Teaching In Higher Education Institutions Research Articles

FORMATION OF THE METHODOLOGICAL CULTURE IN PEDAGOGICAL EDUCATION STUDENTS AS A MOTIVATION BASIS FOR THEIR PROFESSIONAL AND PERSONAL GROWTH

The article contains the analysis of the peculiarities of the formation of the methodological culture in the students of pedagogical education as a motivational basis for their professional and personal acme-growth. Motivation is considered as an important factor in the development of professional ideals, value orientations, pedagogical orientation, increasing the effectiveness of future teachers of higher education institutions. The characteristics of motivation for professional and personal growth of the future pedagogues are analyzed, in particular, such as humanistic orientation, goal setting, openness to innovations and changes, personality growth, humanistic values, the formation of methodological culture. Pedagogical research has been conducted on the formation of motivation for success in working teachers as a basis for further scientific research and the formation of methodological culture in the students of pedagogical education in higher education institutions. This made it possible, in the process of the next stage of the pedagogical experiment, to investigate the results of the study of pedagogical disciplines by education seekers of pedagogical disciplines under the conditions of the introduction of innovative means and technologies of education, to trace the growth of the level of methodological culture, in particular, the indicators of motivation of in the master's students. Such indicators are the result of applied methodological scientific approaches, in particular, personality oriented, acmeological, and methods of scientific and pedagogical research. The prospects of the specified scientific search include such aspects as increasing the attention of the participants in educational process to the systematic use of information technologies in the educational process in the context of integrative and acmeological approaches, interdisciplinary analysis of the defined area; the focus on training an intellectually developed creative personality capable of competent orientation in the digital educational space, continuous self-education and self-improvement; organization of professional training of future specialists according to an individual educational trajectory.

Pedagogical Higher Education Institutions and Regional Education Authorities: Towards Developing an Effective Interaction Model

Pedagogical Higher Education Institutions and Regional Education Authorities: Towards Developing an Effective Interaction Model

МОНІТОРИНГ СТАНУ СФОРМОВАНОСТІ СОЦІОКУЛЬТУРНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ВЧИТЕЛІВ АНГЛІЙСЬКОЇ МОВИ (КОНСТАТУВАЛЬНИЙ ЕТАП ПЕДАГОГІЧНОГО ЕКСПЕРИМЕНТУ)

The article describes the monitoring of the state of formation of sociocultural competence of future foreign language teachers of higher education institutions of Ukraine. The socio-cultural competence of foreign language teachers was divided according to 12 indicators which we will combine into 3 groups: 1) motivational and value criterion: the level of motivation to carry out socio-cultural activities; the level of intrapersonal need for the formation of sociocultural competence; the level of attitude towards the cultural realities of native and foreign-speaking countries; 2) informational and cognitive criterion: the level of knowledge of future foreign language teachers about the national and cultural features of the foreign-speaking country; level of awareness of sociocultural competence; the level of familiarity with the norms of behavior in a foreign language environment; level of sociability; level of communicative control; 3) activity-behavioral criterion: the level of interpersonal interaction with representatives of different cultures; the level of reflection abilities; the level of reflexivity of the individual; the level of development of social skills. The results of the ascertaining stage of diagnosis of the formation of sociocultural competence of future foreign language teachers at the beginning of the experiment are demonstrated. The degrees of the level of indicators of socio-cultural competence formation are determined: high, sufficient, basic and initial. Key words: sociocultural competence, pedagogical experiment, future teachers, foreign languages, diagnostic methods, higher education institutions, monitoring

Building international standards for Islamic education teacher candidates with reference to CAEP guidelines

PurposeThis paper aims to develop precise statements (standards) to describe the knowledge and skills that should be possessed by Islamic education (IE) teacher candidates who receive their initial preparation in various international higher-education institutions. These statements must be compatible with the requirements and guidelines for building specialized standards set by the Council for Accreditation of Educator Preparation (CAEP), so that they can be used for accreditation and improving quality.Design/methodology/approachTwo panels of IE experts participated in developing and validating the standards, using a combination of Delphi and content validity methods. Alongside this research activity, management activity ensured that the process ran smoothly, as the researcher coordinated panels, allocated resources and tracked progress during standard development.FindingsTwenty-six components divided into five standards were developed into a final list based on the panels.Originality/valueThis study provides standards for the preparation of IE teachers in higher-education institutions that can be applied in different countries and geographical regions. Furthermore, it aims to make the subject of IE more comparable with other academic disciplines, and appropriate for CAEP accreditation.

Pedagogical skills of teachers of higher education institutions of the Federal Penitentiary Service as a Subject of Scientific Research

Pedagogical skills of teachers of higher education institutions of the Federal Penitentiary Service as a Subject of Scientific Research

A Role Of Financial Literacy In Financial Investment Decisions Of Teachers Of Higher Education Institutions In Pune Region

A Role Of Financial Literacy In Financial Investment Decisions Of Teachers Of Higher Education Institutions In Pune Region

Investigation of Professional Commitment Among Practicing Teachers in Higher Education Institutions

The present study aims to explore the phenomenon of professional commitment in the institutions of the Higher Education Department in the province of Punjab. The phenomenon is related to the teachers’ commitment to teaching, teamwork, and students’ welfare. The study framework follows the positivistic paradigm and quantitative approach through the survey method for hypothesizing phenomena and gathering and analyzing data. The study population consists of public-sector college teachers from Punjab, Pakistan. Through the multistage sampling technique, 803 public college teachers were selected as a sample of the study. The data was collected through a self-developed questionnaire, i.e., ‘measure for teachers’ professional commitment.’ For the validation purposes of the data tool, qualitative and quantitative analysis was carried out by seeking expert opinion and pilot testing for factor analysis to ensure the reliability and validity of the study instrument. Descriptive statistical analysis was applied to answer the study's research questions. The results reflect that professional commitment among teachers is at a low level, and commitment to teaching and teamwork is at a low level. Based on these conclusions, it is recommended that a low level of teachers’ professional commitment is critically important to be addressed through a selection of teachers who have taught as their first choice for the job to ensure intrinsic motivation. Furthermore, incentives, appreciation, and social recognition might be supportive for enhancing their commitment to teaching.

БОЛАШАҚ ПЕДАГОГТАРДЫ КӘСІБИ ДАЯРЛАУДА САПАЛЫҚ ДАҒДЫЛАРЫН ДАМЫТУДЫҢ ПСИХОЛОГИЯЛЫҚ ТИІМДІЛІГІ

The article is based on the system of professional training of future teachers in higher educational institutions of the country. Today, an independent country is a country that determines the possibilities of future development, taking into account modern processes, technologies that provide its own system, model and quality of national education. Kazakhstan as a sovereign state, the signing of the Lisbon Declaration and participation in the Bologna process, etc. reflect its place in the global educational space. This circumstance contributes to the intensive development of the higher education system, taking into account the socio-cultural interests of our state and global educational processes that determine the quality and technological achievements in higher education. It is obvious that one of the urgent problems of pedagogical science and best practices is to identify priority areas for improving the upbringing and education of the free generation that has crossed the threshold of the XXI century. In the system of professional training of future teachers, their qualitative skills should correspond to social processes. Due to the transition of an independent country to a market economy in accordance with the changing requirements of the time, the main criteria of competitiveness oblige future teachers to have modern qualities along with knowledge, knowledge, business skills. In this regard, the article formulates the relevance and positions, features and rationality of the development of qualitative skills in the system of professional training of future teachers based on scientific analysis.

Didactic conditions for improving demonstration experiments in physics in pedagogical universities

Relevance. The relevance of the research is conditioned upon the problems of improving the methodological foundations of teaching physics in the format of a visual experiment for the sustainable development of the educational process in a pedagogical higher educational institution. Purpose. The purpose of the study is to develop a model for conducting demonstration experiments on the subject of physics using computer technology in pedagogical universities. Methodology. The leading method to investigate this problem is testing developed by M.I. Lukyanova and N.V. Kalinina's "Methodology for studying the motivation of students' learning". Results. For more successful assimilation and understanding of practical material within the subject of physics, a model for organising practical experiments considering environmental orientation was developed. It includes a demonstration of a multi-level process with didactic conditions, such as starting from the final version in its practical application of a physical phenomenon or a set of mechanisms. The process gradually deepens knowledge, beginning from the mechanical work of the object made to a detailed examination of each chain of its operations. This is accompanied by explanations at the level of physical formulas and regularities. Conclusions. The study showed that the developed model enhances learning experiences in physics. It emphasizes practical experiments visible through computer simulations, fostering intellectual development and environmental conservation awareness. This model enhances both the educational process and practical applications in physics, benefiting teachers, physicists, and educators alike. Keywords: physics; experiment demonstration; methodology; visibility of the educational process; education

Development of the network communication culture in the future teacher

Relevance. The field of education in the 21st century is, as before, one of the key aspects of the development of society, however, modern conditions are changing the context of the training and functioning of future teachers. Due to the development of digital culture and the active use of online platforms and courses in the education system, it is important to investigate the development of a network communication culture among students of teacher�s institutes. Purpose. The purpose of the study is to investigate and highlight the issues of the development of digital education in future teachers of secondary schools in the Republic of Kazakhstan. Methodology. The following methods of scientific research were used: comparison, analysis, generalisation, typological approach. Results. As a result of studying aspects of the development of a network communication culture among young pedagogical specialists, it was possible to develop a vocabulary of the leading terms, such as �network culture�, and also to clarify the significance of the introduction of the digital form of the educational process. In addition, the main areas of modern education were clarified: the use of social networks and the use of ETDSML-type projects. Conclusions. This scientific research examines and analyses the main areas of application of one of the most promising areas in digital education � MOOCs, and robotics, as important educational tools in the learning process with further digital progress. This study can be used by teachers of higher educational institutions for the development of network communication of teachers and applicants, as well as for the further investigation of the network communication culture of students in teacher�s institutes. Keywords: distance learning; Internet; information environment; education; digital literacy

Understanding digital transformation challenges for online learning and teaching in higher education institutions: a review and research framework

PurposeThe widespread uptake of digital technology tools for online teaching and learning reached its peak during the nationwide lockdown triggered by the COVID-19 pandemic. It transformed the higher education institutions (HEIs) marketplace both in developed and developing countries. However, in this process of digital transformation, several HEIs, specifically from developing countries, faced major challenges. That threatened to affect their sustainability and performance. In this vein, this study conducts a bibliometric review to map the challenges during the COVID-19 pandemic and suggest strategies for HEIs to cope with post-pandemic situations in the future.Design/methodology/approachThis comprehensive review encompasses 343 papers published between 2020 and 2023, employing a systematic approach that combines bibliometrics and content analysis to thoroughly evaluate the articles.FindingsThe investigation revealed a lack of published work addressing the specific challenges faced by the faculty members affecting their well-being. The study underscores the importance of e-learning technology adoption for higher education sustainability by compelling both students and teachers to rely heavily on social media platforms to maintain social presence and facilitate remote learning. The reduced interpersonal interaction during the pandemic has had negative consequences for academic engagement and professional advancement for both educators and students.Practical implicationsThis has implications for policymakers and the management of HEIs, as it may prove useful in reenvisioning and redesigning future curricula. The paper concludes by developing a sustainable learning framework using a blended approach. Additionally, we also provide directions for future research to scholars.Originality/valueThis study has implications for policymakers and HEI management to rethink the delivery of future courses with a focus on education and institute sustainability. Finally, the research also proposes a hybrid learning framework for sustainability and forms a robust foundation for scholars in future research.

Transitioning to blended learning during COVID‐19: Exploring instructors and adult learners' experiences in three Ghanaian universities

AbstractTeaching and learning in higher education have increasingly become digitalized and associated with innovative pedagogical methodologies over the past decades. Following the sudden onset of the pandemic in March 2020, several studies tended to focus on traditional students' experiences with emergency remote education while literature is scarce on non‐traditional students (or adult learners) pedagogical experiences in Distance Education contexts. Using a qualitative case study approach, this study explored how digital technologies mediated instructors' and adult learners' educational experiences during COVID‐19 and their first‐time experiences with blended learning. Between October 2021 and July 2022, semi‐structured interviews were conducted with 40 adult learners and 20 instructors in three selected public higher education institutions (HEIs) in Ghana. Data analysis followed Braun and Clarke's (2012) thematic analysis approach. The results showed that the transition to blended learning was supported by the adoption and integration of varied virtual online technologies. The themes highlight the positive and negative impacts of technology in mediating the educational experiences of instructors and adult learners in blended learning environments. The themes which reflected both instructors' and adult learners' experiences were enhanced course delivery and pedagogy, competency development, technological issues and poor‐quality pedagogy. Blended learning facilitated by technology could be the ‘new normal learning’ post‐pandemic for adult learners pursuing Distance Education in Ghana. The study recommends the implementation of agile strategies and policies by HEIs to ensure sustainable quality education in distance learning. Practitioner notesWhat is already known about this topic The COVID‐19 pandemic necessitated the adoption of innovative pedagogical approaches in higher education contexts. Technological transformations in information and communication technology (ICT) have enhanced remote teaching in higher education institutions globally. The educational experiences of educators and learners differ in blended learning contexts. What this paper adds Instructors and adult learners' positive experiences with navigating a variety of web‐based technologies during the educational process are negatively impacted by technological difficulties during online instruction. Participants' experiences of blended learning are mixed with a preference for face‐to‐face dimension of blended learning instead of the online dimension. The paper identifies four themes that characterize instructors and adult learners' experiences with technology‐enhanced learning including enhanced course delivery and pedagogy, competency development, technological issues and poor‐quality pedagogy. Implications for practice and/or policy The study provides evidence‐based information on the relevance of digitizing distance education for sustainable development and promotion of lifelong learning opportunities for distance education students. The research recommends that higher education institutions (HEIs) implement agile policies to facilitate a seamless shift to distance learning. HEIs may adopt open distance learning frameworks to streamline 21st century pedagogical and learning practices in distance‐blended learning environments for quality course instruction. The study highlights the potential distance learning modalities that HEIs can consider for Distance Education students to sustain effective quality teaching and learning.

ПРОФЕСІЙНА КОМПЕТЕНТНІСТЬ ТА ОСОБИСТІСНІ ЯКОСТІ ВИКЛАДАЧА ФІЗИЧНОЇ КУЛЬТУРИ ЗАКЛАДУ ВИЩОЇ ОСВІТИ ЗІ СПЕЦИФІЧНИМИ УМОВАМИ НАВЧАННЯ

The level of physical and psychophysical training of higher education students, whose future professional activity will be directly related to the performance of complex official tasks, namely: detention, external and internal inspection, escorting offenders, use of weapons, etc. depends on the professional skills of the physical education teacher. Therefore, the formation of professional competence and the development of personal professionally important qualities of physical education teachers in higher education institutions with specific learning environments is an urgent problem and requires attention and continuous improvement. The purpose of the article is to study the peculiarities of professional competence and development of professionally important qualities of physical education teachers in higher education institutions with specific learning conditions. The methodology of the study is based on the analysis of literary sources and the synthesis of pedagogical observation. Results of the study and conclusions. The article reveals the modern understanding of the professional competence of a physical education teacher of a higher education institution with specific learning conditions. The author substantiates the need to improve the professional competence and development of personal professionally important qualities of a physical education teacher of a higher education institution. Innovative ways of professional development of physical education teacher of higher education institution with specific learning conditions are proposed, namely: trainings, webinars, scientific and practical events. Key words: physical education teacher, competence, competence, professional competence, professionally important qualities of a teacher, professional skills.

Formation of biophysical concepts in the process of training biology students

Relevance. The relevance of the study is determined by changes in science and trends in the social development of modern society, since there is an increase in the amount of scientific information in the information society. In the context of the informatization of science and education, an important role in the formation of common concepts about life and the organization of its stages. Purpose. This article explores ways of introducing biophysical concepts into the content of the biology course in the training process of university biology students in order to improve their biophysical knowledge, skills, and professional competence. Training in biology and physics in the experimental group were carried out based on a work program that provides an intersubject relation. Training in the control group was organized in the traditional form of lectures and practical classes. The experiment involved 104 second-, third- and fourth-year students enrolled in �5�011300 � Biology� and �5�011000 � Physics�. The experimental group (EG) consisted of 67 students, and the control group (CG) � of 37 students. The experiment was carried out in three stages. Methodology. The research process was carried out with the help of such research methods as monitoring during classes, analysis of the teacher�s actions and students� performance, dialogue between the teacher and students. Results. The study demonstrated that to achieve high performance in biology and physics among students at pedagogical higher education institutions, further improvements are needed in the developed methodology for integrating interdisciplinary relations between biology and physics to form biophysical concepts. Conclusions. There is a need to expand, supplement and systematize the content of biophysical concepts used in updated educational programs. In order to improve the biophysical knowledge of future specialists one should determine and systematize biophysical concepts in terms of the content of biological knowledge. Keywords: biophysics; biophysical knowledge; development; intersubject relation; concept �energy�

The significance of elective courses in teaching foreign languages

The educational system of our country is developing year by year. On the basis of these developments, we can point to the presidential decrees and the newly adopted law on education [1]. Introduction of digital technologies and modern teaching methods to higher education processes in the "Concept of the development of the higher education system of the Republic of Uzbekistan until 2030" approved by the Decree of the President of the Republic of Uzbekistan No. PF-5847 of October 8, 2019, young people wide involvement in scientific activities, combating corruption, increasing the share of students studying in engineering and technical education, introducing the credit-module system, increasing the share of practical training in specialized subjects aimed at increasing practical skills in curricula specific tasks for improvement are defined [2]. On the basis of the tasks specified in these decrees, the credit-module system of teaching in higher education institutions of our country was gradually introduced. Certainly, since this is a new system, a deep study of the new features of the system is required. In our research, we arc working on the formation of the educational trajectory of students, and in this article, we want to describe the elective courses in the curriculum.

DEVELOPMENT OF DATABASE AND CLIENT-SERVER APPLICATION FOR HIGHER EDUCATIONAL INSTITUTIONS

The electronic diary described in the work is intended for students and teachers in higher education institutions and is based on a client-server architecture, using advanced technologies to provide convenient access to educational information via a local network. The main goal of this project is to improve the interaction between students and teachers, contributing to the increase in productivity and quality of education. The diary provides convenient access to educational information, contributing to effective data management and improving communication between participants of the educational process. It helps students keep track of their grades, class schedules, and teachers to grade and interact with their students, making learning more efficient and convenient.

Understanding continuous use intention of technology among higher education teachers in emerging economy: evidence from integrated TAM, TPACK, and UTAUT model

ABSTRACT This paper presents a new model of integrated technology continuance model (ITCM) to explain teachers’ Continuous Use Intention (CUI) of technology in the higher education institutions (HEIs). Drawing constructs from prominent technology adoption models like TAM, UTAUT, and incorporating the theory of TPACK (Technological Pedagogical Content Knowledge), the new research model is developed and tested. An online survey was carried out to gather data from 573 teachers teaching in the HEIs of an emerging economy using purposive sampling method. Data collected was evaluated utilizing the partial least squares structural equation modeling (PLS-SEM). Analysis establishes applicability of ITCM model in predicting CUI of technology among teachers, with an explanatory power of 60.4%. The study also highlights the positive influence of facilitating conditions and management support on TPACK which has a favorable impact on self-efficacy, perceived usefulness, and perceived ease of use. Additionally, perceived usefulness, perceived ease of use, self-efficacy, and social influence has a major influence on the CUI of technology among teachers in HEIs. The study provides insights into factors influencing the integration of technological innovations in a teachers’ pedagogy and the classroom settings to achieve some key tasks of sustainable development goal 4 (SDG4). Future research directions and study implications have been proposed considering the research findings.

Virtual Reality in The University Classroom: Experiences, Challenges and Opportunities For Teaching in Higher Education

Objective: This article aims to explore virtual reality from its experiences, challenges and opportunities for teaching higher education and learning content from different areas of knowledge. Methods: This uses a qualitative approach through a documentary search that allows us to know the implementation of virtual research in the classroom as a significant process for teaching university students. The population involved in the research are studies carried out between 2018 - 2024 and the sample is selected using eligibility criteria; on the one hand, the inclusion criteria determining databases such as Scielo, Redalyc, Dialnet and Google Scholar and Scopus; On the other hand, articles that do not contain the categories of principles such as virtual reality, teaching and university education are excluded. Result: As a result, a total of 25 studies were collected from which a discussion is developed about the challenges, opportunities and learning experiences of RVI; This is essential because it determines an implementation path for university teachers in higher education institutions. Thus, it is concluded that the challenges are infrastructure, permanent network connection and the digital skills of teachers; The opportunities are the motivation and positive attitude of learning, interaction and communication, teamwork and academic progress and finally, the experiences determine a development in the student's knowledge and their ability to apply said knowledge in reality. physics through learning experience in simulated reality.

Education of moral and volitional qualities in student youth during the educational process

The article presents the content of education of moral and volitional qualities of student youth in the course of the educational process. It is noted that the issue of raising moral and volitional qualities in students is actualized by modern challenges and needs of Ukrainian society. Such a priority encourages teachers of higher education institutions and sports coaches to renew classes and educational activities in general. It is emphasized that the educational and training process should be aimed at solving the necessary tasks for the education of such moral-willed qualities of students as self-confidence, purposefulness, courage, discipline, self-assertion, independence, determination, moral-willed stability, including under time of physical education classes in secondary schools. To achieve the goal of this research, we used theoretical, empirical and statistical methods (self-analysis, the method of qualification analysis, questionnaires, testing, conversations and discussions, the method of pedagogical observation, competitions, quantitative and qualitative data analysis, and others). It has been established that during the education of moral and volitional qualities of student youth in the educational process, teachers should take into account the following factors: to improve student youth's knowledge, understanding and awareness of the need to educate the studied qualities; to promote versatile personality development; to educate student youth in a valuable attitude to educational activities in higher education institutions, physical culture and their own health; to form self-confidence, purposefulness, courage, discipline, self-assertion, independence, determination, resilience; to form the necessary knowledge, desire, skills, and practical experience regarding the moral and volitional qualities required for successful educational, training, and professional activities; to educate students in a conscious desire to engage in physical education; use the new content of classes, proven and modern means, forms and methods of educational work; create effective pedagogical conditions and technologies; form key components.

The Impact of a Dual Education System on the Professional Training of Future Preschool Teachers in Higher Education Institutions

The aim of the article is to determine the specifics of the impact of dual education on the future preschool teachers’ professional competence. The study employed such methods as testing, observation, and formative experiment. It was established that future preschool teachers are characterized by low motivation for professional activity, medium level of theoretical knowledge and professional skills, insufficiently developed pedagogical reflection. The hypothesis about the difference between the influence of dual and institutional education on the future preschool teachers’ professional competence was partially confirmed. Dual education demonstrated the best effectiveness in developing the active and reflective components in future preschool teachers. They are slightly better in the development of indicators of the cognitive component, the results belong to the institutional form of higher education. The dual education programme is ineffective in developing the motivational component of the future preschool teachers’ professional competence. The obtained results open up opportunities to improve dual education programmes for the training of future preschool teachers: focus on the development of future preschool teachers’ professional motivation, improving theoretical knowledge in a preschool education institution. The results also indicate the need to enhance the development of motivation and professional reflection of future specialists in the institutional form of higher education. The prospects for further research are the study of the possibilities of using dual education in the training of students of other pedagogical majors.