Innovative Learning Technologies Research Articles

MODERN PEDAGOGICAL TECHNOLOGIES AND THEIR APPLICATION IN THE WORK OF TEACHERS OF A VOCATIONAL (VOCATIONAL-TECHNICAL) EDUCATION INSTITUTION

The article theoretically substantiates and experimentally verified modern pedagogical technologies and their application in the work of teachers of professional (vocational and technical) education institutions. The main goal of an article is to perform an analysis of modern pedagogical technologies and their application in the work of teachers of the institution vocational and technical education. To achieve the goal, theoretical analysis of scientific works, synthesis, comparison, and generalization of approaches to the definition of theoretical aspects of modern pedagogical technologies and their application in the work of teachers of professional (vocational-technical) education institutions were used. It has been established that many learning technologies have been developed today, which prompts theoretical generalization, analysis, classification and selection of optimal methods of their use. The process of using traditional and introducing new (innovative) learning technologies proceeds spontaneously. In the procedure of their selection and implementation in the educational process, there are contradictions between: new goals of education and old ways of presenting and learning knowledge; growing volumes of information that need to be transferred to education seekers and the limited amount of study time; the urgent need for pedagogical innovations in the educational process and the insufficient development of the methodology of using new pedagogical technologies in education. The presence of these contradictions determines the need to study the effectiveness of using innovative pedagogical technologies. As a result of our research, it has been proven that the focus of attention of the pedagogical community is on vocational education institutions, which are designed to provide the labor market with qualified workers who are able to successfully work with the most modern production technologies. For this purpose, the regulatory and legal framework is dynamically updated: legal regulation of the functioning of the vocational education system, all its levels and subsystems, the activities of educational institutions of various types and forms of ownership, and the organization of various forms of education is ensured.

NEW CHALLENGES OF DISTANCE TEACHING AT THE INTERNATIONAL MEDICAL FACULTY DURING THE WAR AND CORONAVIRUS PANDEMIC IN UKRAINE

The aim of this work is to address specific challenges related to the organization and future prospects of distance teaching in medical higher education institutions, especially pertinent amidst the current military situation in Ukraine. Materials and methods. In our analysis, we reviewed relevant experiences and documentation, considering the participation of medical students in higher education. The data analysis on student’s performance and engagement in online courses to assess the effectiveness of current distance teaching methods was performed. Results and discussion. The education of medical professionals at international faculties holds significant national importance, contributing to addressing various societal challenges and enhancing Ukraine's educational reputation. However, recent events such as the COVID-19 pandemic and martial law have posed new challenges for distance teaching practices in pedagogy. Ii is crucial for educators who work with international medical students to possess high levels of professionalism and moral integrity. Across the globe, simulation technologies are increasingly employed in medical training, offering innovative methods for preparing highly skilled medical personnel. One such technology is the "virtual patient," which allows learners to engage in realistic clinical scenarios, make diagnostic and treatment decisions, and understand the consequences of their actions without compromising patient safety. The development of communication and language skills among future medical professionals remains a pressing concern within higher education institutions. Utilizing technological storytelling methods to illustrate the journeys of successful specialists can provide valuable insights and inspiration for students. In the context of distance learning, maintaining prompt feedback channels between students and departmental teachers is essential for effective learning outcomes. Conclusion. Practical application of innovative methodological approaches provide with opportunity for teachers of medical higher education institutions to implement and improve the novel methods of work, to increase the effectiveness of the educational process and the level of knowledge of students of the international faculty. Innovative distance learning technologies stimulate the teacher's work, increase his/her professional level, since the organization of the educational process requires preparation for each class, constant pedagogical research, development and use of additional new materials, study of innovative technologies.

Innovative learning technologies in higher education

The issue of attracting innovative technologies to teaching activities has become particularly relevant over the past 2 years around the world. This concerns the spread of such an epidemiological disease as COVID-19, since it caused the transition from full-time to distance learning. Kazakhstan is no exception, therefore, the spread of such a trend is clearly manifested in it, which is why there is an active use of interactive forms of education, including a variety of innovative pedagogical technologies. The purpose of the study is to analyse the types of computer technologies used in universities of Kazakhstan, to determine their effectiveness in the conditions of distance learning, and to establish the prospects of their future use in the context of full-time education. To achieve this goal, the study uses various practical means for conducting research, in particular: functional and methodological, dialectical and methodological approaches, method of logical analysis, synthesis, comparative method, abstraction, and analysis of literature. As a result of the conducted research, the theoretical basis of the concept of innovative technologies in pedagogical activity was determined, their types and signs were formed. In addition, the methods and forms of implementation of such technologies were identified, the level of their effectiveness was determined, and methods for their improvement were proposed. Considering the areas of future study on this topic, it would be advisable to investigate ways to use artificial intelligence in distance learning. As for the practical value of the study, it is conditioned by the foundations formed in the work that can be used by both university teachers and schools to effectively organise the educational process during a pandemic.

Мультилингвальная интерактивная обучающая система для подготовки военнослужащих стран ОДКБ

The article delves into the interactive possibilities of innovative learning technologies that allow to ensure the formation of communicative competence of foreign cadets of military universities of the Russian Federation. In addition, the work gives the justification of multilingual representation of learning systems and outlines the op-tions for their application in preparation for lectures and laboratory works. The research describes the levels of interactivity and key characteristics of innovative learning technologies that ensure the realization of the Con-cept of development of electronic information and educational environment of military higher education institu-tion, approved in 2020. The fragment of the multilingual interactive learning system presented in the article is designed for the military personnel of the CSTO countries and can be implemented in the process of conduct-ing joint classes with this category of people. Such a system can serve as a component of the electronic infor-mation and educational environment and be used in the process of independent training of foreign military personnel.

Content and structure of the educational discipline "Gymnastics with teaching methods" for the preparation of applicants 017 "Physical culture and sports

The educational discipline "Gymnastics with teaching methods" is a mandatory component in most educational programs for bachelors in the specialty "Physical Culture and Sports". Its study involves solving the tasks of fundamental professional training of specialists in the field. Future trainer’s master theoretical and practical material, skills of the future profession, learn to properly organize and conduct educational and training sessions.
 The article states that gymnastics is one of the basic sports, the basis of the initial training of athletes, the most accessible and popular sport, an effective means of corrective influence.
 Highlighted tasks, competencies and learning outcomes; the program of the academic discipline indicating the number of lectures, practical hours and independent work.
 Tasks of the training course: familiarization with the history of the development of gymnastics and the methodology of its teaching; mastering the content, forms, methods and means of education by the students; formation of knowledge, abilities and skills in basic gymnastic exercises; formation of knowledge on the methodology of teaching gymnastic exercises, organization and conduct of gymnastics classes.
 The content of the working curriculum reflects the features of the educational and professional training program for those seeking higher education, the availability of the appropriate material and technical base and gymnastic equipment; innovative learning technologies; popularization of gymnastics sports. The availability of qualified specialists in gymnastics, a sports base, the demand for conducting sports and health classes in gymnastics according to new formats for the population requires improvement of the content of the training of physical culture and sports specialists.

SELF-TRAINING OF FUTURE SKILLED WORKERS USING INNOVATIVE LEARNING TECHNOLOGIES IN THE EDUCATIONAL PROCESS

The article considers the importance and methods of self-training in the educational process of future skilled workers, emphasizing the importance of using innovative learning technologies, developing personal thinking and the ability to innovatively apply knowledge in practical activities. Modern approaches to self-training in the educational process of educational institutions are analyzed, including the use of active and interactive methods of self-development, the involvement of future qualified workers in the self-improvement of professional skills. The key role of the implementation of self-training in the educational process of training future qualified workers is emphasized, the importance of this aspect for the development of professional competences in the information and technological environment is emphasized. The role of active and interactive learning methods in attracting students to a deep understanding of self-development and practical application of knowledge in professional activities is determined. The importance of self-training for the development of professional skills and abilities, which determines the preparation of future qualified workers for independent work, is clarified. The need to provide access to modern resources and improve the qualifications of future skilled workers for the effective implementation of self-improvement in the educational process is emphasized. A comprehensive approach to reforming educational programs and teaching methods is proposed, which is crucial for the formation of highly qualified future skilled workers ready for innovative learning technologies. Such systematic training for self-development will contribute to the formation of professional competence in future qualified workers with the use of innovative technologies. A conclusion was made about the need for self-training in the educational process to ensure a high level of preparedness of future qualified workers, given the dynamically changing requirements of the modern educational environment.

GENERAL CHARACTERISTICS OF THE APPLICATION OF INNOVATIVE TRAINING TECHNOLOGIES IN THE FORMATION OF THE PROFESSIONAL COMPETENCE OF FUTURE QUALIFIED WORKERS OF THE OPERATIONAL AND RESCUE SERVICE OF THE CIVIL DEFENSE OF UKRAINE

The article, based on theoretical research, scientifically substantiates the need for the formation of professional competence in the application of innovative learning technologies in the preparation of future qualified workers of the operational and rescue service of the civil defense of Ukraine.Formulation of the problem. The crisis of the professional education system indicates a gap between the dramatically changed living conditions and the educational system, its goals, types, content and technologies of education. The most important reasons that gave rise to the crisis include: growing demand for the quality of education; new requirements for teaching activities; conservatism in the field of education and its insufficient adaptation to the changing needs of society; the need for the formation of professional thinking, activity, self-activity of future qualified workers, etc. Among these factors is the lack of development of professional training technologies. Traditional learning technology (from knowledge to skills), based on the logic of science, should be supplemented with new technologies based on the patterns of cognitive activity. The main figure in the educational process is the future skilled worker himself, who is not an object, but a subject of education.

DEVELOPMENT OF PROFESSIONAL COMPETENCE OF FUTURE PSYCHOLOGISTS IN MODERN CONDITIONS

The article deals with the problem of developing the professional competence of future psychologists in modern conditions of social development. An analysis of scientific-methodical and normative aspects of the development of professional competence of future psychologists in modern conditions was carried out. The concept of "professional competence" in the scientific circulation of some domestic scientists has been clarified. On the basis of the Educational and Professional Program of the first (bachelor) level of the specialty 053 Psychology, a set of professional competencies that future psychologists should master during their studies at a higher education institution is covered. The components of the professional competence of future psychologists are determined: theoretical knowledge; practical skills and abilities; personal and professionally important qualities. Ways of developing the professional competence of future psychologists in modern conditions are proposed: improvement of the content of professional training of future psychologists; introduction of innovative learning technologies, use of interactive teaching methods and techniques, unity of formal, informal and informal forms of education; organization of practical training of future psychologists; creation of a system of psychological support for the professional development of future psychologists. It was found that among the personal and professionally important qualities of future teachers are: the ability to empathize; communicativeness; stress resistance; reflexivity; interest etc. Proposed methods of increasing the effectiveness of the development of professional competence of future psychologists: traditional (lectures, seminar classes, practical classes, scientific and practical activities, practice, etc.); interactive (brainstorming, discussions, debates, analysis of professional (problem) situations, modelling, teaching others, etc.); innovative (project activities, classes using ICT, group work, soft skills development, etc.). The perspective of the research is to study ways of developing the professional competence of future psychologists during various types of practice.

Innovative Learning Technologies for Future Elementary School Teachers in the Context of Neuropedagogy

The article reveals the study of current pedagogy of the essence of the concept of neuropedagogy, opens up the possibility of a new perspective on the pedagogical process, in particular, on the use of innovative technologies of teaching future elementary school teachers in the context of neuropedagogy. The topic is very relevant, as it allows to obtain scientific knowledge about the peculiarities of individual personal development and the impact of the development of psycho-cognitive processes on student learning. The objectives and content of the application of the neuropedagogical approach in the process of learning innovative technologies for future elementary school teachers in the context of neuropedagogy are characterized. The results of our analysis show that neuropedagogy is still not a universally recognized science, but part of the world scientific society has already begun to work in this direction. Scientific works in this field point to the profound potential of neuropedagogy as a future science for creating a favorable environment for learning and application of knowledge. The article shows the role of neuropedagogy in the complex educational system of innovative education and training of students on the basis of achievements of neuroscience; defines the importance of brain organization of cognitive processes of different activities; presents a differentiated approach to learning activities - the most important neuropedagogical factor of successful design of innovative lesson and the effectiveness of innovative educational environment of the university in forming innovative learning technologies of future teachers of elementary school.

ОНЛАЙН-ПЛАТФОРМАДАҒЫ ДИДАКТИКАЛЫҚ РЕСУРСТАРДЫ ПАЙДАЛАНУ ӘДІСТЕРІ

Abstract. The article reveals the problem of using an online platform as a basis for implementing pedagogical interaction on the Internet using various telecommunication channels with on-line or off-line modes, mass communications, social network services to enhance the cognitive activity of students. The concept of “educational online platforms” is revealed, on which innovative teacher tools for organizing an interactive educational process are located, which are in demand when implementing programs for the study and application of interactive technologies in education, since on their basis it is possible not only to provide theoretical and practical educational materials, but also to implement the very interactive interaction of participants in the educational process. The article describes innovative learning technologies, including types of online platforms and ways of using them in the educational process. Thus, the word interactive - the term interaction refers to the tendency to talk or communicate with someone (a person) or with someone (such as a computer) in an interview manner. Innovative educational work is formulated through the rational introduction of new technologies that adapt the educational process to productive learning. These include modern technologies such as cable and satellite television, video conferencing, teleforums, telethons, portfolios, personal achievements in education and training, and life skills training, including social learning, among which various achievements are mentioned. In the article, I focused on various online platforms that I use in the educational process. For example: Quizzlett, Wordwall, Canva, Padlet, Wooclap, Bouncy Balls, etc. Key words. Online learning; educational online platforms; network technologies; interactivity; interactive learning technologies; Internet services

Dataset of user interactions across four large pilots on the use of augmented reality in learning experiences

Augmented Reality in education can support students in a wide range of cognitive tasks–fostering understanding, remembering, applying, analysing, evaluating, and creating learning-relevant information more easily. It can help keep up engagement, and it can render learning more fun. Within the framework of a multi-year investigation encompassing primary and secondary schools across Europe, the ARETE project developed several Augmented Reality applications, providing tools for user interaction and data collection in the education sector. The project developed innovative AR learning technology and methodology, validating these in four comprehensive pilot studies, in total involving more than 2,900 students and teachers. Each pilot made use of a different Augmented Reality application covering specific subjects (English literacy skills, Mathematics and Geography, Positive Behaviour, plus, additionally, an Augmented Reality authoring tool applied in a wide range of subjects). In this paper, we introduce the datasets collected during the pilots, describe how the data enabled the validation of the technology, and how the approach chosen could enhance existing augmented reality applications in data exploration and modelling.

A subsystem of exercises for the formation of professionally directed reading competence of future German teachers during independent work

The article deals with the problem of formation of professionally oriented competence in the pre-service German teachers training during independent work. For this purpose, a subsystem of exercises is presented for the formation of receptive skills and abilities (reading). The professional literature on the problem was analyzed, which became the basis for compilingand making up exercises for teaching reading during independent work with a professionally oriented dominant. The author singled out the goals of the formation of professionally oriented reading competence and proposed two blocks of exercises at the receptive level of the formation of intercultural foreign language communicative competence. Special attention is focused on the cultural content of the exercises subsystem and on the intercultural aspect in particular. To ensure the procedural basis of the content, examples of different types of receptive exercises for teaching reading are provided, taking into account the communicative goal of perceiving and understanding information. The article draws attention to innovative learning technologies, in particular Internet technologies, which optimize the performance of exercises within the students’ independent work. Two blocks of exercises are demonstrated, which cover groups of exercises for the formation of language and speech competences. A practical goal and an educational strategy of the exercises are formulated. Their educational and cultural potential is described. The leading actions of a foreign language lecturer for the formation of communicative skills and abilities in reading of the pre-service German teachers are determined.

«Французькі майстерні» у природничій освіті України

Modernization of the education system of Ukraine involves the analysis of foreign experience in the organization of educational activities and consideration of the best practices as one among other tasks. Therefore, in the context of the research, it is important to analyze the achievements of French education, which are related to the activities of the public movement of the new education GFEN (the French Group of New Education). This movement arose in the 20s of the ХХ century within the framework of the International League of New Education activities. GFEN representatives supported the education of a conscious citizen of the state, who is capable of critical thinking, who is free to express his opinions. They also created schools of a new type. It was GFEN representatives who developed the «workshop» technology. Representatives of the GFEN movement proclaim that every child is capable. It is only necessary to create conditions for the development of their creative abilities with the help of certain forms, methods and techniques of teaching. Later, this slogan was added by «All researchers!», «All creators!». The article reveals the essence of the «workshop» technology as an innovative learning technology, indicates its advantages and disadvantages, describes in detail the stages of implementing the technology in the educational process and features its usage on natural sciences lessons. The application of the technology of French workshops contributes to the creative growth of the personality of schoolchildren and the construction of their knowledge during the time of learning, gaining their own experience in solving educational situations. The «workshop» as a technology implies compliance with a certain algorithm, a sequence of such stages as: induction, self- construction, socio-construction, socialization, advertising, «disruption», reflection. The usage of the «workshop» technology interests students and makes them co-creators of the lesson, who independently construct their knowledge of the subject.

Application of effective methods in the educational process based on innovative, interactive, and game technologies

The article aims to examine the content and effectiveness of educational technologies in the educational process. In the study, a combination of methods including literature analysis, synthesis, induction, deduction, generalization, and design were employed. The article provides a brief overview of interactive, game-based, and innovative educational learning technologies, analyzes research on their effectiveness in various age groups of children and adults, and explores their potential for individuals with disabilities. The study also identifies the conditions necessary for the effective utilization of these technologies in the educational process. Based on the findings, it is concluded that these technologies have the potential to enhance learning outcomes and meet the diverse needs of learners. Recommendations for future directions include further research on the optimal integration of these technologies and their continuous adaptation to keep pace with evolving educational requirements. Keywords: Educational process; game technologies; innovative technologies; interactive technologies.

Використання майндмеппінгу як засобу візуалізації у процесі викладання дисципліни «міжнародне право»

The article analyzes the feasibility of using mindmapping in the process of training specialists in international law. Possible ways to use mental maps during lectures, seminars and practical classes, as well as in distance learning have been identified and outlined. The analysis of scientific sources proved that oral presentation of the material is not enough to improve the level of students' knowledge. Visualization of information improves its perception and memorization by students. The main advantages of mindmapping include: improved concentration, systematic and structured material, the ability to process large amounts of information in a short period of time, the development of both professional and general competencies, the formation of creative thinking and others.In order to improve the perception of information in the classroom, in our opinion, it is necessary to use such methods of visualization, which in combination with the oral explanation of the lecture material maximize the quality of knowledge of future specialists in international law. Such innovative pedagogical technologies include scribing and mindmapping.Currently, there are no studies on the impact of the use of mental maps on improving the quality of knowledge of specialists in international law. Mental cards are ideal for use in higher education. Their main advantage is that mindmapping can be used during all types of training sessions. Combined with the brainstorming method, this method allows you to effectively solve complex professional practical problems. Students can create maps both individually and as part of working groups.All this suggests that the use of mindmapping during lectures, seminars and practical classes is methodologically sound and in combination with other innovative learning technologies can significantly improve the quality of students' knowledge.

ОҚЫТУДЫҢ ИНТЕРБЕЛСЕНДІ ӘДІСТЕРІН ОҚУ ҮРДІСІНДЕ ҚОЛДАНУ

Abstract. This article will describe innovative learning technologies, including the types of interactive methods and how they are used in the educational process. Thus, the word "interactive"- the term "interaction" - refers to the tendency to communicate or communicate with someone (a person) or with someone (for example, a computer) in an interview mode. Innovative educational work is formulated through the rational introduction of new technologies that adapt the educational process to productive education. These are modern technologies, such as cable and satellite television, video conferences, telephone forums, telethons, party portfolios, individual achievements in education and upbringing, as well as life skills development trainings, including social training, which tell about various achievements. It was noted that interactive learning is, first of all, learning in which teachers and students interact and conduct interviews. It was about the main goals of interactive learning: – the establishment of free and open creative relationships between students; – orientation of students to independent search for knowledge; – development of skills and abilities necessary for students; He gave an interview to the interactive method and focused on its goals. Note: the purpose of the training is to establish free and open creative relations between students; orientation of the student to an independent search for knowledge; formation of the necessary skills and abilities of the student, etc. In addition, the types of interactive methods: jigsaw method, case study, design method, brainstorming, training, Fishbone method, Spider method, Istanbul game method, Backronym method, hot chair method, business games, role-playing games, essay descriptions will be given, and it will be discussed about the effectiveness of their use. The case study method (situational learning method) is a teaching method used to analyze and predict real or imaginary situations, that is, to describe specific economic and social situations. In the case of a situation (case), we mean a written transmission of the real real situation in the team. For example, it tells about the history of education, organization and creation of the organization, its development, achievements in business, etc. Key words: innovation, interactive method, jigsaw, case study, project, training, brainstorming, fishbone, essay, game, debate.

Developing virtual and augmented reality applications for science, technology, engineering and matheducation.

The Rhode Island IDeA Network of Biomedical Research Excellence Molecular Informatics Core at the University of Rhode Island Information Technology Services Innovative Learning Technologies developed virtual and augmented reality applications to teach concepts in biomedical science, including pharmacology, medicinal chemistry, cell cultureand nanotechnology. The apps were developed as full virtual reality/augmented reality and 3D gaming versions, which do not require virtual reality headsets. Development challenges included creating intuitive user interfaces, text-to-voice functionality, visualization of moleculesand implementing complex science concepts. In-app quizzes are used to assess the user's understanding of topics, and user feedback was collected for several apps to improve the experience. The apps were positively reviewed by users and are being implemented into the curriculum at theUniversity of Rhode Island.

Digital technologies in the professional training of masters in the direction of «physical culture and sports»

Relevance. The article presents the results of a survey of the teaching staff and undergraduates of higher educational institutions on the problem of distance learning. The attitude of undergraduates to various forms of the educational process, to the digitalization of learning, to innovative technologies is revealed. The experience of introducing innovative and digital learning technologies based on a competence-based approach is proposed. The purpose of the study is a scientific and theoretical substantiation of the scientific and pedagogical foundations of distance learning and confirmation of their effectiveness through pedagogical experimentation. Methods and organization of research. We conducted a survey among teaching staff and students of 1-2 years of study. Students from Kyrgyzstan were covered (Kyrgyz State Academy of Physical Culture and Sports, S. Naamatov National University, Osh State Pedagogical University, International Medical University, Talas State University, Kyrgyz-Turkish University "Manas", Kyrgyz National, KEU, KNU. Zhusupa Balasagyna, International University "Ala-Too", IAUPFiB), Kazakhstan (Kazakh Academy of Tourism and Sports, International University named after K.Sh.Toktomamatova, Auezo-va UCU), Russia (FGBOU VO PGUFKSiT, GAOU PO Moscow City Pedagogical University, Volga Region University of Physical Culture, Sports and Tourism, as well as the Accreditation Agency "Bilim Standard". A total of 258 teachers took part in the survey, 38 % of them men, 62 % women: 2 % are doctors of sciences, 35.7 % are candidates of sciences and associate professors, 60.5 % are teachers without a degree. The survey was attended by teachers of the Faculty of Physical Culture and Sports, as well as natural geography, Engineering, History, Physics and Mathematics, Economics, Law, Philology faculty. Conclusions. The history of the formation of the educational process and the realities of the current time give reason to express the opinion that there is no limit to the improvement of the learning process and the technology of teaching.

THE ROLE OF INNOVATIVE LEARNING TECHNOLOGIES IN FORMING THE CREATIVE PERSONALITY OF STUDENTS

It is determined and characterized the main components of the educational innovation. Thegeneral laws of the course of innovative processes are presented. Innovative learning technologies shape the moral, intellectual, physical, aesthetic development of

Madrasa Agility In The Digital Age: Increasing Flexibility And Countering Artificial Intelligence Threats

This study aims to analyze the sustainability of Madrasa in the digital era by focusing on two aspects, namely increasing flexibility and dealing with the threat of artificial intelligence. This research was conducted using the library research method, with data collection techniques in the form of systematic literature reviews. The results of the study show that the sustainability of Madrasa in the digital era is very dependent on the ability of Madrasa to increase flexibility and face the threat of artificial intelligence. Increased flexibility is carried out by developing learning programs that can be accessed online and offline, using innovative learning technology, and involving teachers and students in the learning process. Meanwhile, to deal with the threat of artificial intelligence, Madrasa need to improve digital capabilities and prepare teachers and students to face changes in an increasingly complex and dynamic world of work. Madrasa also need to strengthen Islamic values ​​and wisely introduce artificial intelligence concepts. The sustainability of madrasa in the digital era requires a holistic approach, which includes aspects of technology, management, and curriculum. In the face of artificial intelligence, madrasa need to strengthen their identity and reputation as institutions that provide high quality education and strong Islamic values. Madrasa also need to strengthen Islamic values ​​and wisely introduce artificial intelligence concepts. The sustainability of madrasa in the digital era requires a holistic approach, which includes aspects of technology, management, and curriculum. In the face of artificial intelligence, madrasa need to strengthen their identity and reputation as institutions that provide high quality education and strong Islamic values. Madrasa also need to strengthen Islamic values ​​and wisely introduce artificial intelligence concepts. The sustainability of madrasa in the digital era requires a holistic approach, which includes aspects of technology, management, and curriculum. In the face of artificial intelligence, madrasa need to strengthen their identity and reputation as institutions that provide high quality education and strong Islamic values. Keywords: Madrasa, Agility, Digital, Artificial Intelligence