Fourth-year Students Research Articles

Factors Affecting the Academic Performance of the CCJE Students for School Year 2018-2021

The study generally aimed to determine the factors affecting the Academic Performance of the CCJE students for the school year 2018-2021. Specifically, the following variables are examined: the profile of the respondents, factors affecting the academic performance of the students in terms of the General Weighted Average (GWA), Psychological and Emotional Factors, and Learning Facilities. The researchers made use of the descriptive-correlational method of research The primary data-gathering tools used in the study were a self- structured questionnaire and a documentary analysis made from the records of the Office of the Registrar for the General Weighted Average. The study respondents comprised 97 male and 59 female fourth-year BS Criminology and BS LEA students of ISU Cabagan Campus during the school year 2018-2021. Findings revealed that the majority of the respondents were Males and the students performed well in their academics in the years 2020-2021 to 2021-2022. Further, the respondents rated Psychological and Emotional factors and Learning Facilities as moderately affecting their academic outcomes. It also revealed no significant relationship between the GWA, Psychological/Emotional stress, and Learning Facilities concerning the student’s academic performance. Similarly, there is no significant difference between GWA, psychological/emotional factors, and learning facilities when grouped according to sex.

Assessing the impact of micro-credential training in higher education: A pilot study supporting BA dissertations

Introduction: Micro-credentials, endorsed by the European Union for enhancing lifelong learning and employability, offer targeted, flexible learning experiences. This pilot study investigates the impact of integrating micro-credential training into the BA dissertation process for English Studies students at the University of Extremadura. Methodology: The study involved a two-week, in-person micro-credential course, divided into modules on time management, research techniques, and writing skills, supplemented by pre- and post-training surveys to assess students’ needs and the training’s short-term and long-term impact. Seven fourth-year students participated in the study, providing feedback through surveys. Results: The training improved students’ preparedness, confidence, and motivation. Key areas of development included time management, research skills, and emotional resilience. Students reported sustained benefits, applying the skills and strategies learned throughout their dissertation process. Discussion: Findings highlight the training’s positive short-term and long-term impacts, including increased motivation and practical skill application. However, it identifies areas for improvement, such as more training in citation techniques and writing clarity. Conclusions: Micro-credential training effectively addresses gaps in traditional curricula, enhancing students’ readiness for their BA dissertations. Further research with larger cohorts and diverse disciplines is recommended to generalise the findings and refine the microlearning approach.

Metacognitive Involvement and Critical Thinking in Technical Students in Information Environment

Metacognitive involvement in activities and critical thinking are the soft skills students require as a basic adaptation resource in information environment at university, in life, and at work. This research explored the correlation between metacognitive involvement and critical thinking which university students of technical specialties used to navigate information environment. The study involved 58 male and 12 female fourth-year students (21.26 ± 0.47 y.o.) of the Penza State University, Penza, Russia. The list of methods employed included scientific review, survey, testing, and Spearman’s correlation analysis. The survey involved the following questionnaires: Metacognitive Involvement in Activity (G. Schraw, R. Dennison, 1994; eight-factor version by E. I. Perikova, V. M. Byzova, 2022); Critical Thinking Test (J. Kincher, 1990); author’s own questionnaire of Students and Information Environment (N. N. Krylova, 2024). The correlation analysis revealed strong relationships between nine indicators of metacognitive involvement in activities and critical thinking (p ≤ 0.001 and p ≤ 0.01). The Structure of Error Correction factor of metacognitive involvement depended on such a parameter of information environment as the input intensity. The metacognitive involvement in activities correlated with the students’ assessment of mental and information load in the curriculum, e.g., the Metacognitive Knowledge factor correlated with the mental and information load in Physics and Mathematics while the Error Correction Structure factor was associated with the load assessment in technical disciplines. In addition, some individual parameters of information environment correlated with the students’ assessment of mental and information load. In this study, metacognitive involvement in activities correlated with critical thinking in university students as they interacted with information environment because these phenomena are not isolated psychologically from each other.

‘It’s like being there, but not in the way'. Exploring the use of virtual reality tools to stimulate reflection in Norwegian physical education teacher education

ABSTRACT The ongoing discussion surrounding the incorporation of technology in education has persisted over time. While technology offers significant advantages, such as improved collaboration and access to quality educational materials, it also introduces complexities such as the digital divide and concerns about data privacy, awareness and appropriate use. VR presents opportunities for future teachers to practice decision-making skills in controlled environments, although its effectiveness varies depending on the context and user perceptions. Research indicates that 360° videos enhance reflexivity, support practice and improve observation skills and content knowledge. However, the impact of viewing these videos individually versus in groups remains inconclusive. This study aims to explore students’ perspectives on the use of primary school physical education (PE) 360° video recordings and VR technology to enhance reflexivity. To this end, the theory of practice architectures was reviewed to provide a framework for analysing how educational practices interact with wider contexts, while another theory, reflection, helps to examine students’ critical thinking and introspection. The study intervention involved fourth-year students at a Norwegian university, who observed 360° recordings of physical education lessons using VR technology. Data were generated through these observations, which included the 360° recordings and small group interviews, and were analysed using reflective thematic analysis. The results highlight the importance of group dynamics, and that the authenticity of VR experiences can foster motivation and reflection. These insights can inform the design of future educational approaches in physical education teacher education (PETE), emphasising the need for careful consideration of technological and pedagogical practices to support effective and innovative teaching and learning to enhance experience and teaching.

Synchronous online learning and career readiness in higher education: student perceptions, challenges, and solutions

Synchronous Online Learning (SOL) environments have rapidly transformed the educational landscape. However, there is limited research on their efficacy in equipping students with the necessary skills to succeed in the workforce, particularly in developing essential professional skills like digital literacy, interpersonal communication, and practical experience. This study explores how SOL impacts students’ readiness for the workforce and the development of these critical skills. The research employed a qualitative methodology involving in-depth interviews with 27 third- and fourth-year students from a South African university. Purposive sampling was used to capture diverse experiences regarding SOL and its influence on professional skill development. Thematic analysis was performed to identify critical patterns and insights from the interviews. Findings reveal that SOL environments effectively enhance students’ technical skills and digital adaptability, essential for navigating a digital workforce. However, SOL is inadequate in developing interpersonal skills and providing practical, hands-on experiences. Students reported a lack of networking opportunities and expressed concerns about their preparedness for the demands of real-world employment, particularly in fields requiring strong interpersonal skills and practical experience. The study highlights the need for educational innovations that combine the benefits of digital learning with comprehensive skill development strategies, particularly in soft skills and experiential learning.

Assessing Anxiety and Satisfaction Levels among Dental Students during Online Learning amid the COVID-19 Pandemic: A Cross-Sectional Study

Introduction: The COVID-19 pandemic led to widespread adoption of online learning. In April 2020, the Higher Education Commission (HEC) of Pakistan released policy guidance on online readiness with three levels: basic, effective, and exemplary. However, concerns about the quality and readiness for online curriculum delivery in Pakistan persisted. This study assesses the anxiety and satisfaction levels of undergraduate dental students with online classes during the pandemic. Methods: An analytical cross-sectional study was conducted between June and July 2020. Data were collected via email from undergraduate dental students of a private dental college using convenience sampling, after three months of online teaching. Two tools were used: a student satisfaction questionnaire adapted from Bolliger and Halupa’s study, and a student anxiety questionnaire. Frequencies, percentages, means, and standard deviations were calculated for satisfaction and anxiety scores. Univariate and multiple linear regression analyses were performed to assess factors associated with student satisfaction. Results: Out of 300 eligible participants, 237 responded (79% response rate). Most participants (53.16% female, 59.07% hostellers) had no prior experience with online learning (85.65%). The mean anxiety score was 54.87 (SD=9.6), and the mean satisfaction score was 58.63 (SD=16.66). Male students showed less satisfaction than females, though not statistically significant. Second-year students had significantly higher satisfaction scores than third- and fourth-year students. Conclusion: Most students had no prior experience with online learning, resulting in increased anxiety and poor satisfaction with the modality during the COVID-19 pandemic.

Perceptions regarding attitude towards simulation-based learning among nursing students in Saudi Arabia: A cross-sectional study.

Simulation-based education is essential for preparing nursing students for their professional roles and enhancing their learning experiences and patient care skills. However, there is a gap in understanding how nursing students perceive and engage with simulation-based learning, particularly in the context of Saudi Arabia. This lack of insight limits the ability to develop effective educational strategies. This study aimed to evaluate nursing students' perceptions regarding attitudes toward simulation-based learning in Saudi Arabia. A cross-sectional study was conducted from December 2023 to February 2024, involving 173 nursing students from a single university. Participants completed a structured questionnaire assessing their attitudes toward simulation-based learning, focusing on its relevance, interprofessional education opportunities, communication, situation awareness, and roles and responsibilities. Descriptive statistics were used to analyze the data. Mann-Whitney and Kruskal-Wallis tests were used to examine correlations between variables, with a significance level of p <0.05. The study found that 91.3% of participants had a favorable attitude toward simulation-based learning (Median = 4.43, IQR = 4 - 5). Age and grade level significantly influenced attitudes; younger students (under 20 years) had lower scores (Z = -2.490, p = 0.013), while fourth-year students had higher scores than third-year students, showing a statistically significant difference (H = 8.573, p = 0.014). Additionally, grade point average (GPA) was a significant factor, as students with GPAs between 5.00 and 4.50 scored higher than those in the 3.74-2.75 range (H = 25.893, p <0.001). The study concluded that nursing students in Saudi Arabia have a generally positive attitude toward simulation-based learning, recognizing its importance in enhancing their educational journey and clinical preparedness. These findings highlight the need to integrate simulation-based pedagogical approaches in nursing education to foster critical thinking and improve communication skills, thereby enhancing patient care outcomes.

Ethnocultural technologies of vocal training of students of pedagogical universities of China

The training of music teachers in China's pedagogical universities is based on strategies for linking national cultural traditions and innovative education systems in other countries. Today, special attention is paid to the training of music teachers, which is due to the increased demand of children and parents for music education. The deepening of such training is facilitated by the special specializations of students, which allow them to acquire knowledge and performing skills in a particular type of musical activity in the final semesters of study at the university. But, since students receive education in pedagogical universities, this performance training should be based on Chinese ethnocultural traditions, and be organically combined with pedagogical training. The article examines an ethnocultural technologist based on the traditions of the national Chinese opera, contributing to the formation of stage skills necessary both for staging an opera performance by students and for replenishing the pedagogical baggage of a school music teacher. The introduction of this technology into the "Performing Arts" subject of the "Vocal Music" specialization among fourth-year students has shown its effectiveness both for staging fragments of opera performances, not only by Chinese but also by Western composers and for replenishing the pedagogical skills of future music teachers.

A cross-sectional survey on COVID-19 phobia and its influencing factors among undergraduate nursing students

BackgroundThe COVID-19 pandemic has significantly impacted the psychological well-being of undergraduate nursing students in China. It is vital to have an understanding of their COVID-19 phobia and its predictors, especially during transitions in public health policy.ObjectiveThis study aims to evaluate the situation and factors contributing to COVID-19 phobia among nursing students in Southwestern China.MethodsA cross-sectional study was conducted in December 2022 among nursing undergraduates in southwestern China. A convenience sample of 317 undergraduate nursing students from all grades at a medical university in Chengdu was assessed using the COVID-19 Phobia Scale (C19P).ResultsThe mean COVID-19 Phobia Scale (C19P-SC) score was 52.92 (± 13.02), indicating moderate levels of phobia, with gender, chronic disease, and perceived susceptibility being significant predictors. 11.67% of the students reported an infection history, while 81.39% knew an infected individual. Notably, fourth-year students showed significantly higher phobia level than first-year. Gender, chronic disease, perceived susceptibility, and risk significantly predicted COVID-19 phobia, explaining 16.4% of the variance Results of the thematic analysis revealed four main themes related to COVID-19 phobia and career choice among nursing undergraduates: concerns of infection risk, professional commitment, compromise and acceptance, and confronting phobia.ConclusionsThis study discovered a significant level of COVID-19 phobia among undergraduate nursing students and identified several risk factors, including being female, having chronic diseases, perceiving a high susceptibility to the virus, and perceiving a high level of harm after infection. These findings highlight the importance of educators focusing on the mental well-being of nursing students, particularly seniors, to reduce the impact of phobia on their social interactions and career aspirations. This will help ensure that they are well-prepared for their future roles in healthcare.

Students’ perception of healthcare services and factors affecting their utilization at a Nigerian University: a cross-sectional study

Healthcare service utilization among university students is critical for ensuring their health and academic success. This study was performed to determine the level of utilization as well as the perception and factors influencing the utilization of healthcare services by students at Afe Babalola University, Ado-Ekiti (ABUAD). This research involved a cross-sectional survey in which a semi-structured online questionnaire was used to collect data and a multistage sampling technique was used to sample the students. The students’ perceptions were converted to scores by summing their responses across the questions. The total score for each student was compared against the midpoint of the possible score range. Perceptions with a total score greater than or equal to 12.5 were categorized as positive, while those with a total score less than 12.5 were categorized as negative. Logistic regression analysis was used to identify predictors of healthcare service utilization. Utilization of healthcare services, the key outcome variable, was defined as the frequency with which students accessed available health services. All analyses were carried out using Statistical Product and Service Solutions (SPSS) software. A total of 429 students participated in this study, majority of whom were females (304, 70.9%), with a mean age of 18.9 ± 1.7 years. Three hundred and seventy-five students (87.4%) reported utilizing healthcare services at the university of which 186 (43.4%) reported to occasionally utilize healthcare services in the university. A total of 33.1% perceived that the attitude of staff was poor, while 12.6% strongly disagreed that the healthcare staff were incompetent. Overall, the majority (287, 66.9%) of the students had a negative perception of the utilization of healthcare services. Approximately 16% agreed that the high cost of drugs affects their utilization, while 35.9% agreed that the services provided were too expensive. Predictors of healthcare service utilization included being over 20 years old (AOR = 3.6, 95% CI: 1.1–11.6), study level, with fourth-year students having the highest likelihood of utilization (AOR = 13.8, 95% CI: 5.1–37.4), and positive perception of healthcare staff attitude (AOR = 2.5, 95% CI: 1.1–5.9). Students from lower-income families (< 200,000 Naira) were significantly more likely to utilize healthcare services (AOR = 39.2, 95% CI: 12.6–121.5). The study revealed that, despite widespread usage of healthcare services, students have a predominantly negative perception of these services. Key factors influencing healthcare utilization include age, study level, attitude of staff and family income. Addressing these barriers through targeted interventions can improve health outcomes and promote equitable access to quality healthcare.

The effectiveness of enhanced reality simulation on postmastectomy patient care management provided by nursing students: a quasi-experimental study

AimThe aim of this study was to evaluate the effect of enhanced reality simulation on nursing students' learning satisfaction and self-confidence and patient care management knowledge and skills regarding postmastectomy care. BackgroundBreast cancer is a common disease with increasing incidence and mastectomy is the treatment of choice. Postmastectomy patient care is a multidimensional and complex process. For various reasons, nursing students today graduate with inadequate clinical skills and do not have experience with many cases. DesignThis quasi-experimental study was conducted using a pretest–posttest design with a nonequivalent control group. MethodsThis study was conducted with fourth-year nursing students (78 students). Students were allocated to each group through a simple random allocation using IBM SPSS Statistics version 24. Research data were collected at the Clinical Simulation Training Center of the university in 2020–2021 academic year. The study group (n=39) learned using a scenario-based learning approach with moulage in a real clinical setting using enhanced reality simulation, while the control group (n=39) learned using the same scenario-based approach with the routine practice adult standard patient care model. The data were collected through the “Student Sociodemographic and Descriptive Characteristics Data Collection Form”, the “Student Satisfaction and Self-Confidence in Learning Scale”, the “Postmastectomy Patient Care Skills Checklist” and the “Pre–Post Knowledge Test on Postmastectomy Patient Care Management”. ResultsAll 78 participants completed the training course. The training significantly increased the Student Satisfaction and Self-Confidence in Learning Scale subdimension scores of both groups (p<0.05). The Postmastectomy Patient Care Management scores of the study group students who received enhanced reality simulation training significantly increased (p<0.05), while there was no significant effect on the scores of the control group students (p>0.05). While most the students in the study group increased their rates of correct answers to Postmastectomy Patient Care Management questions significantly (p<0.05) after the enhanced reality simulation training, the students in the control group showed no significant improvement (p>0.05). The training significantly (p<0.001) increased the mean postmastectomy patient care skills control scores. This increase had a high effect size on the study group. ConclusionEnhanced reality simulation is a learning method that increases nursing students' learning satisfaction and self-confidence and patient care management knowledge and skills regarding postmastectomy care. Learning with enhanced reality simulation is an effective approach for nursing education that improves nursing students' learning satisfaction and self-confidence and patient care management knowledge and skills regarding postmastectomy care.

The effects of candidates’ negative attitudes toward cybervetting on organizational attractiveness: the role of gender

Purpose This study aims to investigate the effects of candidates' perceptions of cybervetting – the evaluation of social media profiles by employers – on the perceived attractiveness and prestige of organizations and the role of gender as a moderator in these relationships. Three perceptions – perceived injustice, privacy invasion and surface validity – are used to evaluate candidates' attitudes about cybervetting. Design/methodology/approach The sample is comprised of third- and fourth-year undergraduate students at a university in Ankara, Türkiye. A survey technique was used to collect research data. The survey form was prepared on an online platform. Findings Survey results revealed that negative perceptions of cybervetting significantly affected perceived organizational attractiveness, prestige and intention to pursue the organization. Still, no significant difference was found between the women and men groups in this effect. Men candidates are more concerned about the validity and fairness of cybervetting. Originality/value The research's findings are anticipated to shed significant light on how cybervetting is conceptualized, specifically whether feelings of injustice, privacy invasion and validity constitute core components of cybervetting. Besides, the findings are expected to reveal whether candidates' attitudes toward cybervetting affect their perceptions regarding the general attractiveness and prestige of the organizations.

The mediating effect of individual capital in the relationship between entrepreneurship education and social entrepreneurship intentions

PurposeThis study examines the impact of entrepreneurship education on the social entrepreneurship intentions of undergraduate students with a focus on the mediating effects of individual capital, such as human, social and cultural capital.Design/methodology/approachThis study adopted a quantitative approach with data collected from 392 third- and fourth-year students studying at a private university in Vietnam through a self-administered survey. The data were analysed using partial least squares structural equation modelling.FindingsThe results show that entrepreneurship education positively impacts the social entrepreneurship intentions of undergraduate students. Furthermore, this study reveals that social and cultural capital serve as mediators in this relationship, whereas the mediating role of human capital was not supported.Practical implicationsThe study findings highlight the crucial role of higher education institutions in promoting and implementing formal entrepreneurship education. It also emphasises the importance of supporting enhancement of students' individual capital through social and cultural activities to foster their intentions to engage in social entrepreneurship.Originality/valueThis study adds to the current literature on social entrepreneurship intentions by highlighting the significance of entrepreneurship education provided by universities and the roles of individual capital, such as social and cultural capital, in mediating the impact of entrepreneurship education on social entrepreneurship intentions.

The Impact of Education Management Digitalisation on the Quality of Student Learning

The study presents an analysis of the educational process model based on a web application for creating a custom work schedule by adding individual events or modules. The study focuses on the distance learning process that took place in 2021 and involved 358 students from the first and fourth years of three universities in the Republic of Kazakhstan. Participants were interviewed about their readiness to learn using digital management tools, their average annual academic performance was analyzed, and their assessment of the importance of the resources they allocate to achieving learning outcomes using digital management was studied. The study found that there were no significant differences in the understanding of key aspects of educational service quality and the impact of digital management on learning between first- and fourth-year students with different levels of performance. The results of the study can be utilized to develop proprietary models for digitalizing education management, creating additional modules to automate educational activities, and introducing new tools to enhance digital interaction capabilities.

Апробация методики определения готовности университета к проведению профессионального (демонстрационного) экзамена для выпускников программ подготовки педагогов-психологов

&lt;p&gt;The article describes a methodology for determining the readiness of a university to conduct a professional (demonstration) exam for graduates of training programs for educational psychologists. The methodology includes collecting the opinions of different subjects of the site for conducting a professional (demonstration) exam at pedagogical universities: the head of the site, heads of departments, undergraduate students (future educational psychologists). The questionnaires contain two sets of questions: the conditions for practical training of educational psychologists, the readiness of pedagogical universities to introduce a professional (demonstration) exam for graduates of educational psychologists. The results of testing the methodology at MSUPE were presented, in which the following participants took part: the head of the site, three heads of departments, 61 fourth-year undergraduate students of full-time study in the direction of 44.03.02 Psychological and Pedagogical Education. The results obtained allow us to say that the university has created organizational, methodological, personnel and material and technical conditions for organizing and conducting a professional (demonstration) exam for undergraduate students. Students mastered each studied area of ​​activity (labor function) of an educational psychologist, both separately in the elements of a professionally oriented module (disciplines, practice) and in the module as a whole. Students have experience passing such an exam in the form of an intermediate certification before the state exam.&lt;/p&gt;

Pharmacy Students’ Self-Reported Cultural Competence in a Pharmacy Curriculum by Academic Year

ObjectiveThis study aims to explore results of a Cultural Competency Assessment of Pharmacy Students (CCAPS) survey to identify areas where cultural competence content in one college of pharmacy curriculum can be improved. MethodsThe 39-item CCAPS survey was developed and administered to Doctor of Pharmacy (PharmD) students from July 2022 (after the end of the didactic curriculum and at the beginning of experiential rotations for fourth-year students) through October 2022 (at the beginning of the Fall semester for first-year, second-year, and third-year students). Self-perception of cultural competency items were selected from the Cultural Competence Assessment Instrument and the Clinical Cultural Competency Questionnaire items. Responses were collected anonymously and analyzed in the aggregate by academic year using SPSS. ResultsFive hundred forty-one students participated, with ethnicities including White/European American (26.6%), East/South/Southeast Asian (17%, 18.5%, 5.4%), Arab/Middle Eastern (17.9%), African-American/Black (6.7%), and Hispanic (6.1%). Two-thirds of respondents identified as “very or extremely” culturally competent, and 78% reported comfort interacting with culturally diverse patients. Students scored lower on questions that assessed their comfort interacting with patients who have limited English proficiency or who refuse medications due to cultural reasons. Students in fourth year reported more difficulty practicing skills related to cultural competency in their daily life compared to students in other years. ConclusionUsing the CCAPS survey annually could help evaluate the cultural competency of pharmacy students across different academic years and identify gaps in the curriculum related to cultural competency.

University Students’ Levels of Motivation and Engagement, Perceived Benefits, and Challenges in MOOCS

The study identified university students’ levels of motivation and engagement, perceived benefits, and challenges in Massive Open Online Course (MOOC). It used the mixed-method research design and involved third- and fourth-year English language students (n = 61) who completed the Content-based Instruction (CBI) – MOOC offered by the Regional English Language Office, Manila, Philippines. The validated MOOC Learner Engagement and Motivation Scale (MEM Scale) was adopted to determine the learners' levels of motivation and engagement in MOOCs. A focus group discussion was also done to determine the students’ perceived benefits of and challenges in MOOCs. Results of the MEM Scale show that the students had upper-medium level of motivation (x̄ = 3.54) and a high level of engagement (x̄ = 4.22) in the CBI – MOOC. Also, the data revealed five perceived benefits of MOOCs: 1) appreciation of the self-paced learning; 2) complementation to formal learning; 3) international certification; 4) provision of professional development opportunities; and 5) attainment of intercultural competencies. Generally, the students experienced five challenges while enrolled in the course: 1) language barriers; 2) lack of social interaction; 3) digital divide; 4) time-related constraints; and 5) challenging course content. Given the benefits of MOOCs, higher education institutions (HEIs) are encouraged to incorporate open online courses in the learning experiences of their students. Further, it is recommended that HEIs extend available resources to participants to lessen the perceived challenges of MOOCs which could promote higher levels of motivation and engagement of the students in the courses.

Development of an invoicing app to engage fourth-year DVM students in clinic financial management

Development of an invoicing app to engage fourth-year DVM students in clinic financial management

International comparison of vocational pre-service teachers’ character education in Indonesia and Malaysia

This study examines the commitment of vocational teacher education students at Universitas Negeri Yogyakarta, Indonesia, and Universiti Tun Hussein Onn Malaysia (UTHM) in applying core character values. The global trend in teacher education links education and economic growth, emphasizing students' competence for the job market. However, teachers are also expected to address social and moral cohesion in the younger generation. The research involved 177 third- and fourth-year students at FPTV UTHM Malaysia and an equal number at FT-UNY, utilizing a questionnaire based on core character values. The findings indicate moderate commitment levels (58.75%) among university students. UTHM students scored slightly higher (2.42) than UNY students (2.28). The study shows that character education for vocational teacher education students in both Indonesia and Malaysia has not reached optimal levels, emphasizing the need to investigate more effective character education models for future vocational teachers.

DEFINING THE ROLE OF EDUCATIONAL PLATFORMS IN MATHEMATICS IN THE EFFECTIVE TRAINING OF FUTURE MATHEMATICS TEACHERS

The present study analyzes the results of a survey of teachers and students designed to identify the preferences and needs of universities in using educational platforms in mathematics to study the subject «Elementary Mathematics». The aim of the study was to determine the preferred characteristics and functionality of mathematics learning platforms that can contribute to effectivelearning and increase interest in mathematics for future mathematics teachers. To achieve this goal, questionnaires were developed, which were distributed among mathematics teachers and first-year students in the specialty «Mathematics» when teaching the subject «Elementary Mathematics» and third and fourth-year students when teaching the subject «Methods of teaching mathematics». The questionnaires included questions about preferences in using educational platforms in mathematics, the level of comfort andperception of educational material when working with technologies, preferred learning formats and expected learning outcomes. The analysis of the obtained results allowed us to identify the key principles that should be taken into account when using educational platforms in mathematics to study the subject «Elementary Mathematics» at the university. Following these principles contributes to the use of educational platforms in mathematics, and as a result, to improving the quality of mathematical education at the university and improving the learning ability of future mathematics teachers.