Effective Teaching Methods Research Articles

Joyful living labs – pedagogical approach for urban design thinking soft skills

PurposeUrban design professionals face the challenge of creating responsive human settlements amidst complex, ever-evolving interactions between numerous factors, which makes each project a “wicked problem,” requiring designers with specific skills to solve them effectively. This paper explores how integrating “Living Labs” and “Learning Playing techniques” equips urban design students with the needed competencies to address these challenges.Design/methodology/approachThe research employed a literature review focusing on urban design theories related to “wicked problems,” design thinking and soft skills. Through this review, the authors developed the “Urban Design Thinking Soft Skills (UDTS) matrix” and identified pedagogical approaches using Living Labs and Learning Playing Techniques. An award-winning community design studio at Cairo University served as a case study to test and validate the UDTS matrix. Interviews were conducted to further investigate the effectiveness of incorporating these approaches.FindingsThe study found that integrating Living Labs principles and Learning Playing Techniques (termed “Joyful Living Labs” in this context) are effective pedagogical methods. Interviews provided evidence supporting their value within urban design curricula for the Egyptian context.Originality/valueThis paper proposes the UDTS matrix as a framework to equip students with the necessary soft skills for tackling complex urban design challenges. Furthermore, it introduces the concept of “Joyful Living Labs” as a potential pedagogical approach specifically suited for the Egyptian context.

How Accurate Are Surgeons at Assessing the Quality of Their Critical View of Safety During Laparoscopic Cholecystectomy?

IntroductionObtaining the critical view of safety (CVS) is considered an important step to reduce bile duct injuries during laparoscopic cholecystectomy (LC). However, existing literature suggests that few surgeons obtain adequate CVS when LC videos are directly evaluated by experts. This discrepancy calls for effective, standardized CVS teaching methods. While self-assessment (SA) remains the principal tool utilized by practicing surgeons for performance improvement, its effectiveness is controversial. The aim of this study was to compare surgeon SAs of repeated LC performance and attainment of the CVS with that of expert raters. MethodsMulti-institutional study of surgeon members from the Society of American Gastrointestinal and Endoscopic Surgeons who volunteered to participate. All surgeons were asked to submit an LC video and complete a SA of the CVS quality using the Strasberg scale (0-6 score with ≥5 score indicating appropriate CVS). The same videos were reviewed by two blinded expert raters, members of the Society of American Gastrointestinal and Endoscopic Surgeons safe cholecystectomy task force, who had received prior rater training. Surgeon self-ratings and expert ratings were compared with a Wilcoxon signed-rank test. ResultsTwenty-five surgeon-participants were recruited, 13 of whom submitted an LC video. Surgeons did not achieve adequate CVS in their first submitted video based on expert ratings. Surgeons in the SA group overestimated their performance across all four scales: Operative Performance Rating System (z = −0.36, P = 0.715), Global Operative Assessment of Laparoscopic Skills (z = −0.37, P = 0.712), Strasberg (z = −1.84, P = 0.066), and Competency Assessment Tool (z = −0.73, P = 0.465). Surgeons in the coaching group overestimated their performance on each scale as well: Operative Performance Rating System (z = −0.67, P = 0.500), Global Operative Assessment of Laparoscopic Skills (z = −1.48, P = 0.138), Strasberg (z = −1.07, P = 0.285), and Competency Assessment Tool (z = −1.21, P = 0.225). ConclusionsOur study confirms that an adequate CVS is infrequently obtained during LC in a small but national sample of general surgeons. It further adds to the existing body of literature that suggests that SA alone may be inadequate for performance improvement. Effective teaching methods such as expert or artificial intelligence coaching are needed to improve the use of appropriate CVS by surgeons that may help decrease bile duct injury risk.

The effect of problem-based learning on improving problem-solving, self-directed learning, and critical thinking ability for the pharmacy students: A randomized controlled trial and meta-analysis.

This study aimed to comprehensively evaluate the effect of PBL on problem-solving, self-directed learning, and critical thinking ability of pharmaceutical students through a randomized controlled trial (RCT) and meta-analysis of RCTs. In 2021, 57 third-year pharmacy students from China Pharmaceutical University were randomly divided into a PBL group and a lecture-based learning (LBL) group. Mean scores were compared between the two groups for problem-solving, self-directed learning, communication skills, critical thinking, and final exam grades. Students' feedback on the implementation of PBL was also collected. A meta-analysis was subsequently performed. Two authors independently conducted a comprehensive search of two databases (PubMed and CNKI). Eligible studies with effective data were included and the valuable data were extracted for analysis. Quality of involved studies was assessed by the Cochrane Collaboration's tool. All analyses of statistics were conducted using the 'metafor' package in R software. The PBL group had significantly higher mean scores for problem-solving (8.43±1.56) and self-directed learning (7.39±1.19) than the LBL group (7.02±1.72 and 6.41±1.28, respectively). The PBL group also showed better communication skills (8.86±1.47) than the LBL group (7.68±1.89). The mean level of critical thinking was significantly higher in the PBL group than the LBL group (p = 0.02). The PBL group also had better final exam grades (79.86±1.38) compared to the LBL group (68.1±1.76). Student feedback on PBL implementation was positive. The outcome of subsequent meta-analysis including 8 eligible studies involved 1819 participants showed that the use of PBL significantly improved problem-solving ability (SMD = 1.12, 95% CI = 0.25-1.99) and PBL was also associated with better performance in self-directed learning (SMD = 1.55, 95% CI = 0.64-2.45). However, there was no significant difference in the final exam score in the PBL group compared to the LBL control group (SMD = 0.23, 95% CI = -0.08-0.53). This study found that PBL is an effective teaching method for pharmacy students.

AI-Powered Training Program for Enhancing Teachers’ Skills in Creating Educational Digital Games

This research aimed to investigate the effectiveness of an artificial intelligence (AI)-based training program in developing electronic educational game production skills for teachers of students with learning disabilities. Data were collected using research tools, including an achievement test designed to measure cognitive skills and an observation checklist aimed at assessing performance in the production of electronic educational games. Using a quasi-experimental design with a single group, the research tools were applied and then the AI-based training program was implemented, with the tools being applied again afterwards. The research sample included all 50 teachers from public and private schools for students with learning disabilities in the Jazan region during the third semester of the academic year 1444 AH / 2023 AD. The results demonstrated that the AI-based training program helped teachers of students with learning disabilities improve their cognitive and performance skills in creating electronic educational games. In light of these findings, the researcher recommends employing AI-based programs in education and encourages collaboration between teachers and educational technology experts to achieve effective educational training methods and the continual development of technical skills among these teachers. KEYWORDS Chatbots, ChatGPT, e-learning, special education, learning disabilities, Make It

The Effect of Learning Using the Structural Analysis Method on Students' Understanding of Poetry in Wasiat Renungan Masa by Maulana Syaikh

This study investigates the impact of the Structural Analysis Method on students' understanding of the poetry Wasiat Renungan Masa by Maulana Syaikh, addressing a critical gap in effective teaching methods for poetry in secondary education, where students often struggle to grasp the deeper meanings of literary works. The research was conducted with 54 students in class XI Science (IPA) and class XI Social Science (IPS) at MA NW Ar-Rahmaniyah Senyiur, using a quasi-experimental design with a Nonequivalent Control Group to ensure reliable comparisons. The experimental group was taught using the Structural Analysis Method, which focuses on dissecting the structural elements of the poem, while the control group received conventional instruction without emphasis on such analysis. Data were collected through pre-tests and post-tests designed to measure students' understanding of key poetic elements. The collected data were analyzed using parametric statistics, including t-tests, to compare the groups' performance in a statistically rigorous manner. The results show a significant improvement in poetry comprehension for the experimental group, with an average gain score of 19.5, compared to 9.0 in the control group. Statistical analysis using a t-test confirms a significant difference (t-value = 11.54, p < 0.001) between the two groups. The study concludes that the method is highly effective in enhancing poetry understanding and suggests broader applications in literature education, particularly in improving students' ability to analyze and interpret complex texts more effectively.

고등학교 장애학생 대학생활체험 프로그램에 대한 예비과학교사의 서비스러닝 운영 사례

This paper presents a field research case applying service-learning pedagogy for a university life experience program targeted at high school students with disabilities, conducted at J University in 2022 and 2023. The study involved open-ended surveys and reflective journals from participating high school students, supervising teachers, guardians, and educational support staff (mentors in service-learning). The findings of the study are as follows. The educational satisfaction of students with disabilities who participated in the program was very high. Students were able to experience the possibilities of college admission and career exploration through major experiences, mentoring, and the support of service-learning mentors. The pre-service science teachers who participated as mentors had very high expectations for the program and were satisfied with the class operation. They reported learning new things while preparing to lead and teach students with disabilities, thereby developing core competencies such as sharing, caring, and a sense of community essential for future society. In particular, pre-service science teachers viewed this as a great opportunity to foster mutual benefit in service-learning classes, practical pedagogical content knowledge (PCK), and self-efficacy in their teaching profession. Participants expressed a desire for this program to be a long-term special program at the university, continuing beyond high school graduation as part of transition education for students with disabilities. Moreover, it was suggested that the role of educational support staff should extend beyond ensuring safety and care for students with disabilities to fostering mutual benefit and sustainable development. This study proposes that service-learning is an effective teaching and learning method with long-term benefits.

The Effects of Parliamentary Debate as a Pedagogy for Argumentation in L1 and L2 Contexts

AbstractDebates have long been an effective educational method in various fields, including argumentation education. In debates in which participants are divided into affirmative and negative sides, engagement in argumentation is heightened. Numerous studies have attempted to demonstrate this, but the question of whether participation in debates leads to increased argumentativeness, or whether individuals who engage in debates inherently have a higher orientation towards argumentation, remains unresolved. In the present study, debates were conducted for 15 weeks, and argumentativeness was measured using pre-and post-tests. The results confirmed that debate participation increases argumentativeness. Furthermore, while previous research has mostly focused on argumentativeness in the first language, the present study deepens the relationship between argumentativeness in both first and second languages. Specifically, focusing on Japan, where the first language (Japanese) is high-context and the second language (English) is low-context, this research clarifies the relationship between argumentativeness in the first and second languages, as well as the impact of debate.

Analysis Of Student Positioning In Group Discussions On The Material Of Functional Relations To Students Activeness

Group discussions are an effective teaching method for enhancing collaboration and student understanding through social interaction. In this process, each group member not only contributes ideas but also actively positions themselves within the group's social structure. Positioning theory explains that the position one adopts during interactions, whether consciously or unconsciously, influences roles, power, and the dynamics of the discussion, ultimately affecting the outcomes and contributions of each member. This research aims to describe the patterns of student positioning in group discussions on the topic of function relations. The research method employed is qualitative descriptive. Data were collected by recording group discussion-based learning over four sessions, then two groups were selected for further analysis of the interactions during the discussions. Positioning theory demonstrates how students position themselves based on the interactions during group discussions. The research reveals that novice students tend to participate passively, facilitator students play a role in providing for the needs of the discussion, while expert students often make statements to provide information. There is a change in student positioning from expert to beginner, beginner to expert, facilitator to beginner, and beginner to facilitator. Additionally, some expert students and facilitator students consistently maintain their respective positions.

СОЦІАЛІЗАЦІЯ ДІТЕЙ ТА МОЛОДІВ НЕДІЛЬНИХ ШКОЛАХ УКРАЇНИ (ДРУГА ПОЛОВИНА ХІХ – ПОЧАТОК ХХ СТОЛІТТЯ)

The article, based on the analysis of historical and pedagogical sources, reveals the history of the formation and development of Sunday schools in Ukraine in the second half of the 19th - at the beginning of the 20th century as a center of socialization for children and youth. The author found out that in the history of education in the second half of the 19th- at the beginning of the 20th century a significant place is given to the educational activities of Sunday schools - non-traditional institutions of out-of-school education for children and adults, in which training took place on Sundays (for persons of Jewish nationality - on Saturdays) and holidays. Sunday schools of the researched period are considered as open public educational institutions, the principles, tasks and content of education and upbringing of which were aimed, first of all, at meeting the educational needs and requests of the people. The specificity of educational work in Sunday schools was determined, which consisted, first of all, in a special atmosphere of relations between the teacher and the student, which contributed to the socialization of children and youth. The internal rules of Sunday schools strictly prohibited corporal punishment, which, according to the teachers, hindered not only the mental, but also the moral development of students. It was proved that the constant search for flexible, constructive principles, the development and testing of new effective methods and methods of teaching and upbringing, the use of progressive achievements of Ukrainian and world pedagogy are the main components of professionalism and the main principles of the innovative activity of Sunday school teachers. The organizational principles of the activity of Sunday schools were singled out: the absence of strict internal regulations, a public approach to the management and planning of the pedagogical process, compliance with the main principle of activity – «school for students», the creation of special guardianships for the purpose of caring for students, a special atmosphere of relationships between members of the school team, humane treatment of pupils, common interests of teachers and students, etc.

Improving Students’ Achievement and Jurisprudential Analysis Skills: A Proposed Teaching Model Based on Integrating WebQuests and the Flipped Classroom

This research aimed to examine the effect of a proposed teaching model based on integrating Web Quests and the flipped classroom on Students’ achievement and jurisprudential analysis skills among secondary school students and their attitudes towards it. The study employed a quasi-experimental design to compare achievement and jurisprudential analysis test scores between experimental and control groups. In addition, a qualitative approach was used to determine how students viewed the implementation of the experimental model. The research sample consisted of 89 students, divided into control and experimental groups based on their pre-test scores. As a result, the suggested teaching methodology had a statistically significant favourable influence on academic success in developing jurisprudential analytical abilities, with the experimental group outperforming the control group. Moreover, the teaching methodology improved students’ attitudes. The integrated method improves academic achievement and student engagement in Jurisprudence. Moreover, future research can be enhanced by adopting effective teaching methods for jurisprudence and other Sharia science courses, investigating the proposed teaching approach in diverse subjects to improve student performance, enriching the jurisprudence course with real-world examples, and incorporating jurisprudential analysis and debates to enhance students’ critical thinking and evaluation skills.

Enhancing living skills in Dravet syndrome through precision teaching: a component-composite approach with an environmental modification

Purpose This study aims to explore the impact of precision teaching (PT) on living skills in an individual with Dravet syndrome (DS). Focusing on a core case of a 14-year-old with DS, it assesses the role of PT in mastering the daily living skill of putting on a jacket, integrating a component-composite approach. Design/methodology/approach The research adopts a within-subject design, emphasising the transition from component skills to composite skills in daily living tasks. Using an environmental modification, it tracks the participant’s progress in putting on a jacket pre- and post-PT intervention. Findings Significant enhancements in the independent execution of putting on a jacket were observed, highlighting PT’s effectiveness in refining living skills in DS. The study offers valuable insights into the component-composite framework of skill acquisition and the use of environmental modifications. Research limitations/implications While improvements were noted, the study suggests further research to promote the long-term sustainability of PT’s impact on living skills in DS. Practical implications The study underscores PT’s practical benefits in enhancing daily living skills among DS individuals. It provides a strategic model for educators and therapists focusing on skill development. Social implications This research emphasises the importance of specialised, effective teaching methods like PT in fostering independence and quality of life for individuals with disabilities, advocating for tailored educational approaches. Originality/value This investigation examines the efficacy of PT for developing living skills in DS; it contributes novel perspectives to special education and therapeutic interventions.

Effectivess of Structured Teaching Programme on Skipping Meals among Nursing Students

The practice of skipping meals is prevalent among nursing students, often due to the pressures of academic and clinical schedules. This study evaluates the effectiveness of a structured teaching program designed to address the knowledge, attitudes, and practices related to meal-skipping among nursing students. A quasi-experimental design was used, involving a pre-test and post-test assessment of 60 nursing students from nursing college. Data on meal-skipping behaviors, nutritional knowledge, and health attitudes were collected using a validated questionnaire. The intervention included educational sessions on the importance of balanced nutrition, the effects of skipping meals on health and academic performance, and strategies for effective meal planning. Post-intervention results revealed a significant increase in knowledge and a positive shift in attitudes toward regular meal consumption, with a substantial reduction in reported meal-skipping behaviors. Assess the effectiveness of structured teaching programme on skipping meals among nursing students. This was a quasi-experimental study where closed ended demographic questionnaire were given to 60 first year student to assess their current situation and self-administered knowledge questionnaire were used as a tool to access sleep hygiene and sleep quality respectively among those 60 first year nursing student by using purposive sampling technique. Data was collected by direct distribution of tools to each nursing student and data was analysed and results were interpreted by using quasi experimental statistics. The overall mean percentage knowledge score in the pre-test and post-test were 32.75 % and 72.3%, respectively. Enhancements in mean percentage score were found to be 39.55%. The results of the study showed that the overall mean percentage knowledge score in the pre-test and post-test were 32.75 % and 72.3%, respectively. Enhancements in mean percentage score were found to be 39.55%. The statistical paired ‘t’ test indicates that enhancement in the mean percentage knowledge score was found to be significant at 0.05 level for all the aspect under study. The association found to be totally significant between pre-test knowledge scores and selected socio demographic variables at 0.05 level (p<0.05). The study findings suggested that ppt assisted structured teaching program is an effective instructional method in improving the knowledge regarding Skipping Meal among nursing students.

Teaching intellectual property law today: testing the relevance of the “problem-based learning” method

ABSTRACT How should intellectual property (IP) law be taught today? This is an important question due to the growth of IP as an academic subject over the past decades, reflecting its increasingly interdisciplinary reach and need to deal with novel questions of law. It will be argued that, while always applicable, the skills of interdisciplinarity, creative thinking, ethical awareness and ability to deal with uncertainty in law have become even more relevant for current students of IP. This article draws on pedagogical literature from law and other disciplines to argue that problem-based learning (PBL) is theoretically an effective method of teaching that can develop these skills. It concludes with a case study of a PBL session during a Master’s course to identify some of the challenges of PBL in practice and how these can be addressed in the future. This case study contributes to existing literature on PBL in law by focusing on postgraduate study and using a problem drawn from real-life current events.

The Relationship Between the Levels of Motivation and Learning Strategies of Aspiring Teachers at the Higher Education Level

Abstract: The motivation levels of potential teachers in higher education and the learning strategies they use are contrasted in this study. A student's learning style and, therefore, their academic performance, are heavily influenced by their intrinsic and extrinsic motivation. Strategies for learning might range from memorisation to analysis and synthesis. This impacts students' academic achievement. Therefore, the primary objective of this research is to examine the relationship between intrinsic motivation and the effectiveness of various learning strategies among future educators. Understanding these relationships can enable teachers to better support student engagement and academic success. By highlighting the role of educational psychology in shaping effective teaching methods, this study aims to enhance teacher training programs to better address students' diverse learning needs and promote improved study habits through intrinsic motivation.

Leveraging Data Analytics to Investigate the Effectiveness of Flipped Classroom Models: A Case Study of Practical Programming Teaching

Educators face multiple challenges when teaching programming, such as the intricate nature of programming knowledge, the choice of effective teaching methods, and the diverse abilities of learners. Traditional teaching methods often fail to address these challenges, leading to higher dropout rates and lower student grades. This paper explores a study on the effectiveness of the flipped classroom model as a strategy to enhance student engagement in a practical programming course. In addition, learning data was analyzed to examine the relationship between pre-class preparation and in-class learning outcomes. The study's results indicate that the flipped classroom model significantly enhances student engagement and performance. Students who diligently completed pre-class assignments and dedicated more time to study demonstrated improved performance in subsequent in-class exercises. The results emphasize the potential of the flipped classroom model as a successful teaching method for increasing student involvement, encouraging self-directed learning, and ultimately improving the overall educational experience in programming courses.

Foreign Language Anxiety Phenomenon and Coping Strategies among Students in Business English Audio-Visual and Speaking Courses

As a course that emphasizes practical international business communication skills, Business English Audiovisual Speaking requires students not only to master language skills, but also to be able to apply them flexibly in a real business environment. However, this highly practical and professional requirement often causes students to encounter difficulties in language comprehension, expression and failure to keep up with the progress in the learning process, thus triggering foreign language anxiety. Such anxiety not only affects students' learning efficiency, but also may lead them to fear negative evaluations and even refuse to communicate in a second language when necessary. Based on the theory of foreign language anxiety, this study takes students majoring in Business English in College G as the research object and analyzes in depth the phenomenon of students' foreign language anxiety in Business English Audiovisual Speaking course. It is found that students generally have moderate to severe foreign language and listening anxiety in this course. To this end, targeted coping strategies were proposed, including students' self-regulation strategies and teachers' effective teaching methods. These strategies aim to help students alleviate their foreign language anxiety, thereby improving their language learning, and ultimately cultivating high-quality talents who are competent in the international business environment. Through this study, we hope to provide an empirical basis for the field of business English education and contribute to the reduction of students' foreign language anxiety and the improvement of teaching quality.

THE CULTURE OF ARABIC LANGUAGE LEARNING IN THE PERSPECTIVE OF BERNARD SPOLSKY'S LANGUAGE POLICY

<p><em>This article examines the culture of Arabic language learning through the perspective of Bernard Spolsky's language policy. Spolsky defines language policy as language practice, language belief, and language management. In the context of Arabic language learning, language policy includes the implementation of appropriate curricula, effective teaching methods, and sustainable management of education. </em><em>This research uses qualitative studies. Data collection techniques are carried out through observation, interviews and documentation. To perform data analysis, researchers use analytical theory according to Miles and Hiberman by condensing data, presenting data and drawing conclusions. At the data validity checking stage, researchers used triangulation methods and peer discussions.The study's findings are as follows: First, the ministry of religion's policy teaching materials are implemented using the minister of religious affairs' decree number 183 of 2019, and the administration of both madrasas construct learning plans, selecting appropriate learning media and methods. In madrasah Aliyah Negeri 2 Malang, the concept is similar. In developing learning activities, there involves planning for learning. Second, in both madrasas, the actuality of studying Arabic is based on the 2013 curriculum. And the ministry of religion's policy in the field to be more innovative and intensive on learning Arabic, as well as the idea of dimadrasah Aliyah negeri 2 Malang for arabic language learning to be done in a network or from home.</em><em></em></p>

The Effect of Remedial Program Practices on the Academic Performance of Slow Learners in Mathematics Subject in Public Lower-Day Secondary School in Rwanda: A Case of Kirehe District

This study investigates the effects of remedial program practices on the academic performance of slow learners in mathematics in public lower-day secondary schools in Kirehe District, Rwanda. The research aimed to assess the effectiveness of these remedial practices in enhancing mathematical problem-solving abilities among slow learners, comparing academic performance before and after participation, and identifying factors that influence the success or failure of these interventions. The study emphasizes the importance of remedial programs in bridging the achievement gap in mathematics and promoting academic equality in Rwanda. A descriptive survey design with a mixed-methods approach was employed, targeting a population of 87,208 individuals, including students, teachers, and headteachers from 64 public secondary schools in Kirehe District. Participants were selected through random and purposive sampling techniques. Data were collected via questionnaires and interview guides, capturing both quantitative improvements in academic performance and qualitative feedback on the effectiveness of remedial strategies from educators and students. Instrument validity was confirmed using the Content Validity Index (CVI), and reliability was verified with Cronbach's Alpha values of 0.60 and 0.7, respectively. Statistical analyses using SPSS and Microsoft Excel revealed significant outcomes. The study found that 83.32% of respondents either strongly agreed or agreed that remedial teaching methods enhance the mathematical problem-solving skills of slow learners, with a mean score of 4.33 (SD = 1.10). A strong positive correlation of 0.701 (p = 0.002) was observed between remedial teaching methods and mathematics test scores, underscoring their substantial impact. Additionally, the frequency of remedial sessions was positively correlated with sustained academic improvement (r = 0.454, p = 0.002), while active student participation was identified as a critical factor for success (r = 0.623, p = 0.043). These findings support existing literature on the necessity of structured remedial programs that address the unique needs of slow learners. Effective teaching methods, sufficient session frequency, optimal teacher-student ratios, and active student engagement emerged as key components for improving mathematical problem-solving skills and academic performance. The study recommends the implementation of structured, needs-based remedial programs with increased session frequency to support continuous learning and retention among slow learners.

Information Training and Media Education: a Method of Solving Students' Educational and Cognitive Problems in an Integrated Information Environment

Discusses the method of solving students' educational and cognitive problems in an integrated information environment. The purpose of the study is to determine effective forms and methods of information training and media education to ensure universal access to education throughout life. The source of the study was the works of scientists who consider issues of media education and information training as an important component of the educational and cognitive tasks of students in the context of an integrated information environment. A set of pedagogical research methods, both theoretical and practical, was used. According to experts, in the field of educational resources, the total volume of knowledge doubles every year, while the degree of satisfaction of the information needs of users in the absence of an appropriate level of skill in working with information does not improve. Computer science is today defined as one of the fundamental areas of scientific knowledge that forms a system-information approach to the analysis of the surrounding world, the study of information processes, methods and means of obtaining, transforming, transmitting, storing and using information, a rapidly developing and constantly expanding area of human practical activity associated with the use of educational resources. In this regard, media education and information training of students are considered as an important part of the professional and educational skills and abilities of students in the context of an integrated information environment. The results of the study can serve as a basis for solving educational and cognitive problems of continuous education, since today no serious economic, social, technical problem can be successfully solved without processing significant amounts of information.

Efficient learning design

This paper investigates the efficiency of assistant professors and postdocs’ learning design interventions in connection with their participation in a teacher professional development (TPD) program (n = 62). Using the concept of Efficient Learning Design and a survey among educators, the efficiency of their designs is analysed, and the underlying factors are identified. The study shows that 92% (n = 57) of the design interventions had a positive impact, 73% (n = 45) had an impact equal to or higher than the required effort, and 8% (n = 5) made no significant difference or even had a negative impact. The paper identifies six factors for efficient learning design interventions based on the educators’ responses. These include leveraging opportunities where teaching requires redesign, guiding educators on effective pedagogical methods, utilising peer feedback and collaboration, creating reusable, technology-supported activities and materials, supporting educators’ design decisions and professional development, and ensuring a positive experience. Additionally, educators can benefit from a broad understanding of impact beyond improved learning outcomes.