused on the quality of the educational processes of deaf children, as well as the level of lag in written communication compared to hearing children. The results of the study can influence the raising of general rehabilitation procedures to a higher level of responsibility in education centers where deaf children are educated.

The Essence and Structure of the Concept “Professional Education of Students” Through Social Networks and Digital Media Platforms

The article is devoted to the disclosure of the concept of professional education in the era of digitalization, the importance of media platforms and social networks in preparing students for successful professional activity. Professional education is the basis of the educational process, which plays an important role in the development of society. It concerns not only students’ professional competencies, but also their personal qualities necessary for sustainable development in the conditions of modern economy and social environment. The concept of professional education concerns individuals and has significant implications both at the level of the country and in the global community. The main aspects of the social benefits of professional education are its contribution to the development of the economy, social stability, reduction of social constraints, the possibility for each person to achieve success in professional activities, the formation of civic responsibility and social solidarity. Thus, professional education contributes to the emergence of professionals who can adapt to the changing conditions of the labor market caused by new technologies, innovation and automation. Countries that pay attention to professional education have higher rates of competitiveness on the world stage and ensure stable economic development. Professional education helps to shape social norms and values and to adapt to the challenges of the digital age. Innovations contribute to cultural and economic growth, and professional education helps to develop these qualities in students. The article discusses the objectivity of lecturers’ and students’ interest in media platforms and social networks as new forms of professional education, training and expansion of educational space. The objective regularity and interest of researchers in studying this topic are highlighted.Materials and methods of research. The basis of the study is formed by domestic and foreign, scientific and research, philosophical and pedagogical literature, normative-legal acts, laws and regulations of the Russian Federation in the field of education and upbringing of youth. In the study of sources and materials on this topic, the methods of theoretical analysis were used. The analysis of conceptual and theoretical apparatus, comparison, generalization, synthesis, sample surveys were carried out. The experience of work on professional education in the system of higher education was studied and generalized. A review of published research papers and articles on the topic of professional education using media platforms was made in order to analyze the existing approaches, identify the main trends and determine the prospects for further research.Results. As a result of the study, the fundamental philosophical ideas of upbringing are considered. The aspect of formation of the concepts of “education” and “professional education” is studied; definitions of these terms and their interrelation in civil and moral formation of personality are given. The role of professional education in the training of students as future specialists is reflected. The role of social media in the context of the educational process is highlighted. The experience of social media researchers in professional education and educational process is studied and analyzed, and the rating of these concepts is compiled.Conclusion. The conducted analysis and conclusions of the research in the field of professional education can be used in pedagogical and scientific activities on the problem under consideration. The general and distinctive features of the concepts of “education” and “professional education” are deduced. The relevance of professional education through digital platforms is shown. The research prospects on this topic and social usefulness of professional education through social networks and media platforms within the country and the entire world community are proved.

ПРОЄКТНА ТЕХНОЛОГІЯ ЯК ЗАСІБ ФОРМУВАННЯ ПРОФЕСІЙНО-МЕТОДИЧНИХ КОМПЕТЕНЦІЙ БАКАЛАВРА СЕРЕДНЬОЇ ОСВІТИ (ХІМІЯ)

The purpose of the article is to find out the possibilities of using project technology in the educational process on a competency-based basis by students of higher education. The article clarifies the essence and task of applying project methods in professional pedagogical training. The peculiarities and practical value of the project method for the formation of professional competences of future chemistry teachers are revealed. Literary sources on the use of project methods in educational institutions of various levels were analyzed. The stages of creating practice-oriented projects are indicated: preparatory (theoretical), adaptation, search, activity (practical), final. The relationship between project activities of bachelors and the formation of their professional competence is shown. An approximate extended plan of the methodical project is given. The role of pedagogical practice in the acquisition of professional and methodical competences in the application of the project "Methodology and technology for studying the topic "The structure of the atom" developed by student-interns is outlined. Periodic law and periodic system of chemical elements" in the 8th grade. Considerable attention is paid to the protection of pedagogical practice, which examines the results of implementing the developed project into the educational process by future chemistry teachers. The requirements regarding the readiness of future teachers to carry out the educational process in chemistry are taken into account when reporting on the completion of pedagogical practice. It was found that the project technology is an invariant component in the educational process in the training of specialists in the specialty of Secondary Education (Chemistry) and ensures the integration of scientific-theoretical and practical (acquiring experience) training of the future chemistry teacher. Involvement of students in the development of long-term and personal projects ensures the full formation of professional competencies in accordance with the requirements of the educational and professional program «Secondary Education (Chemistry)».

The Degree of Importance of Employing Artificial Intelligence Applications in the Educational Process from the Point of View of Vocational Education Teachers in Jordan

The study aimed to identify vocational education teachers’ point of view on the importance of employing artificial intelligence applications in the educational process. Its relationship to the variables of gender, teaching experience, and academic qualification to achieve the objectives of the study, in which the descriptive approach was used, In addition to using the questionnaire as a study tool, it was applied to 582 male and female teachers in the second semester of the academic year (2023-2024). Results have been reached in the study until the degree of importance of employing artificial intelligence applications in the educational process from the perspective of vocational education teachers. It came with a degree (a task) with an arithmetic average. It reached 3.44 with a standard deviation of 0.62. The study also found that there were no statistically significant differences attributable to all of the study variables (gender, experience, and educational qualification).

Computer-Modeling System of Agronomist’s Labor Functions

The goal of the paper is to develop the computer-modeling system of an agronomist’s labor functions as the most optimal solution for teaching preschoolers and primary schoolchildren about trends and technologies in farming, aimed at increasing the attractiveness of professions in the field of agriculture. Among the main objectives of the research is the study of the essence of computer modeling as a teaching method in the works of domestic scientists, as well as the construction of models and their implementation using high-level programming languages in order to obtain an information system for the labor functions of an agronomist.Materials and methods. In the course of the analysis, a study was carried out of scientific and technical literature on the use of computer-modeling systems in the educational field. The analysis of the market for computer-modeling systems in the agricultural sector of crop production was carried out. When visualizing and describing system models, UML modeling notation was used. A diagram of use cases for this notation made it possible to describe the functional requirements and interactions between the system and its user. A UML notation sequence diagram was used to model the interaction of the main menu, game scene, and game character over time. The class diagram made it possible to define the structure of the system and the relationships between its objects, as well as an overview of the attributes and operations of the identified classes. The designed system models were implemented in the C# programming language in the Visual Studio development environment.Results. The study revealed the need to introduce new forms, methods and means of teaching into the content of the modern educational process, the implementation of which, largely, is carried out using information technology. The most optimal solution to the issue of teaching children about trends and technologies in agriculture, which has become relevant in the light of the rapid development of agriculture and its digital transformation, was the introduction of computer- modeling systems. The analysis of literature on the research problem has shown that in the works of L. Zhuk, M. Larionova, N. Rozova, etc. great attention is paid to the use of computer modeling as a teaching tool. According to the author, the use of this technology in the educational process makes it possible to implement such teaching principles as the principle of integrative learning, the principle of a practice-oriented approach, the principle of differentiation of learning and the principle of dialogical learning. There are no domestic developments in the subject area under consideration on the information systems market. The author of the study designed and implemented, using the object-oriented programming language C#, the computer-modeling system of agronomist’s labor functions as a technology for teaching professional tasks of an agronomist at various stages of agrarian evolution. The proposed solution allows you to be acquainted with four significant agrarian revolutions that played a decisive role in the transformation of agriculture: the Neolithic revolution, the Renaissance agricultural revolution, the green revolution and the digital revolution in agriculture. Conclusion. It is important to note that the computer-modeling system of the labor functions of agronomist is of interest for preschool and primary education institutions. This development can also be used in the system of additional education for children. Using a computer game in the educational process will expand children’s knowledge about agriculture: it will familiarize them with different agricultural processes, such as planting, growing and harvesting crops, as well as with various types of crop cultivation technologies. This will contribute to the development of interest in the study of agriculture and, as a result, the growth of students’ motivation to connect their professional activities with agriculture.

МОЖЛИВОСТІ ВИКОРИСТАННЯ МОБІЛЬНИХ ТЕХНОЛОГІЙ ПІД ЧАС ПРОВЕДЕННЯ НАВЧАЛЬНОГО ФІЗИЧНОГО ЕКСПЕРИМЕНТУ

The article discusses modern approaches to the integration of mobile technologies into the educational process, in particular during physical experiments. The potential of mobile devices, such as smartphones and tablets, to perform experimental tasks in physics has been analyzed, which significantly expands the capabilities of educational laboratories and increases the efficiency of the educational process. The purpose of the article is to clarify the expediency of using mobile technologies during the organization and conduct of an educational physical experiment. The research was based on a comprehensive approach, which included the analysis of scientific and methodical sources, periodicals, Internet resources regarding the possibilities of using mobile technologies in the educational process, in particular in the study of physics. Modern mobile applications, tools and platforms that can be used in educational physical experiments were also analyzed. The main attention is paid to mobile applications that make it possible to measure physical quantities, model and visualize physical processes in real time. The use of such technologies greatly simplifies conducting experiments both in the classroom and in distance learning conditions. It is emphasized that mobile technologies make it possible to reduce the need for expensive laboratory equipment. This makes education more accessible to a wide range of students. The advantages of using mobile technologies during physical experiments are highlighted, including convenience, accessibility, the possibility of instant data analysis and their visualization. In addition, the issue of individualization of training is taken into account, when each student can work independently at his own pace, using various applications and technologies. Mobile devices allow you to conduct physical experiments even at home, which significantly expands the opportunities for independent work of students.

Implementation of Artificial Intelligence Technology-Based Learning Media at SD Negeri Kotagede 1 Yogyakarta

In the digital era, the field of education is witnessing the transformation that occurs through the integration of artificial intelligence (AI). With artificial intelligence's (AI) potential to revolutionize various sectors, it presents itself as a material or tool that can enhance the teaching and learning experience. Its features align with our thinking, enabling us to progress according to our desired content. Artificial intelligence (AI) is today's most important tool in education. Artificial intelligence (AI) plays a crucial role in enabling the use of AI-based learning media, thereby facilitating the learning process in education. Artificial intelligence (AI)--based learning media in education will aid teachers and students in learning. This study aims to provide insight to all of us regarding the implementation of learning media based on artificial intelligence (AI) technology at SD Negeri Kotagede 1 Yogyakarta. This study employs a descriptive-qualitative approach. In the current educational landscape, particularly at SD Negeri Kotagede 1 Yogyakarta, artificial intelligence (AI) plays a crucial role. Artificial intelligence (AI) can facilitate the learning process flow by using learning media based on artificial intelligence technology. Teachers can utilize artificial intelligence to design programs and learning processes, while students can enhance their comprehension of the material and cultivate their critical thinking skills. Implementing learning media based on artificial intelligence (AI) technology can benefit educational institutions in a more interesting, innovative, effective, and creative learning process.

REGISTRY OF TYPES, FACTORS, AND CONSEQUENCES OF MEDICAL ERRORS IN THE DIAGNOSIS OF DIABETES MELLITUS TYPES

Aim. To identify and systematize the types, factors, and consequences of medical errors in diagnosing types of diabetes mellitus (DM) and to create a registry for them.Materials and Methods. A search, collection, evaluation, and synthesis of scientific data regarding the prevalence of diagnostic errors, their significance, types, causes (including general and diabetes-specific factors), and prevention methods were conducted using Google Scholar, Scopus, Web of Science, PubMed Medline, and Embase databases, as well as publications from open sources. The analysis included guidelines from leading medical societies and expert groups. Based on the systematization of literature data and the authors' clinical observations, a «Registry of Types, Factors, and Consequences of Medical Errors in the Diagnosis of Diabetes Mellitus Types» was created for the first time.Results. General factors contributing to errors in the diagnosis of diabetes mellitus (DM) include limited access to quality healthcare, a shortage of specialists in diabetology, low levels of teamwork, lack of availability of diagnostic tests for determining DM types, ineffective communication, unsatisfactory care coordination, and follow-up, as well as cognitive biases. Diabetes-specific factors include the heterogeneity of DM, atypical disease progression, comorbidities, environmental factors, and technical errors in DM diagnosis. The most typical diagnostic discrepancies involve the misidentification of type 1, type 2, and other specific types of DM. Implementing the created «Registry of Types, Factors, and Consequences of Medical Errors in the Diagnosis of Diabetes Mellitus Types» in endocrinology departments has significantly reduced the number of diagnostic discrepancies for DM types. Additionally, incorporating this registry into the educational process at higher education institutions has improved the competence of students and medical professionals on this issue.Conclusions. The «Registry of Types, Factors, and Consequences of Medical Errors in the Diagnosis of Diabetes Mellitus Types», created based on a synthesis of literature data and the results of clinical observations, contributes to improving the quality and accuracy of diagnosis, enhances the professional level of healthcare workers, and reduces the number of incorrect diagnoses and treatment prescriptions.

ФОРМУВАННЯ КЛЮЧОВОЇ КОМПЕТЕНТНОСТІ «ПІДПРИЄМЛИВІСТЬ ТА ФІНАНСОВА ГРАМОТНІСТЬ» В ОСВІТНЬОМУ ПРОЦЕСІ З ГЕОГРАФІЇ

The article is devoted to the problem of forming the key competence “entrepreneurship and financial literacy” by means of the school geography course in basic school. The authors analyze the sequence of implementation of this key competence in the educational process and the transformation of the category wording in domestic legislative and regulatory documents. The importance of the theoretical discourse on the content of the concept of “entrepreneurial competence” and the consideration of studies of the phenomenon in the social, psychological, pedagogical and content aspects is emphasized. The authors substantiate that in order to form entrepreneurial competence and financial literacy, it is important to clarify the peculiarities of the structure of this competence and determine the characteristics of the structural components. Based on the achievements of domestic and foreign scholars, the author's vision of the structure of entrepreneurship and financial literacy competence is proposed; the motivational, personal, cognitive and activity components are distinguished. In view of the problem under study, the characteristics of each structural component in the context of the content of the school geography course are proposed. The article analyzes the potential of the content of geography curricula/model programs in basic school as a theoretical basis for the formation of the key competence “entrepreneurship and financial literacy”. Particular attention is paid to the courses of economic and social geography in the 9th grade. Emphasis is placed on the importance of ensuring the integration of geography and economics content in the educational process to promote understanding of economic processes, forming students' readiness for entrepreneurship, developing critical thinking, responsibility and initiative. The authors draw attention to the changes in the methodology of competency-based teaching of geography and the importance of introducing methods that will help motivate students to succeed, willingness to act at risk, the ability to solve actual problems using practical tasks and situations, the ability to build interpersonal relationships, and responsibility for the implementation of a common cause.