Innovative Teaching Methods Research Articles

ВЛИЯНИЕ ЦИФРОВЫХ ТЕХНОЛОГИЙ НА ОБУЧЕНИЕ В МЕДИЦИНСКИХ ВУЗАХ: СОЦИОЛОГИЧЕСКИЕ АСПЕКТЫ И ВЛИЯНИЕ НА ЗДРАВООХРАНЕНИЕ

This article is dedicated to the study of the impact of digital technologies on the educational process in medical universities, with a focus on sociological aspects and their significance for the healthcare system. It examines how the use of digital tools and platforms changes students' approaches to studying medicine and shapes their perception of the role of technology in improving the quality of medical services and ensuring public health. The informational and educational environment transforms traditional teaching methods, providing new opportunities for updating curricula and creating conditions for the rapid exchange of information between students and educators. Digitalization of the educational process implies a change in the roles of all participants in the educational process. Students become researchers actively using information and communication technologies to acquire knowledge and practical skills. At the same time, educators assume the role of mentors, supporting students in their learning and possessing the necessary competencies in digital technologies. The article analyzes the most effective tools for facilitating interaction in the educational environment, such as virtual boards like Google Jamboard, Miro, and Padlet, which contribute to the development of critical thinking and presentation skills among students. Additionally, the article addresses the challenges faced by medical universities in the process of integrating digital technologies. Effective implementation of digitalization requires strategic planning and a comprehensive approach to updating educational programs, which will create a sustainable platform for the future professional growth of students. In conclusion, the authors emphasize that digital technologies, along with innovative teaching methods, significantly enhance the quality of education in medical universities. This, in turn, contributes to the training of highly qualified specialists capable of effectively working in modern healthcare conditions, ultimately having a positive impact on public health and the organization of healthcare as a whole.

Cultural Heritage and Educational Practices: A Conceptual Study of Cantonese Folk Song Education in Guangdong Province

This paper explores the intersection of cultural heritage and educational practices in the teaching of Cantonese folk songs in Guangdong Province. It examines the cultural significance of Cantonese folk songs as vital components of Guangdong's intangible cultural heritage and evaluates both formal and informal educational practices that support the transmission of these traditions. The study identifies key challenges, including limited resources, declining youth engagement, and the integration of folk songs into standardized curricula. Additionally, the paper discusses innovative pedagogical methods, such as the use of digital platforms and multimedia tools, that can enhance the preservation and revitalization of folk music. It concludes by suggesting future research directions, including comparative studies of folk song education across regions, the role of technology in cultural transmission, and strategies for increasing youth engagement with traditional music. This research contributes to the ongoing discourse on cultural sustainability and the role of education in preserving intangible cultural heritage.

The Pathways of Ideological and Political Education Integrated Throughout Business English Curriculum from the Perspective of Fostering Virtue

Fostering Virtue is the Fundamental Task of Education. Based on this fundamental task, universities should improve the teaching design of every course in various disciplines, integrating ideological and political education into them. This article explores the basic pathways for implementing ideological and political education in Business English courses from the perspective of fostering virtue. These pathways include establishing and dividing course groups for ideological and political education, exploring ideological and political elements to find corresponding material for integration, and innovating teaching methods to strengthen the effect of moral education. This article provides new ideas for integrating ideological and political education into Business English courses in universities.

TREE ADVENTURE IN ENGLISH: A JOURNEY INTO EXPLORING TREE SPECIES, ENGLISH, AND DIGITAL LITERACY

The presented research demonstrates the use of innovative teaching methods by incorporating cross-curricular integration of natural sciences and English and using digital competencies in the classroom. Students actively developed digital skills through interactive activities while learning about forests in the English language. They expanded their vocabulary on tree species and forests and practiced comprehension based on authentic English-language recordings. Particular emphasis was placed on recognizing tree species based on leaves, fruits, and general characteristics and acquiring the relevant vocabulary in English. Based on the English language video, students learned to distinguish between fir, spruce, and pine. They developed digital skills in various areas and at distinct levels by photographing trees for the film's background, drafting a script, and recording a film, which served as the final product of their learning. This approach connected theoretical knowledge with practical skills, fostering creativity and collaboration. These innovative approaches demonstrate the positive effects of cross-curricular teaching of natural sciences and English and the use of digital competencies in the classroom, allowing students to comprehensively understand the subject matter and contribute to their holistic development in multiple areas. Innovative approaches encourage active participation and the development of language skills and strengthen cooperation. Keywords: digital competencies, cross-curricular integration, English, forest trees, natural sciences

Application and Prospect of Artificial Intelligence in Personalized Learning

With the rapid development of "big data, intelligence, cloud, things and mobile" technology, artificial intelligence has been widely used in the field of education, providing technical support for personalized learning. The traditional education model cannot meet the personalized needs of students. Education reform calls for the introduction of artificial intelligence technology to achieve the optimal allocation of educational resources and improve teaching effectiveness. The knowledge economy era has put forward higher requirements for talents' innovation ability and lifelong learning ability. Personalized learning is an important way to cultivate these abilities. This paper first takes the main application of artificial intelligence in personalized learning as the starting point, and then analyzes the advantages and challenges of artificial intelligence in personalized learning. It is concluded that artificial intelligence plays a positive role in innovating teaching methods, achieving educational equality, and giving new impetus to learning, but at the same time it also faces challenges in various aspects.

ANALYSIS OF THE FACTORS CAUSING DIFFICULTIES IN SPEAKING ENGLISH FOR GRADE 10 STUDENTS OF SMA ISLAM PAGERUNGAN BESAR

This study aims to analyze the factors causing difficulties in speaking English grade 10 students at SMA Islam Pagerungan Besar. The ability to speak English is very important where in this era, English is the language used in international communication. However, there are still many 10 grade students at SMA Islam Pagerungan Besar who have difficulties in speaking English. This study uses a qualitatve method with case study approach, data were collected through interviews, classroom observations, and analysis of related documents. The results of the study indicate that there are 2 main factors causing difficulties experienced by students, namely internal and external factors. Internal factors include lack of confidence, limited vocabulary mastery, difficulty in pronunciation, afraid of making mistakes, and lack of motivation. Meanwhile, external factors include less supportive environment, learning facilities are inadequate, less effecttive teaching methods, lack of support from teacher and friends, and lack of opportunity to practice speaking. Based on these findings, it is suggestions that teachers and school create more supportive learning environment to increase students’ self-confidence, provide more opportunities for students to practice speaking through activities outside the classroom, and use more interactive and innovative teaching methods. In addition, improving learning facilities such as providing language laboratories and digital learning resources, as well as providing books on speaking skills are needed to help students improve their English speaking skills.

STRATEGIES FOR TEACHING IMAGERY IN UPPER ELEMENTARY CLASSICAL POETRY

Exploring the teaching strategies of classical poetry imagery in the upper primary language section is an important way to implement the requirements of the language curriculum standards, improve students’ aesthetics, and the need to inherit the excellent traditional culture. the language curriculum standards, improve students’ aesthetics, and the need to inherit the excellent traditional culture. The imagery of ancient poems in the upper primary language is broadly divided into natural imagery, mythological imagery and life imagery. The imagery of ancient poems in the upper primary language is broadly divided into natural imagery, mythological imagery and life imagery, which is characterised by vivid imagery, subjective emotion, connotation and emotion. The imagery of ancient poems in the upper primary language is broadly divided into natural imagery, mythological imagery and life imagery, which is characterised by vivid imagery, subjective emotion, connotative polysemy and successive inheritance. Through the questionnaire survey on the teachers and students of the Through the questionnaire survey on the teachers and students of the teachers and students of the upper primary school teachers and students of ancient poetry imagery teaching actual situation to carry out investigations and analysis, the upper Through the questionnaire survey on the teachers and students of the upper primary school teachers and students of ancient poetry imagery teaching actual situation to carry out investigations and analysis, the upper school imagery teaching in the teaching of perception bias, the preparation of the content of the shallow superficial, a single teaching method, the students learning motivation is insufficient the students learning motivation is insufficient, targeting these problems, the need to change the concept of ancient poetry imagery teaching, optimise the preparation of ancient poetry imagery teaching, and optimise the preparation of ancient poetry imagery teaching. optimise the preparation of ancient poetry imagery teaching, innovative ancient poetry imagery teaching methods.

Reframing Education: Evaluating the Transformative Effects of the 2013 Curriculum

This research aims to analyze the impact of implementing the 2013 Curriculum, focusing on consistent implementation, evaluation of learning outcomes, acceptance by students and parents, and adaptation of teaching methods and continuous feedback. The research method involves direct observation and interviews with educators, students, parents, and school administrators to understand curriculum implementation and its impact comprehensively. The findings show that consistent curriculum implementation produces a structured learning experience while evaluating learning outcomes. Increases student academic performance. The positive reception from students and parents and adapting innovative teaching methods enrich the learning process. A system of feedback and continuous improvement ensures the relevance and effectiveness of the curriculum. The conclusion of this research confirms that implementing the 2013 Curriculum effectively supports the achievement of educational goals by improving the quality of learning and stakeholder involvement.

Global insights of AMR education within One Health

Abstract Introduction Amidst rising concerns over antimicrobial resistance (AMR), traditional educational models fall short in addressing the complexities of AMR which spans environmental, animal, and human health. Education plays a key role in equipping students with skills to combat AMR effectively. We analyzed the difference in knowledge, attitude, and practices (KAP) regarding AMR across medical, dental, and veterinary students, in relation to the quality of AMR education they receive. Methods Pubmed, Scopus, Web of Science and Google Scholar were searched for articles related to KAP and education until 3 August 2023. The inclusion criterion was the presence of KAP data related to AMR, and details on the AMR education curriculum. Meta-analysis is currently being performed. Results We retrieved 1301 articles, and 90 articles met inclusion criteria for final analysis. Articles spanned 42 countries, first to final year, sample sizes ranging from <100 to > 3000 participants. Across medicine and dentistry, 79% of studies were done, compared to 17% in the veterinary sector and 5% that adopted a One Health approach. HICs prioritize improving current educational frameworks with practical skills and innovative teaching methods. LMICs deal with challenges like raising awareness about AMR and addressing educational deficiencies at a basic level. Findings indicate a wide variance in AMR knowledge levels, with some studies reporting as low as 32.4% of participants having “good knowledge” on AMR. Attitudes towards antibiotic use and resistance were casual, with a significant number of students expressing the need for more education. Practices varied widely, from high rates of self-medication to better-informed antibiotic use in regions with more comprehensive AMR curricula. Conclusions Enhancing the quality of AMR education across medical, dental, veterinary, and environmental health is imperative to equip future health professionals with the knowledge and attitudes necessary to combat AMR. Key messages • Traditional educational models are insufficient for addressing the complexities of AMR which crosses multiple health sectors. • Improving AMR education quality is crucial to equip future health professionals to effectively combat AMR.

Experiential Teaching Method Enhance Surgical Nursing Learning Achievements and Learning Attitude of Five-Year Higher Vocational Nursing Students

China’s higher vocational nursing education continues to develop. Teaching methods based on classroom lectures are difficult to achieve high-quality teaching results. Nowadays, clinical nursing has an increasing demand for all aspects of higher vocational nursing students. “Surgical Nursing” is a required course for nursing students and the key content of the nurse professional qualification examination. Experiential teaching was introduced as an innovative teaching method. The research aims to achieve several goals: 1) To compare the surgical nursing learning achievement of students between using experiential teaching and traditional teaching methods. 2) To investigate student attitudes toward learning surgical nursing course after using experiential teaching activities. Participants were five-year vocational nursing students studying nursing at a university in Sichuan, China. A control group of 46 students and an experimental group of 46 students were selected through cluster random sampling. This study used the learning achievements and learning attitudes of surgical nursing as research tools. The results of the study showed that participants’ learning achievements and learning attitudes in surgical nursing were significantly improved in experiential teaching methods. These findings highlight the effectiveness and practicality of experiential teaching in higher vocational nursing education. It is recommended that further research be carried out to Experiential teaching methods are used in the teaching of other majors to promote the sustainable development of teaching.

A new approach to business ethics education: Virtual reality-based flipped learning

Paying attention to business ethics and educating ethical leaders and employees can impact organizational performance. Effective professional ethics education and learning can prevent administrative corruption, embezzlement and fraud in organizations. On the other hand, the development of digital technologies has created transformations in educational processes and methods. Evaluating the effectiveness of innovative teaching methods will greatly help the learning process of individuals and educational planning of business schools. Flipped learning is an educational approach in which students learn about course content before class. Accordingly, the aim of this research is to evaluate the impact of virtual reality (VR)-based flipped learning compared to the traditional method of teaching business ethics. This study was applied and quasi-experimental. Among business students of Shiraz University, 135 people were randomly divided into three groups. The first experimental group underwent training with the flipped learning method based on VR and the second experimental group underwent training with the traditional method and the third group was the control group. The control group didn't receive training and was selected only for the purpose of comparison with experimental groups. Pretest and posttest designs were used and the results of the three groups were compared using the Tukey test. The results showed that the two groups that received business ethics education had a significant difference compared to the control group. An important finding of this study revealed that among the two teaching methods, VR-based flipped learning had a greater impact on students' business ethics compared to the traditional teacher-centered approach. Accordingly, university managers and business ethics course instructors can facilitate the learning process using VR-based flipped learning. Designing simulation software for ethical scenarios is also a suitable solution for teaching business ethics.

Effectiveness of implementation of innovative educational methods tpcbl into the educational process

Aim of the study. Assessing the effectiveness of introducing the innovative educational methodology TPCBL into the educational process by comparing qualitative indicators of student performance. Materials and methods. The effectiveness of introducing the innovative methodology TPCBL (theory, practice and clinic based learning), based on the trinity of theory, practice and clinic, when conducting classes at a medical university was studied. A lesson was conducted using the TPCBL methodology at the Astana Medical University NJSC from September to December 2023. The departments of normal physiology and internal medicine with a course in geriatrics participated. The experimental group consisted of 3rd year students in the educational program “General Medicine” in the amount of 679 people (66 groups) (166 students with Russian language of instruction, 513 students with Kazakh language of instruction). The clinical case of “Sabir Ramzai” was studied.Results and discussion. In general, in the Department of Internal Medicine with a course in geriatrics, the quality indicator of academic performance was before implementation (2022-2023 academic year) - 94%, after implementation (2023-2024 academic year) - 96.5%. That is, it increased by 2.5%. Compared to the 2022-2023 academic year, 3rd year students in the specialty “General Medicine” had a success rate before implementation (2022-2023 academic year) - 91.1%, after implementation (2023-2024 academic year) - 96.4%, that is, increased by 5.3%.Conclusions. An integrated, systematic approach to studying the material helps students consolidate theoretical knowledge, identify practical significance and better assimilate new material.

Assessing the Impact of University Teachers' Digital Leadership on Enhancing Student Learning Effectiveness

This research investigates the digital leadership exhibited by university instructors and its significant impact on students' learning effectiveness in higher education. Key aspects of digital leadership evaluated include technical expertise, innovative teaching methods, promotion of digital literacy, data-driven decision-making, and ethical technology use. Using a mixed-methods approach, data was collected through surveys and interviews with educators and students to assess the effectiveness of digital leadership strategies. Findings reveal that while instructors demonstrate moderate competence in technology and teaching methods, they excel in fostering digital literacy and ethical technology use. However, there is room for improvement in data-driven decision-making, which is crucial for enhancing learning efficacy. The study also examines students' learning outcomes related to digital literacy, engagement, metacognitive abilities, and analytical skills, finding modest improvements in these areas. A notable correlation exists between instructors' digital leadership and students' learning efficacy, particularly in data-driven decision-making and digital literacy promotion. Additionally, challenges faced by university educators include keeping up with technological advancements, effectively utilizing data, and maintaining student engagement in digital learning environments.

Enhancing Reusability Practices in Massive Online Open Courses

Over the past decade, the emergence of Massive Online Open Courses (MOOCs) has profoundly transformed the distance learning landscape, capturing the attention of both higher education and professional institutions. This surge of interest has not only spurred the development of innovative teaching and learning methods but has also led to a re-evaluation of content production and reuse strategies. In fact, when producing MOOCs, multiple resources and efforts are dedicated to creating a considerable amount of learning material. This is often housed within the learning environment, which serves as a sort of repository and it is accessible by learners throughout the course. However, due to a lack of management support or internal organisational structure, the use of this material sometimes remains limited to the existence of the MOOC, causing it not to be actively employed and exploited after the course has ended. Lately, issues regarding MOOCs’ content management have raised critical questions about the long-term sustainability, reusability and management of the created online learning material even after the end of the online course. By using as a case study the three interlinked MOOCs on European History, Law and Governance developed in the framework of the KU Leuven programme in European Studies and the effort invested in both the planning and afterlife of the MOOC, this paper provides an overview of the formulas adopted to enhance learning content reusability. Drawing from KU Leuven’s extensive experience in creating humanities-focused MOOCs, this collection of interconnected online courses represents a novel attempt at offering a series of educational courses that are designed to complement each other not only in terms of content but also in terms of content management. Also, by contributing to the discussion on MOOCs' reusability this paper intends to emphasise the importance of establishing clear guidelines to enhance educational content reuse, ultimately contributing to the long-term educational value of MOOCs.

From Traditional to Challenge-Based Learning: A Case Study

The rapid evolution of the information technology sector necessitates innovative educational methods not only addressing current industry needs but also anticipating future challenges. This study aims to explore the transition from traditional pedagogical approaches to challenge-based learning (CBL) within the context of an undergraduate course, "Ethical, Social and Professional Aspects of IT" (120 participants). It investigates how this methodological shift influences the development strategies of the course and the pedagogical outcomes for students, particularly first-year IT administration and development students engaging in practical group work. Employing a mixed research design, the study gathers data through reflections of the course staff, empirical study with students and analysis of the didactic changes within the course. It evaluates the effectiveness of problem-based learning (PBL) and CBL methodologies in addressing real-world IT ethics, social, and professional challenges with a focus on fostering creativity, problem-solving skills, and interdisciplinary collaboration. Preliminary findings suggest that CBL not only enhances students' engagement and learning outcomes but also bridges the gap between academic knowledge and practical application in the IT sector. The collaboration students provided insights into real-world challenges, improving students’ learning and administrative experiences at the university. Furthermore, the study highlights the advantages of integrating both PBL and CBL to cultivate a more dynamic and responsive educational environment. The shift towards CBL in the "Ethical, Social and Professional Aspects of IT" course at Tallinn University of Technology represents a significant step forward in aligning educational practices with the needs of the contemporary and future IT industry, preparing students for the complexities of the modern workforce, and contributing to a sustainable, innovative, and resilient economy. Further research is needed to fully understand the long-term impacts of this pedagogical shift and to refine the methodologies for broader application.

An Empirical Evaluation of the Impact of Moral and Law Course Teaching on the Effectiveness of University Students’ Ideals and Beliefs Education

The Moral and Law course serves as a critical platform for educating university students about ideals and beliefs, and it has a significant impact on the effectiveness of ideals and beliefs education. This paper establishes a mechanism through which Moral and Law course teaching influences the effectiveness of ideals and beliefs education and conducts an empirical evaluation. The results reveal that factors such as the relevance and applicability of the teaching content, the integration of theory and practice, the innovation, interactivity, and participation of teaching methods, as well as classroom atmosphere, teaching facilities, and campus culture, all have a significant positive impact on the effectiveness of ideals and beliefs education for university students.

The Application of Augmented Reality (AR) and Virtual Reality (VR) in Apparel Manufacturing and Operator Training

The integration of Augmented Reality (AR) and Virtual Reality (VR) into various industries has revolutionized training, production processes, and operational efficiency. The apparel industry faces challenges in operator training, resulting in decreased productivity and increased errors when frequent style change occurs. The creation of an AR/VR system for training purposes could serve as a valuable tool. In the sewing and apparel industry, these technologies have been gaining attention for their potential to streamline processes, enhance skill development, and optimize operator training. This study contributes to the apparel industry by introducing innovative education and training methods, enhancing the skills and knowledge of professionals, and improving manufacturing efficiency and quality and the other broader benefits these technologies offer.

From outdated to outstanding: an institution’s journey in reforming the dental materials science curriculum and lessons learned

BackgroundThe Dental Materials Science (DMS) course within Malaysian undergraduate dental education has traditionally been taught in isolation, with a relatively stagnant delivery mode. Recent shifts in national dental competency standards have necessitated substantial reform in the DMS curriculum. This study aims to outline the journey of a local dental institute in developing and implementing a competency-based DMS curriculum.MethodsA faculty curriculum task force was established to oversee the curriculum reform process. The reform was guided by a “bottom-up” approach using the five-step curriculum reform model: (1). Curriculum mapping, (2). Comprehensive needs assessment, (3). Clear learning objectives and outcomes, (4). Curriculum development and implementation, and (5). Continuous evaluation and improvement.ResultsStep 1 revealed the need to reduce content repetition and improve alignment with the new competency standards. Step 2 identified the need to include advanced materials, integrate theoretical and clinical aspects, and enhance teaching methods. The new curriculum included 25 relevant topics. Step 3 established three course learning outcomes, while Step 4 integrated DMS content horizontally and vertically across the curriculum, introduced innovative teaching methods, and diversified assessment methods. Step 5 ensured ongoing curriculum monitoring, with both short-term and long-term evaluations planned.ConclusionThe curriculum reform process represents a significant advancement in dental materials science while addressing challenges and aligning the curriculum with national standards. Ongoing evaluation, adaptability, interdisciplinary collaboration, and international engagement are essential for further improvements. This journey serves as a valuable reference for educators seeking to update their DMS curricula.

The Role of ChatGPT in Teaching Speaking Skills for English Majored Students: A Research Perspective

With the rapid advancement of artificial intelligence and its integration into education, the potential for enhancing English-speaking instruction has grown significantly. Traditional methods of teaching speaking to English-majored students often face challenges such as time constraints, limited access to native speakers, and varying levels of student proficiency. This study explores the auxiliary role of ChatGPT, a large language model, in assisting the development of speaking skills among English majors. By leveraging its natural language processing capabilities, the study aims to innovate teaching methods and provide learners with personalized, real-time practice opportunities. The article first outlines the technical features of ChatGPT and its applications in speaking instruction, including customized conversation practice, real-time interaction, and intelligent feedback. It also examines the current challenges of traditional speaking instruction, such as limited classroom time and the need for individualized feedback. Furthermore, the study discusses how ChatGPT can support teachers in providing scalable, interactive learning experiences. Finally, the article evaluates the effectiveness and feasibility of ChatGPT in enhancing speaking proficiency and highlights the potential future applications of AI tools in English language education. This research offers valuable insights into how AI can be integrated into language learning to address existing challenges and improve the overall teaching of speaking skills.

Research on Innovation in College English Teaching Based on Ideological and Political Education Integration

With the acceleration of globalization and the deepening of higher education reforms in China, the importance of college English teaching has become increasingly prominent. However, traditional English teaching models often neglect the significance of ideological and political education. To address this issue, the concept of ideological and political education (known as "curriculum ideology and politics") has gradually been integrated into college English teaching, aiming to enhance students' overall competence through the organic combination of course content and ideological elements. This study analyzes the current status of curriculum ideology and politics in college English teaching, explores its feasibility and necessity, and reveals issues such as the theoretical and practical contradictions and insufficient teaching resources present in current teaching practices. Based on these challenges, this paper proposes innovative strategies for integrating ideological and political elements into English teaching, including the integration of ideological elements and the innovation of teaching methods, with the aim of providing theoretical support and practical guidance for the reform and development of college English teaching.