Active Construction Of Knowledge Research Articles

Validation of the SISRE-P Software for Teaching Reflection in Mathematical Didactics using the DELPHI Method

This research addresses the use of software in the mathematics education process, which has been growing in popularity and has proven to be a valuable tool to improve teaching and learning. The study aimed to validate the SISRE-P software in the teaching of mathematics, with the purpose of reducing the gap between theory and educational practice, and improving pedagogical practice. From the methodological point of view, a qualitative, cross-sectional and descriptive study was carried out, using the Delphi method for the validation of the instrument, which was applied to 36 teachers. For its development, a questionnaire was applied in the form of interviews, which were sent through Google Forms, through the process, they were analyzed to evaluate the effectiveness of SISRE-P. Within the results obtained, it is observed that the implementation of the SISRE-P software demonstrates its effectiveness to improve teaching practice in mathematics teaching. Recurrent participation in weekly reflective sessions, both in pedagogical pairs and with colleagues or individually, has strengthened the reflective process through methods such as class recording, collaborative conversations and records in field diaries. It is concluded that SISRE-P is an effective tool to enhance teaching practice in the teaching of mathematics. Its constant use in reflective sessions strengthens the process of teacher self-reflection and is fundamental within the constructivist pedagogical framework, focused on student autonomy and the active construction of knowledge.

Critical analysis of educational theories and their pedagogical practices: the applicability and the impact in the school context

The analysis of the main educational theories – Constructivism, Behaviorism, Socio-Constructivist Theory, Cognitivism, Humanism, and Connectivism – and their practical applications demonstrates the importance of a diverse and adaptive pedagogical approach. Constructivism: Focused on the active construction of knowledge by the student, it promotes meaningful and contextualized learning. Project-based learning (PBL) is a practice that increases student motivation and performance. Behaviorism: Emphasizes changing behavior through positive and negative reinforcements. Classroom reinforcement programs encourage appropriate behaviors, resulting in a more productive learning environment. Socio-Constructivist Theory: Highlights the importance of social and cultural interaction in learning. Methods such as cooperative learning improve academic performance and strengthen collaboration among students. Cognitivism: Focuses on internal thought processes, using tools such as mind maps to help students organize and structure knowledge, promoting critical thinking skills. Humanism: Focused on the student's personal and emotional development, it values ​​self-actualization and well-being. Welcoming learning environments and student-centered curricula promote individual growth. Connectivism: Addresses learning in the digital age, highlighting the importance of information networks and educational technologies. Integrating online platforms expands access to knowledge and involves students and parents more in the educational process.

Role of Web-Based Learning in Teaching English: Pathway to Sustainable Development Goals (SDG)

Context: The Covid-19 pandemic has profoundly altered the global educational landscape, necessitating a rapid shift from traditional face-to-face learning to virtual environments. This transition has highlighted the essential role of digital platforms in modern education, making e-learning and e-resources crucial components of curricula. As education becomes increasingly digitalized, it presents new opportunities for reaching a broader audience and enhancing the learning experience. Objective: The objective of this paper is to investigate the impact of web-based learning on English education during the Covid-19 pandemic. It aims to explore how digital tools and platforms enhance content development and course design, thereby enriching the overall learning experience. Additionally, the paper seeks to evaluate the alignment of these digital advancements with the Sustainable Development Goals (SDGs), particularly focusing on promoting inclusive and equitable quality education. Theoretical Framework: The study is grounded in the constructivist learning theory, which posits that learners construct knowledge through experiences and interactions. This framework supports the integration of digital tools in education, suggesting that these tools facilitate active learning and knowledge construction. The paper also considers the principles of digital pedagogy and e-learning frameworks to provide a comprehensive understanding of how web-based learning complements traditional teaching methods. Methodology: The research employs a mixed-methods approach, combining qualitative and quantitative data collection and analysis. Surveys and interviews with educators and students provide insights into their experiences and perceptions of web-based learning. Additionally, an analysis of digital course materials and e-resources used in English education during the pandemic offers empirical data on the effectiveness and challenges of digital learning tools. Case studies of specific educational institutions implementing web-based learning are also included to illustrate practical applications and outcomes. Results and Discussion: The findings reveal that web-based learning has significantly transformed English education by making it more accessible and flexible. Digital tools have enhanced content development and course design, allowing for more interactive and engaging learning experiences. However, the transition to virtual learning also presents challenges, such as digital divide issues, varying levels of digital literacy among educators and students, and the need for effective digital pedagogy training. The discussion highlights the importance of addressing these challenges to maximize the benefits of web-based learning. Originality and Value: This paper contributes to the growing body of research on digital education by specifically focusing on English education during the Covid-19 pandemic. It provides original insights into how digital tools can be integrated within the constructivist learning theory framework to enhance educational outcomes. The study's emphasis on aligning digital advancements with the SDGs adds value by connecting educational innovations to global development goals. Implications and Conclusions: The research underscores the potential of web-based learning to transform traditional educational practices and promote inclusive and equitable quality education. The implications for educators and policymakers include the need for ongoing professional development in digital pedagogy, investment in digital infrastructure, and the creation of policies that support equitable access to digital learning resources. The paper concludes that while web-based learning presents numerous opportunities, addressing the accompanying challenges is crucial for achieving sustainable and impactful educational transformations.

Empowering Online Teaching: A System Review of Online Instructors’ Professional Development in Higher Education

This paper begins with the introduction of online education development in U.S. higher education. It examines the challenges of online learning, highlighting that online education often yields poorer outcomes, with lower completion rates and fewer educational learning outcomes. It identifies key determinants impacting online learning outcomes: student agency, the level of interaction within online courses, and digital literacy. The study emphasizes the importance of professional development (PD) for online instructors, especially in community colleges. Critical pedagogy serves as the conceptual framework for the PD, advocating for educational systems that empower students and teachers to challenge oppressive structures and to contribute to educational equity. It stresses the need for instructors to be facilitators of learning, promoting active dialogue and collaborative knowledge construction. The paper discusses scaffolding strategies, promoting student agency, enhancing interaction, and integrating technology-enhanced learning (TEL) as essential components of PD for online instructors. The paper concludes by arguing for the necessity of humanizing online education, aligning it with the principles of critical pedagogy to create more inclusive and empathetic online classrooms. It suggests that as online education evolves, there is a responsibility to ensure that PD programs reflect these humanizing principles, contributing to a more equitable and reflective education system.

Extensiveness of School-Based Assessment Techniques Employed by English Subject Teachers to Improve Students' Language Proficiency in Public Secondary Schools in Manyoni District, Tanzania

The study aimed to investigate the Extensiveness of School-Based Assessment Techniques Employed by English Subject Teachers to Improve Students' Language Proficiency in Public Secondary Schools in Manyoni district, Tanzania. The research was guided by the Constructivist Theory, which emphasizes active learning and knowledge construction. The study employed a convergent design under a mixed methods approach. The target population consisted of 3,098 Form 1 to Form 4 students, 38 English teachers and 19 school heads. Sampling techniques employed in this study include purposive (expert and total population) and stratified random sampling techniques to select 161 respondents. Data collection instruments were validated by MWECAU research experts in the field of education. A pilot study was conducted in two public secondary schools. The reliability of questionnaires for Likert-type items was estimated using Cronbach's Alpha Coefficient whereby r= 0.839 for teachers and r=0.889 for students, while that of qualitative was established through peer debriefing and triangulation. Quantitative data were collected through questionnaires, while qualitative data were collected through an interview guide and a document analysis guide. Descriptive statistics were analyzed quantitatively using SPSS version 22. Qualitative data was analyzed thematically. The study adhered to ethical considerations throughout the research process. The study found that vocabulary quizzes/tests were more widely used and valued by teachers compared to grammar quizzes/tests. The study concluded that vocabulary quizzes/tests were more widely used and valued by teachers compared to grammar quizzes/tests. The study recommended that teachers should employ a variety of assessment techniques, including vocabulary quizzes, grammar quizzes, reading comprehension tests, listening comprehension tests, and oral presentations.

Bridging the gap: bioinspired robotics as catalyst for interdisciplinary education

IntroductionIn contemporary educational philosophy, constructivist and constructionist theories emphasize active knowledge construction among learners. These paradigms advocate for learners as active participants, engaging in knowledge creation through interaction and experience. Problem-Based Learning (PBL) exemplifies these principles by placing students at the center of hands-on challenges that foster critical thinking and collaborative problem-solving. This study explores the integration of these educational theories through an innovative pedagogical framework, focusing on the development of bioinspired robotics.MethodsIn a six-stage educational process at Tecnológico de Monterrey, 24 undergraduates were immersed in bioinspired robotics through workshops on animal biomechanics, soft robotics, and neuroscience. Organized into four teams, students designed robots for wildlife observation and search and rescue. The curriculum integrated theoretical lectures, hands-on training, and practical applications, emphasizing interdisciplinary collaboration and real-world problem-solving. This approach blended traditional education with innovative, project-based learning tailored to local and ecological challenges.ResultsThe culmination of this initiative was marked by the creation of functional robotic prototypes, underscoring the effectiveness of the interdisciplinary approach. Post-project evaluations revealed marked enhancements in students' proficiency in both sciences and engineering. Furthermore, there was a pronounced strengthening of students' conviction regarding the importance of integrating bioinspired principles into engineering education.DiscussionThe study advocates merging traditional knowledge with modern technological innovation and bioinspiration to enhance learning outcomes. This integrated approach boosts analytical reasoning and scientific skills while also fostering empathy and emotional literacy, preparing students as holistic thinkers and versatile innovators. Combining biology, robotics, and education offers significant benefits, providing insights for educators and policymakers to equip students for future challenges. There is a strong consensus on the value of incorporating biological principles into engineering education, signaling a shift toward innovative, interdisciplinary curricula that enhance technical and broader cognitive skills.

Exploring Social Studies Education Through the Lens of Constructivism: A Literature Review

This study explores the efficacy of the constructivist approach in Social Studies (IPS) education, investigating its role in shaping the learning landscape. IPS, a blend of social sciences tailored for educational purposes, becomes a focal point as constructivism emerges as a theoretical framework. Defined as a cognitive process based on students' experiences, constructivism emphasizes active knowledge construction. The research employs a literature review methodology, analyzing trends from articles published from 2019 to 2023. The findings underscore the positive impact of implementing constructivism in IPS education, fostering heightened student engagement, motivation, and improved academic achievement. This study offers insights for educators and researchers seeking to enhance student-centric learning strategies in the dynamic realm of IPS education.

The effects of online learning about the Brønsted-Lowry theory of acids and bases in the first grade of grammar school during the COVID-19 pandemic

The aim of this paper was to examine the effects of the application of online material on the Br?nsted-Lowry theory of acids and bases on the active construction of knowledge in first-grade grammar school students during the COVID-19 pandemic. The online material was designed to enable students: a) to learn the teaching material in smaller parts; b) to assess the acquired knowledge after each part of the teaching material; c) to progress through the lesson at their own pace; d) to visualise and interrelate the macroscopic, submicroscopic and symbolic representations of the contents about acids and bases by using a video recording and illustrations; e) to re-examine the accuracy of the given answers. The research sample consisted of 122 first-grade grammar school students, who learnt about the Br?nsted?Lowry theory for the first time. The instruments used in this research study were two tests (a pre-test and a post-test), the validity of which was examined by two university professors and two grammar school chemistry teachers. The applied approach enabled the active construction of knowledge in the majority of students, while it provided the teachers with an insight into the progress and outcomes of the process.

Harnessing H5P for Asynchronous Active Learning

Active learning, as defined by Bonwell and Eison (1991), involves students in doing things and thinking about what they are doing. Extensive research has highlighted the numerous benefits of active learning, including increased attendance rates (Kozanitis & Nenciovici, 2022), improved learning outcomes (Ruiz-Primo et al., 2011), reduced achievement gaps for underrepresented students (Haak et al., 2011; Theobald et Al., 2020), higher-order thinking skills, and enhanced student performance (Freeman et al., 2014). In comparison to traditional lectures, any form of active learning has proven to be beneficial to student learning (Schneider & Preckel, 2017). However, most research on active learning has focused predominantly on face-to-face synchronous classrooms, with little attention to active learning in online asynchronous environments. This presents an opportunity to explore design solutions that promote active learning in these asynchronous settings where students lack real-time interactions with educators and peers. The advent of HTML5 (HyperText Markup Language version 5) or H5P has the potential to revolutionise active learning in online learning settings. As a free and open-source content creation tool, H5P offers various interactive and engaging content types that enable students to interact directly with course material in meaningful ways. This interactivity encourages students to participate actively in their learning process rather than passively obtaining information from lectures. Drawing from two case studies conducted at an Australian university, this presentation highlights how H5P can be used to enhance active learning in online asynchronous courses. The first case study investigates the design of H5P training modules for a platform that supports researchers in humanities and social sciences in their sensitive data access management. This platform is part of a nation-wide project involving 12 partnering institutions and government agencies in Australia. The second case study explores the implementation of H5P learning activities in a Vietnamese language course over three years. In both cases, H5P is used as a plug-in within the Moodle learning platform. Data collection for these case studies included interviews with educators and learning designers, Moodle reports, and participant feedback surveys. The findings from the thematic analysis and the learning analytics revealed substantial benefits of using H5P for active learning, along with the technical and pedagogical challenges encountered during the design process. The presentation features exemplary cases and insights from the case studies to suggest H5P design solutions that foster active participation, reflective thinking, and knowledge construction for students in online asynchronous settings.

Exploring Experiential Learning: Enhancing Secondary School Chemistry Education Through Practical Engagement and Innovation

Experiential learning, characterized by hands-on engagement and active knowledge construction, has gained prominence in education. This shift is in response to the limitations of traditional teaching methods, which often emphasize passive learning and fail to connect classroom knowledge with practical applications. In the context of secondary school chemistry, experiential learning offers the potential to address these shortcomings, providing students with opportunities for active exploration, concept comprehension, and critical thinking development. This article explores the application of experiential learning techniques in secondary school chemistry classrooms. Experiential learning theories emphasize learner-centered, hands-on engagement to promote active knowledge construction. In chemistry education, experiential methods like experiments and simulations motivate student interest, enhance concept comprehension, and build critical thinking abilities. However, realizing experiential learning's potential requires addressing attendant challenges regarding safety, resources, and assessment. Chemistry experiments carry risks of burns, explosions, and mishaps. Schools in underdeveloped regions need more lab equipment, reagents, and training. Precisely evaluating student knowledge and skill improvements through process-focused experiential activities also poses difficulties. Adaptive virtual learning platforms provide safer and more accessible experiment simulations, enabling personalized learning and detailed performance tracking. Although focusing specifically on chemistry, this essay indicates experiential learning's immense capacity to reinvigorate science education more broadly.

Cultural representation in German as a foreign language textbooks used in Indonesia: A critical social semiotic analysis

AbstractInformed by an integrated critical social semiotic approach, the present critical discourse study investigates the semiotic relations of image–text and the cultural meanings encapsulated in two German language textbooks: Studio d A1 and Netzwerk A1 widely used in Indonesia. Adopting Xiong and Peng's semiotic relation model, the findings demonstrate that Netzwerk A1 provides learners with opportunities to learn, think, and reflect critically on German culture through pedagogical questions regarding image–text‐pedagogy discussion. However, the image–text in Studio d A1 emphasizes the acquisition of linguistic knowledge and does not engage learners in exploring and negotiating their cultural repertoire. This empirical evidence suggests that language textbook writers should consider designing culturally responsive language learning tasks to engage learners in the active construction of cultural knowledge in practice.

‘Whose Education Is It Anyway?’

Teachers need to understand the economic and global contexts that underpin the curriculum because they impact on the interpretation, definition and perception of their role. Grundy (1994) maintains that there is a “… taken for granted view of the curriculum as something that is given to, or provided for, students” (p.27). This view of curriculum fails to acknowledge the crucial, dynamic role that teachers and students bring to the active construction of knowledge. Teachers need to be prepared to understand the ideologies underpinning the curriculum that they interpret and deliver. They should be aware of the reconstruction of knowledge and the changing values that they impart through the delivery of the curriculum. The politicisation of education directly affects teachers. This new alternative concept of teaching is changing the role of teachers from professional contextualists to that of technocratic reductionists (Codd, 1998).

Investigating teachers' participation patterns in online teacher professional development: what is the relationship between participation frequency and participation quality?

Online teacher professional development (OTPD) opportunities are made available to teachers and draw increasing research attention. As the key characteristics of teachers' participation in OTPD, the frequency and quality of participation are increasingly concerned. However, the relationship between teacher participation frequency and participation quality is still unclear. Addressing this problem not only helps reveal teachers' participation patterns in OTPD, but also provides support for promoting teachers' online professional learning and improving OTPD organization and management. To identify teachers' participation patterns and the relationship between participation frequency and participation quality in OTPD, this study analyzed 5,064 log records of 415 teachers using lag sequential analysis, t-test, and Chi-square test. The findings indicated that teachers preferred shallow participation behaviors, such as sharing resources and experience, and seldom carried out deep participation/engagement behaviors (e.g., proposing knowledge topics, establishing teaching and research practices). Teachers with higher participation frequency had lower participation quality in OTPD and tended to repeat shallow participation behaviors. Finally, the study proposed some suggestions for better supporting teachers' participation in online professional development, such as strengthening the links between information sharing activities, knowledge construction activities, and teaching and research practices.

Promoting the construction of intelligent knowledge with the help of various methods of cognitively activating instruction

How can we promote the construction of intelligent knowledge that facilitates the transfer of knowledge to new situations? This article gives an overview of the current state of empirical research on methods of cognitively activating teaching that promote conceptual change and flexible application of knowledge in new situations. “Cognitively activating” means that these methods promote the active construction of knowledge by facilitating a better understanding of the problem at hand, by activating relevant prior knowledge, and by fostering a better awareness of the limits of one’s own knowledge. Six methods that have each proven successful in boosting learners’ conceptual understanding in experimental studies are presented in this article.

Pedagogical principles of constructivist-oriented teaching practices in team sports

The present theoretical paper aimed to present pedagogical principles of constructivist-oriented teaching practices in team sports (TS). Specifically, the research sought to situate constructivism as a conceptual perspective to guide the teaching and learning in TS, presenting three general principles and fourteen adjacent principles, their definitions, and possible practical applications. General principles include: (1) facilitating the active construction of knowledge; (2) facilitating meaningful learning (personal relevance); and (3) facilitating social participation (cooperation). The pedagogical principles presented here constitute a matrix to guide empirical research on the teaching of TS in the context of professional training and practice in Physical Education and may aid in the TS's planning and intervention.

Creativity and innovation as transferable resources developed in the first stage of education. From the teaching programme to the assessment of the effects of its implementation

The aim of the article is to present the teaching programme entitled I experience – I understand – I know enriched with a full methodological framework for the first educational stage. This programme, focused mainly on the development of creativity and innovation among students, was implemented in four primary schools and subjected to a detailed evaluation (after ten months of teaching in the 1st grades). The assumptions of the programme are based on the concept of sustainable development operationalized by the R. Sternberg’s theory of intelligence supporting the life success (balance between three types of intelligence: analytical, practical and creative). The obtained results allow to recognize the proposed teaching programme as an effective set of strategies for the implementation of the core curriculum and to develop the transferable resources by the pupils, with particular emphasis on creativity and innovation that are the basis for active adaptation to the environment now and in the future. The level of creativity of students implementing the I experience – I understand – I know programme turned out to be statistically significantly higher (p <0.001) compared to the control group (not implementing this programme). Therefore, this programme can be treated as a set of good practices in effective early childhood education based on the independent and active construction of knowledge about the world by the subject (instead of providing by the teacher a ready-made set of information to be remembered), supported by the development of curiosity about the world and openness to new issues.

PROFESSIONAL DEVELOPMENT OF PHYSICAL EDUCATION FACULTY IN MULTIDISCIPLINRY INSTITUTIONS OF HIGHER EDUCATION: PHILOSOPHICAL DIMENSION

The article is devoted to the research of the problem of physical education faculty’ professional development in multidisciplinary institutions of higher education in the context of philosophy. The aim of the article is to single out the specifics of physical education faculty’ professional development in multidisciplinary institutions of higher education in the philosophical dimension. To achieve the aim of the study, the theoretical research methods were used: analysis and synthesis for processing scientific literature; generalization and systematization for processing the received data and formulating conclusions. The professional development of specialists is considered from the perspective of progressivism, existentialism, constructivism, connectivism. According to progressivism, the professional development of physical education faculty is considered through the prism of individual abilities and their development during the process of active construction of knowledge in a practice-oriented academic environment of a higher education institution. In the context of existentialism, we consider the professional development of physical education faculty as a toolkit for the development of the personality. The ideas of constructivism are extrapolated to the professional development, since the latter provides opportunities for the active construction of a knowledge system, based on the study of the peculiarities of the professional sphere, the identification of regularities in its development, organization and functioning, which allow predicting the results of professional activity. According to cognitivism professional development is a complex process that requires cognitive and emotional participation in individual and collective format, the ability and desire to find out one’s own place in terms of beliefs and principles, as well as familiarization and implementation of innovations in practice. From the perspective of connectivism, we consider the professional development of physical education faculty as many opportunities for obtaining information, processing it, distinguishing its most important elements, realizing the connections between various sources and the content of information with the aim of their further use for personal and professional growth by using modern information and communication technologies.

Examining learning difficulties and alternative conceptions students face in learning about hybridization in organic chemistry

Chemistry education research has demonstrated that chemistry concepts are abstract, complex, and challenging for students to learn and understand. Chemistry is the branch of science that deals with the nature and behavior of atoms, and bond formation and hybridization both play a crucial role in the discipline. The concept of hybridization deals with the description of the formation of hybrid orbitals, the prediction of bond angles and molecular geometry, and the reactivity of some organic compounds. Development of conceptual understanding of hybridization is important for effective learning about bond formation, molecular structure, bond angle, acidity, and reactivity. This research study aimed to examine alternative conceptions that students hold; the challenges that students face in learning about hybridization; and the strategies that they use to solve hybridization problems. The investigation took place at the City College of New York, an urban, minority-serving institute. Our method of data collection comprised a survey made up of Likert-type, open-ended questions as well as a hybridization-related set of problems. The number of research participants was n = 103. Our research findings suggest that developing conceptual understanding of organic chemistry concepts such hybridization and resonance structures, then relating it to the structure of molecules, is crucial to its function. The presentation of concepts such as hybridization in an oversimplified manner and students’ reliance on memorization in learning can hinder students’ development of conceptual understanding and meaningful learning. Students misestimate their competencies and abilities which can negatively impact poor performers and prevent them from addressing deficiencies in learning about hybridization. We suggest that instructors present the topic of hybridization at the three levels of representations, provide students with opportunities for active learning and knowledge construction, and nurture students’ visualization of atomic and hybrid orbitals. Keywords: science education, alternative conceptions, hybridization, atomic orbitals

Blended learning environments and learning outcomes: The mediating role of flow experience

Despite the growing importance of blended learning environments (BLEs) across disciplines, the extant research provides inconsistent results on their performance effects. While many studies find positive effects of BLEs on learning outcomes, others either find no significant performance differences between BLEs and traditional lectures or reveal that learners prefer face-to-face encounters. These contradictory findings suggest that differences in the effects of BLEs and other instruction formats on learning outcomes might be more nuanced than conceptualized in prior research. Specifically, research in the fields of management education and educational psychology indicates that these inconsistent findings might be addressed by carefully analyzing specific design characteristics of BLEs and by considering indirect effects of psychological characteristics. Thus, we introduce flow theory, which describes a learner's complete immersion in an activity, and we propose that experiencing flow mediates the positive effects of flexibility and interaction—two central characteristics of BLEs—on learning outcomes. The results of a quasi-experiment with 115 graduate-level management students support our hypotheses. We contribute to blended learning research by looking beyond the direct effects of instruction formats on learning outcomes and by investigating the mechanisms as well as the boundary conditions behind active knowledge construction in BLEs from a constructivist perspective. Our results suggest that instructors should ensure that they promote both flexibility and interaction in BLEs, and they should account for learners' cognitive characteristics.

Predictors of Intergenerational Learning in Kindergarten

An exploratory study is part of a project of a quantitative nature conducted in 2021 on a sample of 105 preschool teachers of preschool institutions in the Banja Luka region, Bosnia and Herzegovina. Its goal was to examine whether elementary knowledge and sociodemographic variables of preschool teachers (work experience and year of completion of formal education) play a role in the prediction of intergenerational learning in a kindergarten context. The theoretical framework of the study is the concept of both intergenerational learning and professional development. Using multiple regression analysis, preschool teachers’ elementary knowledge was singled out as a predictor of intergenerational learning in kindergarten. The predominance of elementary knowledge about intergenerational learning for its implementation in relation to other variables that do not carry individual action, confirms the importance of a constructivist approach in pedagogical work and indicates that the active construction of individual knowledge through various types of education is crucial. The findings of the study indicate the need for more emphasis on the design and implementation of education on intergenerational learning through formal, non-formal education and informal learning in order to acquaint preschool teachers with this concept and ways of its implementation in everyday life and work through various programs and projects.