Interactive Educational Environment Research Articles

Educational models and technologies in the era of digital transformation

At present digital transformation of the society faces the problem of a shortage of a highly qualified personnel - specialists in the field of the latest information technologies, intellectual scientists with a high-quality fundamental education. The solution to this problem lies in the introduction of new educational models and technologies. The purpose of the research is to study the strategy for the formation of a new conceptual scheme of modern education. It has been emphasized that two leading educational models are currently being successfully implemented and complement each other: the classical model of «completed» education with the basic principle of «education once and for life», covering the need of the society for the generation and dissemination of knowledge, as well as the storage of cultural ideals, and the second model, called the «lifelong education model», which meets the principle of «lifelong education», corresponding to the rapid changes in technology and the nature of digital transformations of the society. The article pays special attention to new educational technologies such as: 1) analytical technologies, which are based on the analysis of big data from educational institutions in real time; 2) adaptive (or intellectual) learning, which is based on the principles of personalization of learning and building an individual educational trajectory; 3) Smart education, using learning tools in an interactive educational environment with elements of distance and mobile education. The methodological basis of the research is a systematic approach and general methods of scientific knowledge, such as analysis, synthesis, generalization. The relevance of the topic is associated with increased attention to the problem of matching the quality of the Russian education with the promising tasks of the digital transformation of the Russian society. Key conclusion. A high professional level of the personnel reserve, which will be able to practically implement state digitalization programs, is possible and is associated with the construction of a new concept of modern education.

Потенциал использования нейросетей как инновационного инструмента создания учебного контента и средства организации интерактивной образовательной среды на занятиях по русскому языку как иностранному

The aim of the study is to determine the potential of using neural networks as an innovative tool for creating educational content and a means of organizing an interactive educational environment in Russian as a foreign language classes. The paper analyzes the ways of using neural networks in foreign language classes, demonstrates a practical experience in creating a technological structure for a Russian as a foreign language class with the help of neural networks. The study is novel in that it is the first to present methodological guidance on the creation of a technological structure for a Russian as a foreign language class using neural networks to solve various educational tasks. As a result of the study, it was found that neural networks possess a huge potential. They can render assistance to teachers and become an effective means in developing foreign speakers’ communicative competence, as well as their soft skills.

FOREIGN LANGUAGE EDUCATION IN A NON-LINGUISTIC UNIVERSITY IN RUSSIA: IMPLEMENTATION EXPERIENCE AND DEVELOPMENT PROSPECTS

The article discusses the experience of organizing foreign language education in a non-linguistic Russian university. The author draws attention to the signifi cance of the influence of current socio-economic, political, methodological and individual factors on the pedagogical system under study. Key factors include integration processes, social and academic mobility, digitalization of various spheres of life, and the demand for English in society. The key changes in its structural components are described: target, content and technological. There is a differentiation of the goals of foreign language education at the bachelor’s and specialty/master’s levels, which require not only mastering the ability for oral and written foreign language communication, but also the ability to apply modern communication technologies in the target language. The modern educational space, which predetermines greater subjectivity of the student, and a clearer differentiation of goals and results determine the task of studying the claims, expectations and needs of foreign language students in a non-linguistic university, as well as updating the content of foreign language education in order to ensure that students can acquire personal experience in their future professional fi eld , and life activity in general. One of the innovative tasks of university foreign language teachers is the design and implementation of an interactive innovative educational environment. At the same time, it is necessary to recognize the need to study the didactic possibilities of interaction in the educational process with artifi cial intelligence. The results of the analysis of the presented experience made it possible to identify the specifi cs of the current state of the foreign language education system in a non-linguistic university and to identify promising directions for its further study in order to fi nd effective ways of management and timely transformation.

Workshop on Using Microsoft PowerPoint and Canva Platform as Teaching Tools for Teachers to Boost Children's Learning Enthusiasm in Lembang Public Elementary School

Purpose: This study highlights the need to enhance teachers' proficiency in Microsoft Office and Canva Platform at Lembang Public Elementary School. The purpose of the workshop was to equip educators with essential skills using these tools, thereby addressing the existing proficiency gap among teachers.
 Method: The workshop employed a straightforward approach involving material presentation and hands-on exercises. Teachers actively participated, demonstrating an 80% success rate in comprehending and applying the knowledge, validating the effectiveness of the workshop's methodology.
 Practical Applications: The workshop's outcomes have significant practical implications. Teachers, now adept in these technologies, can effectively integrate them into their teaching methods, enhancing classroom engagement and learning experiences. Additionally, these skills empower teachers in various real-world scenarios, fostering a more interactive and modern educational environment.
 Conclusion: This study underscores the workshop's success in bridging the proficiency gap among teachers, resulting in a more technologically proficient teaching faculty at Lembang Public Elementary School. The hands-on methodology proved highly effective, ensuring practical application of Microsoft Office and Canva Platform skills in educational settings.

Escaping the Silos: Utilization of a Pediatric Trauma Escape Room to Promote Interprofessional Education and Collaboration.

Millions of children are treated annually for trauma-related injuries but comprise a smaller proportion of emergency department visits than adults. As a result, emergency department teams may not have the knowledge, skills, and confidence to care for pediatric patients, and specialty teams may not interact enough as an interprofessional team to provide high-quality patient care. The purpose of this project is to describe a novel interprofessional simulation-based education initiative to assist pediatric trauma team readiness. An escape room was designed to provide an interactive educational environment focused on pediatric trauma education. Using an interprofessional dyad of a trauma nursing specialist and a pediatric nursing expert, the escape room was designed as a series of clues to improve pediatric skills and interprofessional collaboration between specialty teams. The escape room training was conducted (from February to March, 2023) in a large Southeastern U.S. Level II adult trauma center. Twenty-one registered nurses from different specialty teams participated in the simulation exercises with overwhelmingly positive feedback. Colleagues reported this was a unique way to deliver education that resulted in innovative team building and enriched collegiality between the specialty teams. The escape room educational format was positively received, and future events are planned across disciplines and various topics. Trauma centers with lower pediatric volumes seeking to provide engaging team-based education may use this format as a unique and innovative way to develop teams for clinical success.

The Use of Mobile Instant Messaging in English Language Teaching: The Case of South Korea

While learning management systems and video conferencing platforms have become a pivotal means for implementing emergency remote learning during the COVID-19 pandemic, the integration of mobile technologies into online teaching has been largely recommended in order to create an interactive educational environment. Focusing on the case of an English Language Program in South Korea, this study investigates the actual use of mobile instant messaging (MIM) applications as a learning aid in online language classrooms and how this was implemented in creating interactive language learning environments during the current outbreak. Based on a questionnaire survey collected from 979 students, it then compares students’ level of perceived satisfaction with their language learning and communication in online language classrooms between the group of students that used MIM during instruction and the group that did not. The discussion presented in this paper provides language educators, school administrators and policymakers at all levels with practical suggestions and ideas to consider, given that our daily communication has become highly dependent on and is increasingly mediated by mobile digital communication technologies and new media.

Pedagoške implikacije nastave kao interaktivnog procesa između učenika i nastavnika

Interaction and communication are essential features of education, so in interactive (communicative) pedagogy, education is defined as a kind of interaction between educators and learners - teachers and students. In an interactive educational environment that implies respect for the principles of pedagogical communication, the educational influences are more emphasized and focused on personality development, and the connections between the subjects of the educational process are firm and strong. In this sense, the paper discusses the implications of teaching as an interactive process on learning outcomes and the position of students in it. In the conclusion, it is emphasized that active interaction between teachers and students conditions greater student autonomy, which increases the possibilities for the development of a flexible, resilient, creative, and above all, responsible and free individual. The prerequisites for creating more optimal conditions for learning and the application of more purposeful interactions that would serve the purpose of successful teaching and learning and personality development were also highlighted.

Intermediate results: how students assess distance learning and whether there are prospects for its application in interactive educational environments

The paper presents the results of the study of the use of services and technologies in distance learning for students. Particular attention is paid to the analysis of the advantages and disadvantages of using distance learning technologies that affect learning outcomes and students' satisfaction with the educational process. The work is relevant to improving the educational process by increasing the effectiveness of distance learning tools and technologies, taking into account their advantages, improving the quality characteristics of the educational process, its elements and the use of optimal technologies for both students and teachers. As part of the preparation of the work, a sociological study of 1,000 university students was conducted, in which the preferences of students in the use of distance learning services, the frequency of their use, the degree of application of such tools by teachers in the educational process were studied. The most popular digital services for distance learning were identified, including the most widely used interactive learning services. Identification of the main negative and positive aspects of distance learning in terms of students. Prospects for the use of digital services in virtual educational environments and meta-universes were shown, as well as the development of electronic didactic means for the implementation of the educational process. The results obtained during the study allow clarifying the attitude of students to distance education, assess the degree of influence of various factors on the effectiveness of distance education. The results can be used to make changes in the current educational process in terms of application or rejection of specific methods and technologies, their adaptation and improvement.

Retracted Article: Understanding the essence of immersive marketing for educational services and knowledge transfer

The authors have expressed the wish to retract this article on the grounds that the list of references is incorrect. The Publisher and Editor(s) approved to the retraction.

ՏՀՏ-ՆԵՐԻ ԿԻՐԱՌՄԱՆ ՄԱՆԿԱՎԱՐԺԱԿԱՆ ՊԱՅՄԱՆՆԵՐԸ / PEDAGOGICAL CONDITIONS FOR THE USE OF ICT

As a result of the implementation and use of ICT, the pedagogical conditions of education, training and management are undergoing revolutionary changes. Both their functions and content are changing. The introduction of ICT changes not only the "material-spatial" environment of education, but also the reflective environment, which is an important condition for the implementation of any educational process. Taking into account the psychological aspect of the pedagogical conditions of educational work and management, the task is to continuously increase the degree of involvement of the subjects of education. ICT contribute to increasing the efficiency of the process of developing an individual educational trajectory of students, as well as personalizing the educational process, increasing the level of training of students, the speed of mastering new material, consolidating students' knowledge, enhancing their educational and cognitive activity, provides feedback from subjects and objects involved in educational work. At the didactic level, the possibilities of monitoring and evaluating classes, the consistent use of frontal, group, individual teaching methods and the use of games in the learning process. At the methodological level, they ensure the availability of the proposed material, the transparency of assessment, expand the possibilities for including interdisciplinary exercises in the educational process, and strengthen interdisciplinary connections in education. Acting as the most important technological component of improving pedagogical conditions, ICT contribute to the formation of unique interactive educational environment. Traditional blackboards are being replaced by interactive whiteboards, traditional lectures are turning into interactive conferences, and the “gaps” of the traditional library are being filled by the media library. ICT also creates fertile ground at the highest reflexive levels of control and regulation of the process of improving pedagogical conditions.

Modern innovative forms of teaching law at other schools in Ukraine

The article is devoted to topical issues of modernization and improving the quality of higher legal education in Ukraine in the context of its European integration. Particular attention is paid to innovative technologies of legal education faculties. The article examines innovative teaching methods used in the modern educational system process Characteristic features of means, forms and methods of innovative education are determined, revealed the specifics of their use in the interactive educational environment of higher education institutions of Ukraine.

USINGSTEM (SCIENCE, TECHNOLOGY, ENGINEERING, ARTS, AND MATH) BASED APPROACH IN PROJECT-BASED ENTREPRENEURSHIP EDUCATION AT A TRAINING INSTITUTE

The education system in the 21st century is continuously transforming due to modern trends in human sciences, particularly the accelerated development of pedagogical science. New approaches are required based on the increased quality of education, personality development, the principles of democratic learning, STEM education, current trends in entrepreneurship education. Ensuring quality professional education and training requires compliance with the European and national priorities and policies in this area. In education systems, the requirement for developing social competencies, qualities of taking initiative and entrepreneurship, personal responsibility and special skills related to business and entrepreneurial activity is increasing.
 This article presents a model for combining and upgrading traditional entrepreneurship training with STEM-based training and active learning methods in an interactive educational environment. The aim of the research is to develop an innovative model for entrepreneurship education through a training institute, with the application of STEM based integrated activities. For the study the following tasks have been defined: analysis of the current state of the problem in the scientific literature and a study of good European and national practices for entrepreneurship education, analysis of the didactic aspects of entrepreneurship training through a training institute for students aged between 15-19 years, development of an experimental program for extracurricular activity using active methods and an integrated STEM approach, development of variants of interdisciplinary situations and learning projects combined with STEM. Achieve functional literacy, analytical skills and creativity, rapid adaptation to modern technologies and the resulting changes in the labor market. In parallel, the focus is on the formation of interdisciplinary and practically oriented knowledge and problem-solving skills, entrepreneurship, creative and critical thinking, and civic engagement.

FORMATION OF INFROMATION COMPETENCES OF PUPILS OF GENERAL SECONDARY EDUCATION INSTITUTIONS OF THE FIRST DEGREE BY MEANS OF GOOGLE SERVICES APPLYING

The article analyzes the problem of information competence’s formation of pupils of general secondary education institutions of the first degree applying the Google services. It was noted that today the issue of information competence’s formation of pupils, has been actualized, especially in conditions of distance learning. The main purpose of the article is to identify the possibilities of using Google services in the educational process of general secondary education of the first degree, to establish and describe prospects of formation of information competence’s formation of pupils of general secondary education institutions of the first degree. То achieve the goal and objectives of the research, analytical and synthetic methods of working with scientific and methodical sources, analysis of own experience in the field of IT technologies were used to determine the toolkit of Google services for the formation of innovative competence of children of primary school age The content of the following concepts: «competence», «information competence», «digital competence», «information service» and «modern interactive educational environment» was analyzed and disclosed in this article. The concept of information competence and its formation according to the requirements of the new Ukrainian school was considered. The particular attention was focused on the effective usage of information technologies during epidemiological and military events. The list of the best information services that can be applied in the education process in order to form the information competence of primary students is presented. Detailed instructions for all information services considered in this article were developed. These instructions were presented with a brief description of work and effective usage in the educational process of distance learning. In addition, the patterns of structuring the corresponding services in the form of interactive educational environment were described. The format of the offered interactive educational environments meets all the standards and requirements provided by the Ministry of Education and Science of Ukraine.

Digital Transformation Will Change Medical Education and Rehabilitation in Spine Surgery.

The concept of minimally invasive spine therapy (MIST) has been proposed as a treatment strategy to reduce the need for overall patient care, including not only minimally invasive spine surgery (MISS) but also conservative treatment and rehabilitation. To maximize the effectiveness of patient care in spine surgery, the educational needs of medical students, residents, and patient rehabilitation can be enhanced by digital transformation (DX), including virtual reality (VR), augmented reality (AR), mixed reality (MR), and extended reality (XR), three-dimensional (3D) medical images and holograms; wearable sensors, high-performance video cameras, fifth-generation wireless system (5G) and wireless fidelity (Wi-Fi), artificial intelligence, and head-mounted displays (HMDs). Furthermore, to comply with the guidelines for social distancing due to the unexpected COVID-19 pandemic, the use of DX to maintain healthcare and education is becoming more innovative than ever before. In medical education, with the evolution of science and technology, it has become mandatory to provide a highly interactive educational environment and experience using DX technology for residents and medical students, known as digital natives. This study describes an approach to pre- and intraoperative medical education and postoperative rehabilitation using DX in the field of spine surgery that was implemented during the COVID-19 pandemic and will be utilized thereafter.

Propose a New Quality Model for M-Learning Application in Light of COVID-19

The coronavirus disease (COVID-19) prevented millions of students around the world from receiving their lessons, because of the closure of thousands of schools. The new COVID-19 global epidemic invaded the barriers of time and space. Using mobile phones in education is a new form of the distance learning system. M-learning is characterized by many characteristics, the most important of which are providing an interactive educational environment, flexibility in space and time, better adaptation to individual needs, acquisition of knowledge, interactive effectiveness, and developing self-learning skills for students. The main aim of this paper is to suggest a quality model for M-learning applications for children which contains the most common characteristics of M-learning, which must be taken into account when designing M-learning applications. Through previous studies related to the quality model for M-learning applications, we proposed two quality characteristics, technical and pedagogical. We proposed 8 subcharacteristics with their features following the structure of the IOS/IEC 912 and DeLone and McLean IS model to find the effect of technical and pedagogical factors on user satisfaction with M-learning applications for children. Results show that the proposed model can be useful and effective to ensure the development of high-quality M-learning applications.

The Intermediate School Mathematics Teachers' Role in creating Professional Standards- based Learning Environments of The Education and Training Evaluation Commission from the Specialists' Perspectives: دور معلمي رياضيات المرحلة المتوسطة في تهيئة بيئات تعلم تفاعلية قائمة على المعايير المهنية لهيئة تقويم التعليم والتدريب من وجهة نظر المختصين

This research aims to identify the role of middle school mathematics teachers in creating interactive learning environments based on the professional standards of the Learning and Training Evaluation Authority from the specialists' point of view. To achieve this, the researcher used the descriptive method with its survey design. The research sample included (120) individuals, (5) teaching Staff Members of curricula and mathematics, and (19) educational supervisors in the mathematics department in Makkah Directorate of education. The role of the middle school mathematics teacher in creating interactive learning environments based on the professional standards of the Education and Training Evaluation Authority from the point of view of specialists came with a degree of (approval). The arrangement of the axes was descending as follows: (the use of modern technology in teaching mathematics, strategies for teaching mathematics, the time teaching mathematics effectively, the use of mathematical communication) for all axes (4,24,4,47,4,47,4,50). There is statistically significant difference at the level of significance (0.05) between the averages of the specialists' responses according to the job title (teacher, educational supervisor, faculty member) due to the effective use of modern technology for mathematics and teaching mathematics effectively, and it reached (5,275,5,93). There is statistically significant difference at the level of significance (0.05) between the averages of the specialists' responses according to the job title (teacher, educational supervisor, faculty member) due to the use of mathematics teaching strategies and using the mathematical communications, and it reached (6,749,7,434). There is a statistically significant difference at the level of significance (0.05) between the averages of the specialists' responses according to the academic qualification (BA, MA, and PhD). There is a statistically significant difference at the level of (0.05) between averages of responses attributed to years of experience, at the role of mathematics teacher in using modern technology and strategies for teaching mathematics, the time of effectively teaching mathematics, mathematical communication reached (13,863,17,806,14,356,9,548). The researcher recommended a number of recommendations, including strengthening professional practices related to creating interactive learning environments and providing educational supervisors with the proposed vision that came out of this study in promoting an interactive educational environment.

PSYCHOLOGICAL AND PEDAGOGICAL ASPECTS OF EDUCATIONAL INTERACTION OF PHYSICS TEACHERS WITH HIGH SCHOOL STUDENTS IN CONDUCTING LABORATORY WORK IN CONDITIONS OF INFORMATIZATION OF THE EDUCATIONAL PROCESS

The article is devoted to the analysis of psychological and pedagogical aspects of educational interaction of physics teachers with high school students in conducting laboratory work in modern conditions of computerization and informatization of the educational process. The ambiguity and socio-psychological significance of this problem in the conditions of modern information technology society are analyzed. The psychological and pedagogical aspects of the problem of informatization of the educational process and educational environment as a component of modernization of the education system are considered. It is shown that under certain conditions the process of transferring sources of information to the virtual space transforms the educational process into a personality-oriented interactive educational environment of a new type. The peculiarities of educational interaction in the conditions of modern informatization of educational process in the context of carrying out laboratory works on physics are outlined, the features of pedagogical tasks at their carrying out are considered. The didactic and developmental role of laboratory works in physics is generalized. The peculiarities of traditional teaching practice in laboratory work are critically considered. The advantages and disadvantages of using information and communication technologies (ICT) in laboratory work in physics are formulated and some recommendations are given for the creation and operation of a favorable information and educational environment in physics lessons, in particular, based on the use of VERNIER measuring systems. The subject-oriented principles of educational communications (accessibility, interactivity, versatility, innovation) are considered, which can be applied to the real educational interaction of physics teachers and students in a situation of live communication in the use of ICT. It is concluded that when using computer tools in the educational process, the student should be an active participant in the pedagogical process. The task of a physics teacher is to ensure the subject-subject nature of pedagogical relations, in particular, in the implementation of the pedagogy of cooperation, dialogue and equality of psychological positions.

INNOVATIVE TECHNOLOGIES AND TEACHING METHODS AT THE DEPARTMENT OF NORMAL PHYSIOLOGY

Innovation methods are an effective educational technology due to its inherent qualities of interactivity, flexibility and integration of various types of educational information, as well as with the ability to take into consideration the individual characteristics of students and enhance their motivation.
 The article discusses innovative teaching methods that are used in the system of the modern educational process. The characteristic features of the means, forms and methods of innovative teaching are determined, the specifics of their use in an interactive educational environment to improve the quality of student education at medical universities are revealed.

Student’s intentional dimension in interactive learning

The purpose of the article is to identify and substantiate the technologies for using the personal intentions of students and teachers as the basis for the interactivity of learning. At the same time, the mental potential of intention as an orientation and professional choice of students in the educational process is revealed. The essence of intention and interactivity is revealed in the comparative characteristics of the goal, intention, volitional efforts and the desire of students to achieve high results in educational cognition. On the basis of the essential properties of the intention, it was revealed that it is inherent in both the personality of the teacher and the student, so it can be invested in educational tools. An interactive educational environment is used as the optimal condition for revealing the potential of an intention. It has been experimentally substantiated that in the field of academic disciplines that coincide with the intentions of students, sense-creating technologies are more productive, in other disciplines interactive technologies allow expanding the area of intention through the intention of the author, teacher, invested in educational tools. The technologies proposed in the article contribute to the teacher’s productive choice of innovative technologies, depending on the degree of coincidence of students’ personal intentions with the subject area.

Keeping environmental physiology education up and running during the COVID-19 pandemic

The COVID-19 pandemic provoked a need for rapid adaptation of teaching strategies and learning environments. Thus novel approaches, predominantly based on online/virtual platforms are needed to minimize the negative effects of the pandemic on teaching (and learning). Herein we describe our recent web-based symposium series on environmental physiology and ergonomics initiative as an example of such a strategy. We outline the ideas behind this series and its implementation, which could serve as an example of a useful joint interactive virtual educational environment that could be applied to any physiology subspecialty. Based on the feedback received from all stakeholders involved in the process, we strongly believe that such an approach can provide an excellent platform for all educational levels from undergraduate students up to seasoned academics. Importantly, the unrestricted availability (free registration and publication of recordings and student handouts) is an important consideration for the democratization of science and the inclusion of financially less well-supported students and academics.