Educational Space Research Articles

Acoustic design evaluation in educational buildings using artificial intelligence

Speech intelligibility is a critical aspect of building science, particularly in educational buildings where poor sound quality may have a detrimental impact on students' learning and teachers’ health. However, considering the numerous building regulations proposing varying definitions and ranges of acoustic comfort, calculating the necessary acoustic indicators can be challenging for designers. Speech intelligibility is a crucial component of indoor acoustics and acoustic comfort and can be calculated using formulas, simulation software, and data-based web tools. While formulas are fast, they lack details; acoustic simulation software is highly accurate but time-consuming and expensive. Data-based web tools, including machine learning algorithms, offer both speed and accuracy and are widely accessible. In this study, we present a system utilizing machine learning techniques to predict acoustic indicators, numeric and heatmap, in an educational building. The Pachyderm plugin in the Grasshopper was utilized to conduct extensive simulations in a single educational space, focusing on acoustic indicators in six different frequencies and general modes. Using Catboost and the pix2pix algorithm, the prediction models provide numerical and image indices on the developed dataset. Also, SHAP values were employed to interpret the Catboost model, analyzing the significance of each feature. The results showed remarkable accuracy, (i.e., between 89 % and 99 %) in the numerical portion, and PSNR index ranging from 0.817 to 0.970, and an SSIM index ranging from 15.56 to 31.57 in the image section. By utilizing data-driven methods, the system provides an efficient and accurate approach to calculating acoustic indicators, helping to ensure optimal acoustic environment in educational buildings.

Humanizing students in a dehumanizing time—Faculty as crisis leaders during the COVID‐19 pandemic

AbstractHaving survived the disruptive global pandemic, the higher education community is believed to grow to be more adaptive and resilient. As contributors to the new ‘normal’, yet evolving post‐pandemic state, faculty have been painstakingly working to support students' learning and human needs during the COVID‐19 pandemic. Research documents faculty have enacted a collection of measures to respond to students' adversities inside and outside the educational space when the pandemic gave rise to a global crisis in the past several years. Yet, few studies have offered an in‐depth interpretation of how faculty conceived of, selected, and implemented those responses, approaches and strategies. Guided by a crisis response model, we conducted a qualitative inquiry in an effort to unveil this process. 14 faculty who were from the college of education in a national university in United States and varied in career stages and teaching experience participated in the study. Data were derived from one‐on‐one semi‐structured interviews. Thematic analysis was employed for data analysis. The study yielded three themes: Supporting from a place of humanization; turning downsides up; and adhering to the standard. The themes reflect that the faculty exuded the capabilities and attributes characterizing the crisis leadership. The findings hold for faculty and institutions the implications that promise to gear up the higher education community for contingencies, crises and uncertainty in the future.

КУРС «УЧИМ РУССКИЙ ВМЕСТЕ. ПАДЕЖИ. (А1)» В ОБУЧЕНИИ ИНОСТРАННЫХ СТУДЕНТОВ

The article describes the course “Learning Russian together. Cases (A1)”, presented on the educational platform Stepik, its place in the educational space, novelty is presented, the purpose of learning and objectives are defined; Finally, the results of working with the course are presented. This course is a system of effective materials for teaching and supervising foreign students in the Russian language. The described online course allows you to perform all the main methodological functions: reference and information; demonstration, simulator function, controlling; imononic; modeling. The course has been tested for the 2022-2023 academic year on life models + online + offline. The course can be integrated into the educational process in the form of separate lessons or special modules that help introduce new material, reinforce it, or monitor it both online and offline.

Implementation and Validation of a High-fidelity Simulation Model for Surgical Resident Training: Management of Acute Intraoperative Hemorrhage during Robot-assisted Surgery

ObjectivesTo improve our previous simulation-based training module by using sustainable material to mold an anatomically accurate terrain and reproducing major vascular injuries encountered during robot-assisted nephrectomy. MethodsThe simulator was built with a pump, gauge, and valve linked via silicone tubing. Artificial blood was made from cornstarch, water, and red dye, and pumped through 3D-Med artificial vessels with the dimensions of an average renal artery. Silicone was used to emulate the pliability of organic tissue and mold an anatomically accurate terrain. Eight urologic residents participated in the pilot simulation. We employed validated assessment tools including Non-Technical Skills for Surgeons and Objective Structured Assessment of Technical Skills forms to guide debrief sessions moderated by an expert physician after individual performance evaluations. ResultsThe apparatus demonstrated high reproducibility across all simulation scenarios, enhancing resident problem-solving skills. Residents’ pre-simulation surveys revealed significant concern regarding their acute hemorrhage management. Residents’ post-simulation survey demonstrated average realism scores increased from 4.375 to 4.75. Residents also felt the simulator enhanced learning, offering valuable practice and knowledge applicable to their surgical specialty. ConclusionsThe management of acute hemorrhage during robot-assisted surgery remains a space for additional surgical education and training. Our simulation successfully provided a reliable, reproducible training for residents to practice their technical and non-technical skills in managing acute hemorrhage.

Playing supremacy: DEIA games in higher education

The 45th presidential administration of the United States created numerous sweeping pieces of legislation that drastically curtailed how Americans thought of diversity and where marginalized folks of colour fit in the grand scheme of things. This administration pushed back against notions of diversity, equity, inclusion and accessibility (DEIA) as they pertained to marginalized groups, particularly in spaces of higher education. To combat this, there were numerous institutions across the country that began to develop or revamp their diversity programmes as a way to ‘show’ those who had been targeted – both faculty and students of colour – still had played a significant role in higher education. Unfortunately, these diversity programmes did little to nothing to help support faculty and students who relied on these programmes, but instead made them feel like this was meant to be ‘played’, like the latest video game. This article seeks to demonstrate how DEIA programmes function as a method of pay, while doing little to provide the necessary support for the folks that need it. Additionally, it shows how institutions of white supremacy are being perpetuated within these programmes, as they are merely used as a way to show others that the programmes exist, while both not actually serving the individuals these programmes were designed to benefit. It will also illustrate in a succinct fashion what DEIA programmes are meant to do and what they are not meant to do while using experiences of marginalized individuals to focus on the problems that exist within DEIA programmes. Finally, the article will provide a potential rubric, or call to action, that could help these programmes to function as an actual form of support as opposed to a system of ‘play’, because they do serve a vital purpose, but not in their current iterations.

The Praxis of Creating Space in Australian Equestrian Education

The application of Palmer’s (1993) theory of teaching to create space applied to equestrian education in Australia provides significant insights into what creating safe spaces for horses and humans to learn together can look like. The praxis of creating space through hospitality in the Australian horsemanship classroom provides the horse and human learning duo with a space where they can navigate the path of their learning journey in a physically, emotionally, spiritually and intellectually safe learning environment that values creativity.

MODERN APPROACHES TO THE ASSESSMENT OF ACADEMIC ACHIEVEMENTS IN HIGHER EDUCATION INSTITUTIONS: A SYSTEMATIC REVIEW OF THE LITERATURE

The impact of global trends in the world educational space related to digitalization actualized the issues of improving approaches to teaching and assessing the academic achievements of future specialists. The pedagogical design of academic achievements’ assessment is comprehensive and requires a systematic review of research to identify effective practices. The purpose of this study is to conduct a systematic literature review to identify strategies and methodologies for assessing academic achievements in teaching and learning in higher education between 2004 and 2024. The study was conducted in accordance with PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) recommendations. A systematic literature review was conducted to identify, evaluate, interpret and analyze available research on learning assessment practices. The analysis focused on the research question and identified topics related to the approach to the assessment of academic achievements. The analysis identified two key themes: the assessment of academic achievements in digital and traditional environments. In the context of each environment, appropriate assessment strategies and methodologies are applied. These results provide an idea of effective practices for assessing academic achievements in universities. The results of this study have important implications for educators and curriculum designers. The study highlights the importance of considering new approaches to assessing academic achievements, taking into account the current features of education systems. Using these findings, educators and curriculum designers can improve the quality of assessment of academic achievements in teaching and learning.

ПРЕДПРОФЕССИОНАЛЬНОЕ ОБРАЗОВАНИЕ ИНЖЕНЕРНОЙ НАПРАВЛЕННОСТИ: МОДЕЛИ И ЭФФЕКТИВНЫЕ ПРАКТИКИ ВЗАИМОДЕЙСТВИЯ С РАБОТОДАТЕЛЯМИ

The article reveals the prerequisites for the development of pre-vocational education in the Russian Federation and makes a short excursion into the problem of training engineering personnel in our country. The author also reviews scientific research devoted to the formation and development of pre-professional education, and also gives a brief description of some models of pre-professional engineering education that are successfully practiced in the educational space of the Russian Federation: pre-university, Rosneft classes, School of Engineering Reserve, Ural Engineering school”, basic schools of the Russian Academy of Sciences, engineering classes, medical classes, etc. In conclusion of the article, the author identifies such a promising model of pre-professional education as educational tourism, and characterizes various aspects of the further development of pre-professional engineering education in the Russian Federation.

VARIABLE APPROACH TO FOREIGN LANGUAGE EDUCATION AT A HIGHER INSTITUTION

Variable approach to foreign language teaching aims to develop the secondary language personality of future specialists, ensures professionally oriented research, individualizes the training process and encourages students to self-train in foreign languages. It is necessary to create a diverse educational space, an individual learning path. Applying a variable approach in a higher education institution will focus on the language skills, personal and professional interests, cognitive learning styles and psychological characteristics of students, it will improve foreign language learning motivation and ensure better language training for future professionals.

Co-designing educational spaces: unveiling opportunities for empowered learnings in post-apartheid secondary school in South Africa

Co-designing educational spaces: unveiling opportunities for empowered learnings in post-apartheid secondary school in South Africa

FEATURES OF THE FORMATION FOREIGN LANGUAGE PROFESSIONAL COMPETENCE OF MASTER'S STUDENTS OF A LANGUAGE UNIVERSITY

This article discusses the methodology for developing foreign language professional competence of under-graduates in the educational program ―Training of teachers in a foreign language.‖ At the present stage, with the entry of the Republic of Kazakhstan into the global educational space, there is a need for highly trained personnel and specialists of the 21st century. The formation of foreign language professional competence contributes to the development of intercultural communicative competence among undergraduates, adapting them to different cultural contexts. The implementation of the competency-based approach, as one of the relevant approaches in education of the 21st century, and the cognitive approach, as the leading one in foreign language education, lead tohigh-quality final results and the formation of foreign language professional competence of future foreign language teachers. This article describes the results of applying the course ―Modern methodology of foreign language education in higher institutions‖.The aim of the course is to provide the necessary qualitative training of future foreign language teachers so that they can successfully realize in their pedagogical practice the main goal of foreign language teaching -the development of interculturalcommunicative competence of individuals. This is based on the principles and methods of foreign language education, which contribute to the formation of graduate students' ability to effectively communicate and interact with representatives of other cultures.

ARCHITECTURAL SOLUTIONS OF SCHOOL BUILDINGS IN HOT-DRY AND HOT-HUMID REGIONS OF IRAN

Iran is characterized by a diverse climate spectrum, covering a temperate and humid climate in the north of the country and in the coastal areas of the Caspian Sea, a cold climate in the west and in the Zagros mountain range, as well as hot dry and hot-humid conditions prevailing in the central part , in the east, in the Persian Gulf region and in the south of the country. This article focuses on the analysis of architectural features of school buildings in hot-dry and hot-humid regions of Iran, taking into account the specifics of the climate of these areas. The main attention is paid to effective orientation of buildings in relation to the sun, optimization of air conditioning systems, adaptation of lighting to the needs of educational spaces, use of green spaces to create shading, as well as selection of the form and design of school interiors and selection of appropriate building materials. Architectural solutions determined by the climatic features of these regions are being considered in order to increase energy efficiency and ensure user comfort. Considering that schools belong to the category of buildings with a high level of energy consumption, such as electricity, water and gas, adaptation of architectural design to climatic conditions can significantly reduce energy costs. The article offers an overview of suitable climate-adapted architectural solutions for school buildings in certain regions of Iran, emphasizing the importance of an integrated design approach in the context of modern requirements for energy efficiency and sustainable development.

MEDIA EDUCATION SPACE OF SOCIALIZATION IN THE MODERN PEDAGOGICAL PROCESS

The article analyzes the peculiarities of the impact of the processes of media culture formation on educational processes in the context of the creating of media education space as a socialization environment on the basis of domestic scientific research. There is an increasing media-cultural determination of the space of human existence in the conditions of informatization of society and the spread of electronic media, which raises the problem of radical transformations of the entire process of socialization. Emphasizing the media component of the study of educational aspects of the problem of socialization in the information society gives reasons to consider the media-cultural space as the main component of the educational space which has the greatest impact on the space of human formation and existence. The sphere of culture as an environment of socialization is gradually turning into a media-cultural environment. The process of forming the media-educational space of socialization is a representation of the general trend of the development of electronic mass communications. The most remarkable feature of the media-educational space is the limitlessness in the physical-spatial relationship of opportunities for human development, which are expanding simultaneously with the further development of global mass media. It is proved that media and media culture in the conditions of the formation of a post-industrial society have turned into system-creating functions regarding the formation of the educational environment of human socialization, the result of mass media activity is the creation of a person's living space. This living space, based on the media educational space, actively contributes to the formation of individual and collective identities, influencing social practices and perceptions of the world. The media education space is not an abstract repository of media texts; specific people perceive it as a personal event, but as a set of such events - as their own life world. And this is what makes this space such an effective environment for socialization. For pedagogical studies of the socialization process, the integral quality of this concept is particularly important, i.e., the ability to comprehensively investigate the transformations of the socialization process both in the context of the interaction of various sociocultural phenomena of the postmodern era, and in the context of existing scientific traditions of studying the educational space.

Education for Peace: A Response to War or an Integral Area of Human Education?

In this article I justify the need to recognize education for peace as one of the most important permanent areas of human education. Thinking about it should go beyond reacting to the violence and aggression we experience and the pedagogical actions we undertake should be a permanent area of human lifelong education. My argumentation is in the broad understanding of peace, according to which it is a complex and multifaceted process, subject to constant change. I also refer to the premise that peacebuilding is the business and responsibility of all people. All teachers and educators should feel obliged to work in this area, because each of them, can create an educational space for experiencing peace in the individual’s relations with the environment.

Influence of Natural - Artificial Light & Ventilation on Spatial Design in Fashion Design Institute

This research investigates the impact of natural and artificial lighting, as well as ventilation, on spatial design within a Fashion Design Institute context. Through a combination of observational analysis and qualitative assessment, this study aims to explore how lighting and ventilation systems contribute to the overall functionality, aesthetics, and user experience of educational spaces within a fashion design institution. The methodology involves a comprehensive examination of lighting technologies, and ventilation strategies relevant to educational environments. Additionally, site visits and interviews with stakeholders such as students, faculty, and design professionals will provide valuable insights into their perceptions and experiences regarding spatial design factors. Preliminary findings suggest that effective integration of natural light sources, supplemented by well-designed artificial lighting systems, can enhance creativity, productivity, and comfort within fashion design studios and classrooms. Moreover, optimal ventilation solutions play a crucial role in maintaining a conducive learning environment by regulating temperature, humidity levels, and air quality. Through this research, practical recommendations will be proposed for architects, designers, and educational institutions to optimize spatial design through the strategic incorporation of lighting and ventilation elements. By acknowledging the significance of these factors in shaping the learning environment, fashion design institutes can create inspiring spaces that foster innovation, collaboration, and student well-being.

PROBLEMS OF PROFESSIONAL TRAINING OF FUTURE EDUCATORS FOR THE DEVELOPMENT OF THE CREATIVE POTENTIAL OF CHILDREN IN THE CONDITIONS OF AN INCLUSIVE EDUCATIONAL ENVIRONMENT

The article raises the issue of professional training of future educators for the development of children's creative potential in the conditions of an inclusive educational environment. The key object of the educational process in the modern educational paradigm is the personality of the child, who is able to critically perceive reality, analyse, propose ideas for solving tasks, realize his/her own uniqueness, the need for the development of individual abilities. The development of creative potential of a preschool child is aimed at forming the foundation for revealing the potential of each child in accordance with his needs, abilities, etc. The problem of the development of children's creative potential is intensified by the integration of inclusive education into the educational space of regular preschool education institutions, which puts forward new requirements for the professional training of educators who ensure the comprehensive development of all children in a single inclusive educational environment, adaptation and socialization of children with special educational needs in interaction with peers. Based on the analysis of scientific, pedagogical and methodological literature, the author highlights contemporary problems related to the research topic: the integration of inclusive education in Ukraine continues and has both positive developments and unresolved problems at the state and regional levels that slow down the achievement of the goal; the involvement of children with special educational needs in regular preschool education institutions requires in-depth improvement in order to expand opportunities for all children; lack of a model for the development of children's creative potential under the conditions of an inclusive educational environment; insufficient number of necessary specialists to work in the conditions of an inclusive educational environment; the need to modernize the variable component of professional training of future educators. The author comes to the conclusion that solving the above-mentioned problems requires targeted, thorough and long-term practical research in order to improve the quality of education, the productive development of the creative potential of each child in the conditions of an inclusive educational environment.

Reverberations in music education: What does sound ‘do’ in our learning spaces ?

ABSTRACT Bringing together literature from music education, posthumanism, sound studies and ethnomusicology, this article considers what sound ‘does’ in music education spaces. Within posthumanism, the role of sound, as a manifestation of material-human entanglements, is under-theorised. This article, diffractively plays with the literature and evidence from a PhD project and a listening walk with pre-service music teachers, allowing the reverberations (as the continued effects and affects of bringing these materials into contact with each other), to spark generative thinking about how sound in music education is conceived. In doing so, the article presents three reverberations that challenge humanist conceptions of sound/music in education. The first considers all sound (human and non-human) as voice, which is transindividual (Chadwick in Flint [2022]. “More-than-Human Methodologies in Qualitative Research: Listening to the Leafblower.” Qualitative Research 22 (4): 521–541. https://doi.org/10.1177/1468794121999028) , the second considers the role of sound as an invitation to ‘world-with’ (Barad [2007]. Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning. Durham, NC: Duke University Press) and the third reverberation explores sound as affect (Gallagher [2016]. “Sound as Affect: Difference, Power and Spatiality.” Emotion, Space and Society 20:42–48. https://doi.org/10.1016/j.emospa.2016.02.004). In thinking with these generative reverberations, this article is a provocation to explore how a posthuman reconceptualisation of sound in music education can help us re-state the importance of music as a curriculum subject.

Intentional Author as a Subject of Virtual Communication (Content of Corporate Websites News)

This study explores the “image of the virtual intentional author” in the news discourse of corporate websites. A comparative analysis of materials from corporate websites of Kemerovo State University and Siberian Coal and Energy Company is conducted. Subjective, predicate-actant, and locative-temporal components are identified. Typical and specific semantic components are named. The typical shared components include the following meanings: “I am a significant subject of the Russian space”; “I represent a collective of professionals”; “I engage in volunteer and charitable activities”. Each of the considered organizations’ intentional author image is characterized by specific features. The intentional author of the university’s news content realizes the following modal meanings: “I am not only a leading university in the region but also part of global rankings, serving as a center for scientific, social, volunteer activities, etc. in the region”, thus, the virtual author communicates the intention to present the university as a significant subject of the Russian educational space. The intentional author of the energy company’s news content conveys meanings such as: “I am the best production organization”; “I am competitive”; “I am socially oriented”; “I interact with authorities and public organizations”.

ІNCLUSION IN HIGHER EDUCATION: PHILOSOPHICAL AND SOCIAL CONTEXT

The article analyses the problem of implementing inclusion in higher education in various developed countries. The author reviews the main international declarative and legal documents that form the basis for the implementation of the principles of inclusion in society in general and in the educational sector in particular. The author traces the connection between changes in public consciousness and activities of higher education institutions in the respective countries with regard to the adoption of the principles of equality and inclusion. It has been found that the implementation of the principles of inclusion in higher education is possible in societies with a high level of community well-being, as evidenced by the higher education systems of highly developed countries that are at the forefront of promoting inclusive university education. That is, inclusive practice in higher education, which is not a compulsory educational level, is developing thanks to social activism and support from government institutions. In fact, the task of the university is to provide a favourable inclusive educational space for a student with special needs. The author draws attention to the fact that promoting an inclusive form of education in a higher education institution should not impair the quality of educational services and limit the level of professional competencies acquired by a person with special needs. The author identifies the key problem of inclusion in higher education - achieving stability in its provision. The author believes that this stability can be achieved through the implementation of the following steps: equal admission of an applicant with special needs; effective training in an inclusive educational space with the acquisition of a full set of professional competencies and the ability to implement the acquired professional elements in professional activities. In the author's opinion, the current progress on the part of Ukrainian society has received a peculiar vector sequence: formation of an understanding of the demand for higher education for people with special needs; search for effective and efficient inclusive formats for organising the educational process in a higher education institution; creation of a unified and universal system of inclusive higher education, which will be integrated into the local educational strategies of a particular higher education institution. This algorithm harmonises the aspirations and wishes of a person with special needs and the capabilities and transformations of the university.

Third space professionals and undergraduate teaching – A comparative study in China, the United Kingdom and Canada

AbstractThis research explores the emerging position of teaching professionals in research universities through the framework of ‘third space professionals’. The third space is described as an overlapping space between the professional and academic domains in university and usually staff who are neither traditional academics nor traditional professionals work in this space and considered as the third space professionals. This research is achieved through three case studies, each in China, the United Kingdom and Canada. By investigating the role and positioning of teaching professionals in higher education, this research provides empirical evidence supporting the existence of the third space for professionals in higher education. The findings show that the responsibilities of the teaching professionals are relatively similar at each university, mainly including training academics and supporting curriculum development. However, their positioning in the university and value in supporting teaching and learning can be influenced by their relationship with academics. Universities’ expectations of teaching professionals play an important role in shaping their collective identities. By proposing a three‐dimensional space model for higher education, this research builds on previous studies on the higher education space and offers an alternate framework for interpreting higher education space and analysing university staffing.