Innovative Educational Technologies Research Articles

Innovative Technologies in Education for Socio-Economic Development in Africa

The continent of Africa faces numerous socio-economic challenges that impede her development. Despite the abundance of natural and mineral resources, Africa has over 2000 tertiary institutions, with Nigeria alone having over 200 universities, polytechnics, colleges of agriculture, and colleges of education. All these tertiary education institutes in Africa/Nigeria boast of having well over 4000 professors. In spite of all these educational establishments, only a few of these innovative technologies emanate from Africa. This paper presents a working definition of the term innovative technology and how it stands as a promising hope for addressing these challenges and fostering socio-economic development. Innovations such as e-learning platforms, learning management systems, mobile learning, virtual and augmented reality, open educational resources, blockchain for credentials, and renewable energy solutions offer potential solutions to improve educational access and quality. The successful implementation of these technologies can enhance educational outcomes, reduce poverty, and support sustainable development across the continent. This review also identifies the barriers to the full realization of these technologies, such as poor infrastructure, digital divides, and socio-economic disparities. It offers suggestions for policymakers, educators, and stakeholders on how to leverage technology for sustainable socio-economic growth. The ultimate goal is to foster an inclusive and equitable educational environment that empowers all African learners and contributes to the continent's overall development. Keywords: Innovative Technologies, Education, Socio-economic Development in Africa.

Innovative teaching technologies in higher education: efficiency and student motivation

Innovative teaching technologies in higher education: efficiency and student motivation

Pedagogical conditions justification of professional multilingual personality building of non-language future specialists

Introduction. New guidelines in the development of economy, informatisation of society, the process of integration of cultures in the world have changed the requirements for the education of future specialists. One of the most important characteristics of modern society is the international interaction of organisations and specialists. This need necessitates the training of professional staff capable of working effectively in an open polylingual space. The purpose of the research is to substantiate the pedagogical conditions for the professional multilingual personality building of non-language future specialists and to develop a set of innovative teaching technologies in the multilingual educational space of higher education institution. Materials and methods. The study involved 43 teachers of Russian State Agrarian University – Moscow Timiryazev Agricultural Academy and National Research Mordovia State University, 255 student-respondents studying in the above-mentioned universities. The participants of the pedagogical experiment were provided with materials aimed at the professional multylingual personality building (teaching aids, reference materials, open mass online courses, digital resources). Technical means, digital tools were used to record the obtained results. Methods: analysis of theoretical sources, analysis and generalization of the experience of Russian universities in training non-language future specialists, results of students' and teachers' educational activities, pedagogical experiment, statistical processing of the results using the Pearson's chi-square test. Results. The pedagogical conditions of professional multilingual personality building of non-language future specialists were revealed and substantiated. The students training on the basis of the developed complex of technologies of professional multilingual personality building of future specialists was carried out. The results are summarised, which testify to the effectiveness of the identified pedagogical conditions and the potential of the applied complex of innovative teaching technologies in the polylingual educational space of the higher education institution. The results are summarised and the statistical significance of the differences in the qualitative changes in the results between the professional polylingual personality levels оf future specialists obtained before and after the experiment was determined (χ2 emp. = 19,987; p < 0,01). Conclusions. The identified pedagogical conditions and the proposed set of technologies for the professional polylingual personality building of future specialists of non-linguistic training profiles allow to increase their competitiveness in the labour market. The pedagogical potential of innovative teaching technologies in the multilingual educational space of higher education institution is aimed at the development of creative individual abilities of students, meeting their needs in moral, physical and intellectual improvement, their self-organisation. The developed set of technologies can be applied in the training of undergraduate, graduate, postgraduate students of non-language universities, students of further professional retraining.

The use of artificial intelligence in the education of people with visual impairment

Over the past decades, technological advances have led to the development of assistive technologies in the field of education. Specifically, in special education, access for people with a disability may require adaptations to educational programs and technological applications to enhance their independence and participation in society. One of these innovative educational technologies is artificial intelligence. Research has shown that the effective application of artificial intelligence is an important aid in the education of students with special educational needs, such as those with visual impairments. This article presents a brief review of recent studies on the application of AI in the education of people with visual impairments and whether it can contribute to improving their quality of life and their equal access to all levels of education. It also provides a case study, the "PeopleLens" system, for an in-depth analysis of the use of AI as an assistive technology.

The crucial role of education in fostering sustainability awareness and promoting cybersecurity measures

This study examines the critical role of education in fostering sustainability awareness and promoting cybersecurity measures, amidst the evolving challenges of the 21st century. Employing a systematic literature review and content analysis, the research scrutinizes the intersection of education with sustainability and cybersecurity, aiming to uncover innovative pedagogical approaches and the significance of interdisciplinary strategies in enhancing learning outcomes. The methodology encompasses a comprehensive search across major databases, adhering to strict inclusion and exclusion criteria to ensure the relevance and timeliness of the literature reviewed. Key findings reveal a pressing need for educational frameworks to integrate sustainability and cybersecurity comprehensively, highlighting the transformative potential of education in preparing students for a sustainable and secure digital future. The study identifies gaps in current educational practices and proposes solutions, emphasizing the importance of standards and regulatory bodies in shaping effective educational practices. Furthermore, it outlines the consequences for stakeholders, including educators, policymakers, and industry leaders, underscoring the collaborative effort required to address these challenges. Conclusively, the study offers strategic recommendations for enhancing the integration of sustainability and cybersecurity within educational curricula. It calls for a concerted effort among educators, policymakers, and industry leaders to foster a more informed, ethical, and environmentally conscious society. Future research directions are suggested to explore innovative educational technologies, pedagogies, and frameworks that further integrate these critical areas, ensuring the advancement of education for sustainability and cybersecurity.

Unmasking teachers’ proficiency in harnessing Artificial Intelligence (AI) for transformative education

This paper examines the awareness of artificial intelligence (AI) among school teachers in Nepal. We interviewed twenty teachers from ten urban schools in Nepal over four weeks using a semi-structured interview tool. The analysis of interview data reveals the teachers’ mixed perception of AI, including their understanding of innovative technologies in education, the potential challenges for new-generation teachers, and the opportunities for pedagogical transformations. The findings suggest that although the teachers have limited awareness of how AI can be used in teaching and learning, they possess some level of understanding that has opened up new opportunities for exploring innovative ways of teaching and learning. Notably, participants discussed tools, such as Education Management Information System (EMIS) for record keeping and automated grading and AI-driven chatbots for student tutoring. However, teachers also expressed concerns about the possibility of AI replacing human teachers. These insights provide valuable implications for policymakers and educators regarding the integration of AI into classroom instructions to promote innovative and equitable learning opportunities.

The Role of Digitization and Independent Learning In Enhancing Professional Competencies

This article explores the impact of digitization on higher education in Uzbekistan, focusing on the comprehensive development of students through independent learning. Highlighting the significance of President PQ-1875's decision to improve foreign language education, the research examines the implementation of this initiative since 2013 and its effects on enhancing the professional competencies of language teachers. Through the establishment of specialized programs and educational frameworks, the study underscores the importance of fostering critical thinking, creativity, and socialization among students. The findings emphasize the role of interdisciplinary integrated independent learning, where students actively engage in their educational processes, supported by educators who guide and facilitate their learning journeys. The article outlines effective teaching strategies, assessment criteria aligned with international standards, and innovative educational technologies that encourage student autonomy and collaboration. By integrating various subjects and promoting creative approaches to problem-solving, the research advocates for a student-centered educational environment that prepares learners for complex real-world challenges. The conclusion stresses the necessity of organizing independent learning processes to cultivate students' professional competencies, fostering an educational landscape that aligns with their interests and enhances their critical and creative skills.

AI‐Mediated Communication in EFL Classrooms: The Role of Technical and Pedagogical Stimuli and the Mediating Effects of AI Literacy and Enjoyment

ABSTRACTThis study leverages the Stimulus‐Organism‐Response (S‐O‐R) framework to investigate the effects of teacher and technical support (TCHS) on learners' willingness to communicate (WTC) in artificial intelligence (AI)‐enhanced English as a foreign language (EFL) contexts, considering the mediating effects of learners' artificial intelligence literacy (AIL) and foreign language enjoyment (FLE). A quantitative survey encompassing 637 non‐English major university students across four institutions was conducted. Structural equation modelling (SEM) results demonstrated that teacher support (TEAS) exerts a direct influence on learners' WTC, whereas TCHS does not. The study also revealed that AIL and FLE significantly mediate the relationship between teacher and TCHS and learners’ WTC. The findings underscore the pivotal role of cognitive and affective factors, emphasising the substantial impact of TEAS and the value of nurturing learners’ AIL and enjoyment of foreign languages. This research offers strategic implications for educational practitioners and policymakers, advocating for the integration of innovative educational technologies and fostering sustainable growth in artificial intelligence in education.

Integrating Challenge-Based Learning in a Vertical Classroom

The paper presents a case study illustrating the implementation of a combined master's level and third-year bachelor's Lab-on-a-Chip Microdevices course using a Challenge-Based Learning (CBL) approach. We describe the course's design, the implementation, and the observed impact of adopting this innovative approach. We use a survey and a focus group discussion to investigate students' perceptions of learning through the CBL approach. The gathered insights highlight the appreciation for practical application and industry collaboration in the course. Some issues related to class preparation and clarity of guidelines for working on challenges have also been identified, and a re-design addressing these issues was co-created between the instructors and students during the focus group session. Our study offers a blueprint for designing hands-on experiment-oriented courses in collaboration with industry and highlights the potential of CBL to enhance technical proficiency and foster innovation in interdisciplinary engineering education.

THE USE OF ARTIFICIAL INTELLIGENCE, VIRTUAL AND AUGMENTED REALITY IN TEACHING GEOGRAPHY IN SECONDARY SCHOOL

In today's innovative education, artificial intelligence (AI), virtual reality (VR) and augmented reality (AR) technologies are increasingly emerging as powerful tools to enhance the learning experience, especially in the teaching of geography in primary schools. This research explores how these technologies are being used to improve geography teaching and stimulate students' interest. AI brings personalised learning where content is adapted to individual learners' needs. Easier access to information, better visualisation of content, and help with analysis and interpretation make learning more accessible for students. At the same time, the ease of recreating content and the help in tracking individual learners' progress allows teachers to adapt learning strategies better and provide additional resources according to individual needs. VR and AR technologies help to create more interactive and realistic learning environments. Virtual reality allows learners to experience geographical phenomena more directly, while augmented reality complements the real world with digital information that can enrich the understanding of geographical concepts. These technologies focus on creating interactive content, virtual field trips, simulations of natural phenomena, and encouraging student participation and interest. The study also discusses challenges and solutions related to introducing AI in school geography, such as access to technology, teacher training and professional development, curriculum adaptation and ethical dilemmas. AI, VR and AR technology enable a new, at least in Slovenia, technologically sophisticated approach to teaching geography in primary schools. It encourages students to explore, interact and better understand complex geographic content. Keywords: geography education, artificial intelligence, virtual reality, augmented reality, interactive content

The Impact of Immersive 360-Degree Video Learning on Enhancing Oral Communication Skills

This study investigates the pivotal role of immersive 360-degree video and its perceived advantages on the enhancement of oral communication skills within the framework of the ELC650 course, 'English for Professional Interaction'. The research involved twenty-four students enrolled in the Bachelor of Applied Language (Arabic Communication Professionals) (Hons) program. The distribution of questionnaires immediately after the students watched the video aimed to assess the role of immersive 360-degree video and its perceived advantages of this technology in preparing students for conducting assessments within a meeting discussion. Employing a cross-sectional design, the study collects both closed-ended and open-ended responses through the distributed questionnaires. The latter serves as a crucial means of triangulating the data, offering real-time insights into the students' understanding of professional interaction and assessment practices using 360-degree video. The study's findings on the use of 360-degree video in education can inform government decisions and contribute to achieving SDG 4, which aims to improve the quality of education. It is important for government and learning institutions to recognize and embrace the role of 360-degree video in enhancing learning quality, specifically in fostering communication skills within the area of professional interaction in English. Other than that, this study holds implications for refining curriculum design, shaping instructional strategies, and optimizing the integration of innovative technologies in language education, particularly for students specializing in Arabic communication.

USING THE BOOMERANG TECHNOLOGY IN CONDUCT OF CLASSROOMS IN INVARIANT METHOD TO HIGH CLASS STUDENTS OF UNIVERSITY SCHOOLS

In this article, special attention is paid to the issues of morally and morally mature education of high school students. The specific features of organizing class hours in an invariant way, as well as the advantages of using innovative educational technologies in the educational process, were explained to high school students. Pedagogical principles of organizing the process using the Boomerang technology were presented to upper class students during invariant classroom hours. The main organizers of the educational process in general schools are class leaders and their role in organizing invariant class hours based on innovative educational technologies.

CLASS HOURS FOR HIGH SCHOOL STUDENTS IN THE INVARIANT METHOD USE OF MOSAIC THERMAL WORK METHOD IN TRANSFER

In this article, special attention is paid to the issues of morally and morally mature education of high school students. The special features of organizing class hours in an invariant way, as well as the advantages of using innovative educational technologies in the educational process, were explained to high school students. Pedagogical principles of organizing the process using the mosaic term work method were presented to upper class students in invariant class hours. The main organizers of the educational process in general schools are class leaders and their role in organizing invariant class hours based on innovative educational technologies.

FOREIGN EXPERIENCE IN USING INNOVATIVE TECHNOLOGIES IN MUSIC EDUCATION

This article analyzes the necessity and benefits of using innovative technologies in music education. On the basis of foreign experiences, issues of modernization of music education, introduction of new pedagogical approaches and use of interactive tools are considered. The article also demonstrates how innovative technologies can be used to develop students' creativity, musical skills and knowledge. Examples will be given to improve the effectiveness of music education through innovative pedagogical methods, distance learning platforms and digital tools. This research provides useful resources for teachers and educational institutions in shaping the modern music education system.

Innovations in teaching: analysis of scientific publications in the Scopus database

The article analyzes scientific works related to innovative technologies in education. The increase in the number of publications in the Scopus database from 2000 to 2023 confirmed the relevance of the proposed topic. The purpose of the study is to identify the main trends and directions in this field based on a systematic review of 6653 scientific articles identified by the keywords “innovation” and “learning” from the Scopus database. The research methodology includes data collection and analysis using SPSS to determine the growth dynamics of scientific publications, as well as geographic and industry distribution. The theoretical significance lies in expanding knowledge about innovative technologies in education and forming the multidisciplinary nature of this field. The increase in the number of publications identified as a result of the study from 136 works in 2000 to 3255 in 2023 indicates an increased scientific interest in innovative technologies in the field of education in the global space.

Activation of Motivation in Foreign Language Classroom

This article examines how teaching a foreign language through motivation, novelty and a variety of forms and methods of the lesson effectively affects improving students' perception of the materials provided and increasing the level of knowledge of students, and also proves that it enriches, systematizes knowledge and leads to the activation of cognitive activity of students in a foreign language lesson. The definition of modern methods of teaching a foreign language and various forms of teaching is given. And most importantly, it promotes the wide use of the acquired knowledge as the owner of a professional profession, applying them on the basis of practice. In addition, non-traditional technologies of lessons are explained, methods of work useful for the student and effective for the teacher are differentiated. Innovative pedagogical technologies and non-traditional technologies, trainings related to other educational methods that allow effective and interesting use of new information technologies in the classroom, definitions and comments on new teaching methods and techniques are provided. This article discusses the results of the survey conducted among foreign language educators about their attitudes towards the motivation and innovation in foreign language classroom.

Integration of Technological Tools in Teaching Statistics: Innovations in Educational Technology for Sustainable Education

Integration of Technological Tools in Teaching Statistics: Innovations in Educational Technology for Sustainable Education

Evaluating classroom response systems in engineering education: Which metrics better reflect student performance?

AbstractClassroom response systems (CRS) represent an innovative educational technology that can be used to promote active learning and student engagement. This study explores the effectiveness of CRS in enhancing student learning and performance across various engineering courses related to heat engines. During five academic years, CRS have been used weekly in six subjects that belong to two bachelor’s degrees and one master’s degree to promote continuous learning. The performance of the students in the CRS benefits the student by up to + 10% in the final mark. In this period, data from more than 1,000 students has been collected, including key performance indicators (KPIs) derived from Kahoot!, such as the number and correctness of responses and time spent answering, and other evaluations such as theory and numerical problem exams results. The objective of the study is to find the KPI that best identifies the knowledge acquisition by the students. In order to do so, the correlation of the KPI with the final exams is analysed by means of the correlation of determination and the root mean square error. The findings reveal that KPIs based on the number of questions asked exhibit stronger correlations with exam results compared to those based on responses or correctness. The study also highlights the positive impact of CRS on student engagement, classroom dynamics, and exam preparation, supported by student feedback. In essence, this research provides insights into the relationship between CRS metrics and academic outcomes, offering valuable considerations for the integration of technology in engineering education.

Khan Academy Platform for Mathematics Teaching and Learning

Objective: To assess the impact of Khan Academy on the Mathematics educational process for UNDAC students and determine the relevance and efficacy of its content and strategies within the Mathematics-Physics program. Methodology: This research is framed within the positivist paradigm and takes on a quantitative approach. An experimental pre-experimental design was used with pretest and posttest in a single group. The study is applied in nature and is grounded in the contributions of expert researchers and methodologists on the subject. Analytical tools were developed with a reliability coefficient of 0.90, and the investigated population consisted of students from the Mathematics-Physics program at UNDAC. Results: Students who incorporated Khan Academy exhibited significant improvements in their mathematical performance. Persistence in using the platform led to significant enhancements in academic achievement. 70 % of the students reached high levels of mathematical skill development. The majority expressed high satisfaction with the platform. Conclusions: Khan Academy has a meaningful and positive impact on mathematics learning among university students at UNDAC. The platform not only promotes content mastery but also fosters learning autonomy. These findings advocate for the adoption of innovative educational technologies in teaching, especially within STEM disciplines.

A Guide to Innovation in Physician Associate/Assistant Education: Using Instructional Technology for Improved Engagement.

For physician associate/assistant (PA) educators, the path of least resistance often is to focus our cognitive energies on topics with which we are most comfortable and to deliver content in the style in which we are most accustomed. The consequence of this approach is that many didactic curricula are delivered in a traditional, lecture-based format, which then aligns with how the faculty were taught. Studies show that lecture-based teaching may not be the most effective and that blending teaching modalities can improve knowledge acquisition. In addition, scheduling several classroom lectures week to week can be challenging, especially in a program that uses numerous guest lecturers to deliver the curriculum. One solution to this problem may be through innovative, engaging resources that enable faculty to deliver content asynchronously. Developing and implementing such tools can be challenging to PA faculty because they are often not formally trained in education nor are they up to date on the most current innovations in educational technology. Furthermore, change can be difficult, and it could seem an insurmountable feat to step outside the comfort zone of a traditional lecture. This work describes a collaboration between PA faculty and a University Instructional Support Specialist where the Analysis, Design, Develop, Implement, Evaluate ADDIE model, a widely used system for developing training tools, was used to create an asynchronous lecture for students in the form of an interactive series of modules to replace a traditional classroom lecture.