Innovation Processes In Education Research Articles

THE ROLE OF EUROPEAN INTEGRATION IN INNOVATION MANAGEMENT IN HIGHER EDUCATION

This article delves into the strategic imperative for Ukrainian higher education institutions (HEIs) to align with the European Education Area (EEA), a process underscored by the Ukrainian Strategy for the Development of Higher Education for 2022-2032. The integration into the EEA promises manifold advantages for Ukrainian education, economy, and society, including adherence to European standards, accreditation recognition, and expanded opportunities for students and educators. This paper conducts a comprehensive analysis of recent research and publications, highlighting the need for innovation in higher education to enhance the competitiveness of Ukrainian science in the European context. The article stresses the role of HEIs in forming an innovative infrastructure that interlinks their internal structure and external relations, thereby enhancing educational outcomes. The article identifies key unresolved issues, including the systematic and purposeful process of educational innovation required for effective integration into the EEA. The paper sets objectives focused on creating conditions for seamless integration into European educational standards and approaches. It also presents a detailed analysis of the European experience in innovation, highlighting various programs and areas that aid in the integration of European higher education. Furthermore, the article discusses the negative factors impacting innovation management in Ukrainian universities due to European integration, ranging from funding discrepancies to the impact of war. Conversely, it also outlines the strengths of Ukrainian universities, such as their resilient adaptability and strong STEM foundations, which can be leveraged in the context of European integration. In conclusion, the paper argues that the integration of Ukrainian higher education into the EEA is a strategic step that requires a comprehensive and systematic approach. It calls for future research to analyze the synergies and discrepancies between European and Ukrainian educational standards and to examine international risk management practices in educational governance.

Pedagogical change and innovation culture in secondary education: a Delphi study

Secondary education in Spain is being the most controversial educational stage in educational reform processes, in relation to youth cultures and ways of learning and knowing in the emerging digital society. We present the results of the application of a Delphi methodology, as the first phase of a broader research on disruptive practices in Secondary Education. Its aim was to gather the opinion of 20 experts on how educational innovation processes are perceived at this educational level, as well as the mediations on which they are based. The Delphi questionnaire was applied in 3 Spanish regions (Andalusia, Castile and Leon, Extremadura) and was carried out in two consecutive rounds. Subsequently, focus groups were held with these experts in each of the regions. The results are grouped around 4 axes: the school institution, learning in non-formal contexts, educational innovation and innovation culture, and technological mediation. The conclusions reveal the main limitations of Secondary Education in Spain: lack of curricular flexibility, leadership for change and openness to the community, technocentric vision of educational innovation and insufficient training in digital competence of teachers.

Education and social innovation: a framework based on a systematic review

This article aims to propose a framework with the relationship between education and social innovation (SI). To do this, we conducted a systematic literature review using the Web of Science database in two stages: (1) scientometric analysis, using the software CitNetExplorer and VOSViewer: a historiography analysis, co-occurrence of keywords analysis, and author co-citation analysis; (2) filtering and meta-analysis of the papers found, defined based on the number of citations of the papers, the year of their publication, and the presence of impact factors in the publication channels (method ordinatio method). Results indicate that social innovation originates in education, either as a process or as a product. And educational innovation processes are supported by co-creation and institutional articulations in different educational loci, including non-formal education. This study argues that SI can arise through education, having several purposes, and being able to become a vector of initiatives and technologies applied to the educational field, which generates a cycle between the two phenomena. This study contributes socially to the discussion on the emancipation of social actors through education. We also make a practical contribution, providing examples of the application of the theme, which can support new educational policy models and management.

Digital transformation of education in the context of the realities of the information society: problems, prospects

Scientific exploration aims to identify the level of synergy in the educational environment between society and the digital world. The task is to determine the balance between traditional social principles and innovative information and digital technologies. The methodology of scientific research is provided by a general scientific and philosophical-scientific arsenal, focused on social-humanitarian and information-technological dimensions. The level of influence of the information and digital cluster on the public understanding of education remains a debatable issue. There are increasing reservations about the failure of society to respond appropriately to the risks associated with the digitalization of education. The findings of this research point to two dichotomously oriented formats of manifestation of the digitalization of education in the socio-cultural space: internal-external and horizontal-vertical. A promising direction of the study of digital transformations in the context of the information society is to develop balances through which digitalization will introduce an innovative model in the educational system without violating the traditional educational paradigms, concerning primarily the multinomial aspect in education. The results of the study highlight the controlling and regulating function of the information dimension as a prerequisite for the effectiveness of innovation processes in education.

An analysis of educational innovation culture by a Delphi expert panel

This paper aims to reflect on educational innovation from the point of view of its representation as an indispensable element within the pedagogical culture of educational centers. We present the current elements that constitute the definition of educational innovation, its dimensions, obstacles, and determining factors that will delimit the institutionalization of the innovation process in education. To achieve this aim, we applied the Delphi technique and formulated questions whose answers were agreed upon in several iterations by 20 experts. The results have been organized into four categories that provide the backbone features of the visions, paradigms, opinions, and relevant pedagogical reflections on the concept of innovation, on the organization and participants in the process of innovation, on the pressures and resistance encountered during the process, and on the promotion and trends of educational innovation. We conclude that the definition of educational innovation requires a reflective yet critical and transformative component and that there is a close relationship between innovation and leadership in educational centers. We highlight the lack of time and weak training as the main factors limiting the implementation of reflective and transformative educational innovation processes. Finally, we highlight that promoting an educational innovation culture should be based on flexible research and evaluation processes that enable decision-making and favor pedagogical beliefs for change, together with continuous collaborative support.

INNOVATIVE EDUCATIONAL ACTIVITY IN HIGHER EDUCATION IN THE CONDITIONS OF MODERN REFORMING OF UKRAINIAN EDUCATIONAL SYSTEM

The processes of creation, development and application of innovations are increasingly spreading in the education system and pedagogical science. The specific historical situation in Ukraine necessitates the restructuring of education, its reforming and approximation to European and world standards. The aim of the study is to study the purposeful impact of these processes on the constant formation and renewal of Ukrainian pedagogical theory and practice with further rethinking the importance of innovation to increase the rating of higher educationinstitution and increasing its competitiveness.Basic research methods are surveys, observation and statistical analysis.The article emphasizes the key values of improving the modern sphere of education, pays attention to the innovative processes that take place in the modern school, and pedagogy, in particular. The peculiarities of the introduction of innovative education in higher education institutions are highlighted. The authors analyze the importance of the application and management of innovative educational processes that can help to increase the level of quality education for the success and competitiveness of higher education institution.The author's team studied the structure and dynamics of the development of educational innovation processes of modern higher education institutions, as well as the scheme of division of the innovation process, which was called the "life cycle of innovation". The importance of developing individual perception of a particular applicant of the proposed innovations during studying at the higher education institution is proved.It is noted that it is important to develop the initiative of teachers of Ukrainian higher education institutions before making decision about necessity to introduce innovations of a certain type.

Employability skills in mainstream education: Innovations in schooling and institutional isomorphism

In England, the Studio Schools model, focused on developing employability skills in young people, represents a disruptive attempt at educational innovation. Through a documentary analysis of foundational documents, interviews with the model’s architects and case studies of five Studio Schools, we map the tensions between theoretical conceptualisations of the model and the messy realities of implementing it. We found that the schools faced a wide range of challenges related particularly to local inter‐school competition, centralised accountability measures and structural assumptions about the ‘gold educational standard’. When facing these challenges, the course of least resistance for the schools was an iterative abandonment of the distinctive aspects of the Studio Schools model and a move back towards mainstream approaches to schooling. This process of institutional homogenisation is discussed through the lens of neo‐institutional theory, with the challenges schools faced and their trajectories framed in terms of coercive, mimetic and normative isomorphism. We argue that the use of isomorphism as a heuristic device provides important insight into the process of educational innovation in an educational system that combines competition and the risk of market failure with coercive accountability measures and embedded assumptions about the ‘gold standard’ schooling pathway.

Measuring innovation in education with a special focus on the impact of organisational characteristics

AbstractInnovations created by teachers, teacher communities and schools in their daily practice play a key role in improving the quality and effectiveness of education. As protocols, central regulations, ready-made teaching materials do not provide solutions to all problems emerging in daily practice the invention of new, original solutions are necessary to respond the challenges teachers and schools encounter in their everyday work. Similarly to other knowledge intensive professions creativity and innovativeness are necessary skills for teachers and teacher communities to work effectively. In many countries schools are encouraged to support innovative work behaviour and they are expected to manage effectively change and innovation processes. The increasing importance of innovations and innovation processes in education raises the question of how to measure innovation in this sector and how decision makers can use innovation data. This article presents some of the outcomes of an education sector innovation survey conducted in Hungary in 2018. It demonstrates the possibility to design data collection instruments that allow capturing school/department level innovation processes. The article focuses on one specific problem area: the relationship between organisational characteristics and innovation activity/behaviour.

BARRIERS TO ADOPTING ARTIFICIAL INTELLIGENCE IN EDUCATION: MYTHS AND REALITY

Introduction. At present, the questions about what requirements society and the environment will impose on a person in the future are particularly acute. In a rapidly changing context, it is essential to prepare students for their future professional activity. Implementation of the latest scientific achievements in the educational process fosters the fulfillment of these requirements. Methods and literature review. The paper discusses the possibilities of adopting artificial intelligence in education. The barriers to introducing artificial intelligence in education are identified. These are the lack of a formulated social requirement for the level of education of the future specialist; the problems of organizing the interaction between a teacher and artificial intelligence; the lack of a methodology developed to adopt artificial intelligence in education, the lack of appropriate scientific research, and the problem of knowledge representation for information systems. Conclusions. The findings suggest that the identified barriers are not myths. These obstacles hinder the adoption of artificial intelligence technologies in education. Neglect of these is- sues slows down innovation processes in education. The study of the objectivity of these barriers helps outline the ways to overcome them. The developed automated information systems are considered to be prerequisites for the adoption of artificial intelligence in the education system of the Irkutsk region.

EDUCATIONAL INNOVATION AS A SUBJECT OF STUDY BY UKRAINIAN AND FOREIGN SCHOLARS

World globalization processes require changes in all spheres of human life, especially in the education system. Total innovativeness becomes one of the main features of modern specialist's worldview. Therefore, the central project of the modern education is to educate an "innovative person", an individual with a high adaptive and innovative potential, with developed critical and divergent thinking, capable of non-standard solutions and active creative search. At the same time, modernization of education contributes to the emergence of new terminology and requires comprehension of innovative processes in pedagogical theory. Thus, the purpose of the article is to define the essence of the definition " educational innovation" in the studies of Ukrainian and foreign scientists, to find common and specific in the reasoning of researchers on this phenomenon. In addition, the article determines the prerequisites of the innovation process in Ukraine and the need to implement educational innovations in world practice. Summarizing the scientific views on the essence of the educational innovation defined that the research area of educational innovation are: the laws and regularities of all aspects of the educational innovation process, mechanisms of change management states of education and the relationship between past acquired teaching experience and the design of future educational innovation processes; reorganization of the educational process in particular and the impact on the development of the educational system as a whole; the process of updating the relationship of subjects of education in innovative cooperation; preparing young people for future professional innovative activities, etc. In addition, the relevance of the definition of " educational innovation" and the dynamism of the formation of this definition were established; the procedural nature of the essence, the presence of the personal factor of educational innovation and its value as a necessary component of pedagogical and social development were determined And also the article determines the main tasks of educational innovation as a science. It is proved that educational innovation, exercising direct influence on all participants of the innovation process, is a theoretical foundation for effective changes in the educational system in general

HUMANITARIAN ASPECT OF MODERNAZING THE EDUCATIONAL SYSTEM

Problem setting. Educational practices are modernized both through external challenges and through internal requirements for their permanent renewal and self-renewal. Modernization of these practices is carried out comprehensively - as a unity of economic, socio-political and educational innovation processes. This involves the modernization of logistics of these practices and the humanitarian component of the educational process, using of new technologies, updating the content of education, personal development of higher education and research and teaching staff. The modern system of Ukrainian military education is integrated with the state education system.Recent research and publications analysis. Humanitarian aspecst of modernazing of the educational system are represented by the works of Theodor W. Adorno, Hofe Otfrid, V. Andrushchenko, M. Boichenko, M. Kultayeva, Ye. M Manuilov., Yu. Yu Kalynovskyi and others. Scientists insist that there should be a single mechanism for the modernization of the national higher education system. Humanitarian aspects of the formation of national military education, the problems of its modernization and reformation are considered in the studies of such scholars as O. Panfilov, L. Petrova, Finin H. I. and others.Paper objective. The purpose of the article is a philosophical analysis and coverage of the main aspects of the humanitarian component of modernazing the educational system. Paper main body. An attempt is made to analyze the specifics of the humanitarian component of modernazing the educational system.Innovative development of education is a constant change, something new in the activities of higher education institutions, in the educational process - is an urgent need.The innovative development of education is determined by available resources that can be used to modernize it. The resource content does not always depend on positive factors. Moreover, in today’s Ukraine, such negative factors as disrespect for human rights, corruption and mismanagement, civil strife and military intervention of the aggressor country, etc. put our country in need of modernazing of the national education system and especially military education and its humanitarian component.Prerequisites for reforming and modernizing humanitarian education of future professionals in modern socio-cultural contexts are:- enriching the content of modern humanities education with new ideas, new practical experience;- attentive attitude to the development of innovative models andforms of humanizing and humanitarianizing military-pedagogical process;- active cooperation of teachers of humanities and professional disciplines;It was found that there is an urgent need to take into account the humanitarian component in the training of modern specialists.Conclusions of the research.Thus, philosophical and educational analysis of the actual and counterfactual conditions of modernizing of educational practices of the national education system, allows us to conclude about the possibility of adapting different conceptual approaches to its modernization, taking into account the humanitarian component. In particular, it is the renewal and self-renewal of the system, because education, due to its peculiarities, co- evolves with society. Therfore innovative development of education should not take place based on the model of catching up, but primarily based on the interests of the state and individuals.

Challenges for Open Education with Educational Innovation: A Systematic Literature Review

Open education can enrich learning environments and support the processes of educational innovation. The objective of this article is to analyze the evidence published about open education in the period 2014–2019 to identify future challenges. We performed a Systematic Literature Review (SLR), identifying 245 articles on the topic of open education in the databases, Web of Science (WOS), and Scopus, from January 2014 to June 2019. We filtered to obtain the most relevant data by applying inclusion, exclusion, and quality criteria. The results yield information on (1) the characteristics of the publications; (2) the methodological trends; (3) the central and transversal dimensions of the topic; and (4) the innovative educational practices that have been implemented. The article concludes with a presentation of the challenges that are linked to coverage, empirical evidence, co-creation, and innovation. The contribution of this research is to add value to the body of knowledge available to trainers, researchers, and decision-makers interested in open education and educational innovation.

Rol del maestro en los procesos de innovación educativa

El artículo se refiere al rol del maestro en el proceso de innovación educativa y su aporte al momento de modificar las prácticas docentes frente a los cambios tecnológicos. Con base en estudios sobre los procesos de los cambios y avances tecnológicos se discute de forma teórica el papel del maestro basado en la opinión de varios expertos y contrasta rasgos de diferentes autores y puntos de vista. Enfatiza la desarticulación de la innovación educativa con la institución y la organización que regulan el funcionamiento de las escuelas, así como la relevancia de la estructura de las prácticas docentes. La metodología es contrastar la opinión de los autores citados para concluir que el maestro debe integrase de forma activa y aplicar los procesos de Innovación Educativa en las aulas de clase.

Construcción y validación de una escala de medición de condiciones institucionales para promover la innovación educativa con TIC

Se presenta una escala de medición que aporta al campo de la integración de las TIC en un conjunto de dimensiones aún poco exploradas en la literatura científica. Las condiciones institucionales para integrar TIC han sido recientemente estudiadas como determinantes para lograr innovaciones educativas exitosas. Este trabajo presenta cuatro dimensiones que en su conjunto pueden ser determinantes para entender dichas condiciones institucionales. El liderazgo tecnológico, la gestión de la innovación con TIC y la apropiación de las políticas TIC a nivel institucional e individual. El aporte central de este trabajo es el de proveer una escala válida y confiable (α=.96) con propiedades métricas que resultan útiles para la comunidad de investigadores sobre TIC en educación. El análisis factorial confirmatorio muestra la agrupación de los ítems en las subescalas propuestas y su relevancia para entender las condiciones institucionales para la innovación TIC. La escala permite el diagnóstico institucional con relación a las condiciones que son determinantes para una integración exitosa de las TIC como apoyo a procesos de innovación educativa.

School head teachers’ views of the drive towards educational innovation in Catalonia / La visión de los directores de escuela sobre el impulso de la innovación educativa en Cataluña

Today, educational change and innovation are a clear priority in educational centres across the world. This article analyses the strengths and opportunities presented by the process of educational innovation taking place in Catalonia from the perspective of school head teachers, employing a quanti-qualitative methodology using 227 surveys and 29 semi-structured interviews. The results locate the innovation process in a phase characterized by efforts aimed at updating existing practice, resistance to change generated by the system itself, and a lack of systematic reflection on current practice. Two strengths of the process reported relate to its scale and transversality across the whole territory on the one hand, and the importance that collaboration between teachers and schools is having in order to facilitate innovation. Other aspects highlighted are: the need to invest more planning in innovation processes; the need for the Deparment of Education to reflect on its own role within the process; and, finally, the need to develop the role of technologies as facilitators of innovation and communication.

La Competencia Digital ante contextos de exclusión: un estudio de caso en Educación Primaria

The results of an investigation that focus on the study of Digital Competence from the analysis of a case study are presented in this article. The unfavorable context of a 12-year-old child (economic, social and cultural), with a family situation with high levels of destructuring, is described to analyze the influence of the different agents involved in his education, in depth in the Formal spaces, in the school environment, as informal at the family level and the potential group of equals. Large gaps are identified and emerge by contrasting the developed skills of the case with the research that analyses the proposed dimensions for Digital Competence. The results uncover that the development of them is scarce and focus mainly on processes related to communication and collaboration and related to the search for information. The research also highlights the difficulties that emerge from the school institution in order to work on this type of learning and act as a true compensatory agent. We mainly identify two limiting areas when it comes to working with digital skills: the oversizing of the curriculum of content in subjects of Primary Education and the search for low levels of conflict with families by conditioning the processes of educational innovation.

Innovations in education: the socio-cultural dimension

This purpose of the article of the work is in actualization and systematization of social paradigm of education as one of the most important factors and conditions of formation of identity in society. It is important that education was of high quality and meet a certain level of development, its basic cultural values. Education should also play a key role in establishing the facts, on the basis of which conducted public debates and accepted the important government decisions. The methodology of the study is a set of methods and techniques of scientific knowledge, to explore the development and feature of innovation in education. The sociological method that was used in the study, provides a real socio-cultural paradigm of the problem. Using a systematic logical method that was used during the study, the analysis of analytical materials and defined the field of apparatus. The scientific novelty of this paper is consideration of innovation and innovative processes in education as a social and cultural phenomenon, which is based on cultural traditions, taking into account the achievements of the society in general and education in particular. In the context of these transformations that are already in place in Ukraine, and still will be, there is a need for integration of education in the international community, in international projects and cooperation with international organizations. Conclusions. In order to create a society of sustainable development is necessary to develop a policy that encourages institutions of higher education to fulfill its social responsibility to support them in this, and to promote a more united and inclusive society through improvement intercultural understanding, civic participation and ethical consciousness, as well as equitable access to higher education. Moreover, the improvement of management systems-industry to a greater extent through the introduction of innovations, with innovations and consist of real changes in society. In other words, innovation is the cells of the controlled development of the targeted changes.

¿Existe en la universidad una profesionalización docente?

This work presents a reflection on the professionalization educational university, the training and his political implications, taking into account the paper of the teacher in the university, in the new social context and cultural current. In this sense, does reference to some appearances related with the professionalization educational university, the be educational university in the 21st century and the training for the educational innovation. To this respect indicate and question some usual ideas in the university teaching and propose new visions on the training and the professionalization educational. The article finalizes with a reflection and suggestions on the training, the professionalization and the process of educational innovation in the University.

Science teaching in science education

Reading the interesting article Discerning selective traditions in science education by Per Sund, which is published in this issue of CSSE, allows us to open the discussion on procedures for teaching science today. Clearly there is overlap between the teaching of science and other areas of knowledge. However, we must constantly develop new methods to teach and differentiate between science education and teaching science in response to the changing needs of our students, and we must analyze what role teachers and teacher educators play in both. We must continually examine the methods and concepts involved in developing pedagogical content knowledge in science teachers. Otherwise, the possibility that these routines, based on subjective traditions, prevent emerging processes of educational innovation. Modern science is an enormous field of knowledge in its own right, which is made more expansive when examined within the context of its place in society. We propose the need to design educative interactions around situations that involve science and society. Science education must provide students with all four dimensions of the cognitive process: factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge. We can observe in classrooms at all levels of education that students understand the concepts better when they have the opportunity to apply the scientific knowledge in a personally relevant way. When students find value in practical exercises and they are provided opportunities to reinterpret their experiences, greater learning gains are achieved. In this sense, a key aspect of educational innovation is the change in teaching methodology. We need new tools to respond to new problems. A shift in teacher education is needed to realize the rewards of situating science questions in a societal context and opening classroom doors to active methodologies in science education to promote meaningful learning through meaningful teaching.

La cultura de la innovación educativa en perspectiva de los gestores universitario / The culture of educational innovation in perspective of university managers

La investigación aborda una problemática sobre la cultura de la innovación educativa. El avance de la investigación tiene el objetivo de reconocer los valores que los gestores académicos asocian a la innovación educativa. El método del estudio es cualitativo. Participaron 25 gestores académicos que incluyen equipo directivo y coordinadores académicos de licenciatura en una institución particular. La técnica utilizada fue la entrevista y el instrumento una guía semi-estructurada que incluye cinco categorías analíticas: Concepciones, ámbitos, factores, roles y dimensiones de la innovación. Los resultados que se presentan corresponden a los 19 coordinadores que fueron entrevistados en la primera fase del estudio. Se presentan los datos de los 19 coordinadores con relación a las variables de control y posteriormente a nivel descriptivo se presentan los resultados obtenidos en la categoría concepciones de la innovación educativa. El estudio aporta información sobre los desafíos para la innovación educativa y da evidencia de la diversidad de concepciones sobre innovación, apoya la idea de emprender esfuerzos para un marco común que legitime las intenciones y procesos de innovación educativa. Los resultados brindan elementos para continuar con un itinerario para relanzar la innovación en el contexto del estudio, promover mayores y mejores espacios y momentos para su desarrollo y generar condiciones para la difusión, es decir favorecer la cultura de y para la innovación.