Modern Education Research Articles

A Diffusion Modeling-Based System for Teaching Dance to Digital Human

The introduction of artificial intelligence (AI) has triggered changes in modern dance education. This study investigates the application of diffusion-based modeling and virtual digital humans in dance instruction. Utilizing AI and digital technologies, the proposed system innovatively merges music-driven dance generation with virtual human-based teaching. It achieves this by extracting rhythmic and emotional information from music through audio analysis to generate corresponding dance sequences. The virtual human, functioning as a digital tutor, demonstrates dance movements in real time, enabling students to accurately learn and execute dance postures and rhythms. Analysis of the teaching outcomes, including effectiveness, naturalness, and fluidity, indicates that learning through the digital human results in enhanced user engagement and improved learning outcomes. Additionally, the diversity of dance movements is increased. This system enhances students’ motivation and learning efficacy, offering a novel approach to innovating dance education.

Developing Digital Skills in Students through Blended Learning

The conditions that provoked changes in the system of education and its receiving by students are mentioned. Traditional, distance and hybrid forms of education their features, advantages and disadvantages are considered from the point of view of modern education. The pandemic of COVID-19 necessitated the search for conditions for further implementation of education with minimal omissions. Solving that problem remote learning was invented for the quarantine period, while providing this format, some organizations had to develop a system of educational resources and online platforms for interaction between teachers and students in a short time. There was also a need for technical support for both students and teachers in need of mastering new technologies and competencies. Despite the difficulties encountered, the conditions of the pandemic made it possible to open up new online education opportunities that could not be ignored after all restrictions were lifted. Returning to the traditional form of education there is a crucial question how can the developed online resources and platforms be used in teaching students. Hybrid form of education has been recognized as an effective innovation with a number of conditions and requirements that act as an obstacle to the organization of the educational process, including for teachers, the role of the teaching staff in this system is changing and expanding. The information and technical resources and conditions that allow for the implementation of blended learning, and some of its types, are indicated. In conclusion, the effectiveness of hybrid education is outlined, as well as the basic requirements for students studying in this form.

A New Generation of Pathologists: Addressing Modern Curriculum and Educational Scholarship for Pathology Educators and Trainees After the End of the COVID-19 Pandemic.

The COVID-19 pandemic irreversibly altered the pathology education landscape. It exacerbated workforce shortages, restricted in-person activities, and highlighted critical means in curricula evaluation to limit the expansion of medical knowledge gaps in postpandemic society. Training enacted swift changes toward online learning (e-learning) practices to minimize potential deficiencies in pathology education. Today, a breadth of widely available online pathology curricular tools, including e-learning and digital pathology, are increasingly being used by medical students, trainees, and pathologists worldwide. To critically address the continued role of e-learning and digital pathology in postpandemic pathology education and scholarship, as a current paucity of literature exists and lingering workflow effects of this pandemic affecting many anatomic and clinical pathology departments globally persist. A qualitative review of relevant literature is synthesized to create a timely, narrative discussion to bridge this literature gap. Peer-reviewed sources and other original or primary documents will be assessed. Because of the subjective nature of curricular development and defining what constitutes scholarship, no widely established consensus is present, though it has been touched on in previous literature. It may be years until we better understand how e-learning and digital pathology shape curricular practices, scholarship production, and patient-care delivery, though recent studies support sustained blended curricula beyond the COVID-19 pandemic. The education landscape continues to become increasingly digitalized, and infrastructures may soon be able to support complete digital pathology practice as the education norm. Future and theoretical insight for pathology and laboratory departments globally are provided.

FORMATION OF CREATIVE THINKING AS A COMPONENT OF FUNCTIONAL LITERACY IN THE EDUCATIONAL PROCESS: STUDYING THE EXPERIENCE OF TEACHERS

Formation of functional literacy is a crucial task of modern education. Creative thinking is one of the key skills for a personality in the 21st century, but there are contradictions between its development among schoolchildren (and other aspects of functional literacy) and the insufficiently developed theoretical and practical readiness of teachers for this process. The article presents data from a survey of school teachers and analyses its results. The qualitative and quantitative analysis of the respondents' answers confirms the existence of these contradictions and emphasises the need for further research into the problem. Additionally, it suggests the development of specific methodological recommendations for organising the process of developing creative thinking through different academic subjects.

Game Lab Innovations in Education: Insights from a Board Game Design Project

From the perspective of educators, game development has great potential as a teaching method, as it promotes group collaboration, project-based learning and the development of content tailored to a given target group. This paper is based on a study that was carried out through an international project, implementing an educational game development concept called Game Lab into an educational context. The study explored professional development topics such as game-based learning, game development, and game testing, along with the Game Lab method focusing on group dynamics, progression, and creativity. It employed an abductive analysis of written responses from twelve teachers who participated in the Let’s Play project, which involved a Game Lab component. The teachers, ranging in age from their thirties to their sixties, represented all levels of education from preschool to upper secondary school. They responded to a survey with open-ended questions and reflection notes, providing insights into their experiences with game development methods as pedagogical tools. Their responses were analyzed to identify key themes and patterns. Findings suggest that this approach has broadened participants' perspectives on utilizing diverse games and game development techniques in education, aligning with prior research on production pedagogy. It underscores the importance of integrating in-game content with real-world contexts as a modern teaching method. Participants also highlighted that effective game-based learning supports a constructivist approach to teaching over behaviorism. The participants emphasized their increased insight and understanding of game development and game systems and how the combined effect of educational game design and the Game Lab method (working in teams) resulted in a more valuable learning outcome than they would have experienced alone. They also reported an improved understanding on how working with the development of a board game made them dig much deeper into the topic at hand. In addition, they found that this increased their motivation for learning, knowing that this was going to be a product that was to be tested and played by others (pupils and teachers). Furthermore, the participants highlighted the role of group dynamics in fostering teamwork and consensus during the collaborative game development process.

The degree of availability of supervisory competencies related to modern teaching strategies for school principals from the point of view of Ma’an education teachers

The study aims to reveal the degree to which the managers of schools affiliated to Ma'an education possess supervisory competencies associated with modern teaching strategies. the researcher used the descriptive survey method to achieve the purposes of the current study. The results of the study showed that the managers of Public Schools in Ma'an have supervisory competencies associated with modern teaching strategies to a generally high degree with an arithmetic mean (4.0575) and a standard deviation (.593). The study recommended that Ministry of Education should pay attention to the development of extension competencies associated with the use of modern teaching strategies among public school principals.

Theory of education and pedeutology in psychological approach - the perspective of personality and socio-emotional competences of the teacher and their importance in the educational process

This article presents considerations on the significance of a teacher's personality in the educational process. The starting point was reflections on the special role of the modern teacher, and then - against the background of assumptions specific to the psychological orientation in the theory of education - the basic assumptions of classical pedeutological concepts of a teacher (J. Mirski, S. Szuman, Z. Mysłakowski, B. Nawroczyński, J. W. Dawid, M. Kreutz and S. Baley) were discussed. Particular attention was paid to the numerous references to the desired personality traits of a teacher and to the expectations formulated towards him regarding his broadly understood ability to establish positive relationships with students. Then, the results of these reflections were compared with the Big Five personality traits in terms of the Five-Factor Theory of Personality and with socio-emotional competences as a group of key competences from the perspective of building both intra- and interpersonal potential of a teacher.

Reasonable Education in the Book of Tarbiyatul Aulad by Abdullah Nashih Ulwan and Its Implications in Modern Education

This research aims to explore the concept of intellectual education in the book "Tarbiyatul Aulad" by Abdullah Nashih Ulwan and analyze its relevance to modern education. Abdullah Nashih Ulwan emphasized the importance of intellectual education, which focuses on mastering knowledge and developing critical thinking skills, analytical skills, and the cultivation of ethical and moral values based on Islamic teachings. The educational methods recommended by Ulwan, such as dialogue and discussion, reading habits, active learning, and judicious use of technology, show suitability for modern educational needs that demand a balance between intellectual and moral aspects. This study uses a qualitative method with a descriptive-analytical approach to identify the principles and methods of intellectual education in the book of Ulwan and compares them with the approach in modern education. Data was obtained through a literature review and analysis of the text of the book "Tarbiyatul Aulad". The results of the study show that the concept of intellectual education proposed by Ulwan can be adapted to the modern education system to create a holistic and balanced education. The implementation of these concepts in modern education can face challenges such as resistance to change and limited resources, but the opportunities to improve the quality of education and character development of children are enormous. In conclusion, the education of reason in the book "Tarbiyatul Aulad" significantly contributes to the development of modern education that is more comprehensive, integrative, and based on Islamic values.

Meningkatkan Hasil Belajar Pendidikan Agama Katolik dengan Metode Problem Based Learning (PBL) pada Materi Aku Mengembangkan Diri Bersama Orang Lain Kelas IV Fase B pada SD Negeri 15 Buntumauli

This research aims to improve the learning outcomes of Catholic Religious Education by implementing the Problem-Based Learning (PBL) method in the lesson "I Develop Myself Together with Others" for fourth-grade students in Phase B at SD Negeri 15 Buntumauli. The PBL method is a student-centered approach that emphasizes problem-solving of real-life issues relevant to the subject matter. This method promotes critical thinking, creativity, and collaboration among students, which are essential skills in modern education. Through this method, students are encouraged to be more active in their learning process, exploring problems, discussing solutions, and working together in groups to solve them. The research was conducted over two cycles, with each cycle consisting of planning, implementation, observation, and reflection. Data were collected through observation, written tests, and documentation. The focus of the observation was on student activity during the learning process, their participation in discussions, and how well they were able to develop problem-solving strategies in group work. Learning tests were administered to measure the students' understanding of the material before and after applying the PBL method. The results showed a significant increase in students' learning outcomes after the introduction of the PBL method. There was a notable improvement in their understanding of the material, particularly in relation to personal development and social interaction. Students were more engaged and motivated during the lessons, displaying greater responsibility and independence in their learning. They also demonstrated stronger teamwork and communication skills. Based on these findings, it can be concluded that the PBL method is an effective tool for enhancing the quality of Catholic Religious Education, specifically in topics related to self-development and cooperation with others. This method encourages students to think critically, solve problems creatively, and collaborate with their peers.

Study Madani Club and Formation of Professional Competence of Prospective Educators

This study examines the role of the Madani Club Study as a platform for developing the professional competence of prospective Islamic Religious Education educators at the Faculty of Tarbiyah and Teacher Training, State Islamic University of North Sumatra. The focus of the study is how the Madani Club Study helps in improving pedagogical skills and internalizing Islamic values. This study uses a qualitative method with data collection techniques obtained through observation, in-depth interviews, and document analysis related to the Madani Club Study activities. The results of the study indicate that the Madani Club Study is effective in improving students' pedagogical competence through collaborative learning and self-reflection, as well as helping internalize Islamic values ??in the context of modern education. The interaction between students and supervising lecturers in the Madani Club Study also creates an environment that supports personal and social growth. This study emphasizes the importance of extracurricular programs based on collaboration and Islamic values ??to be integrated into the curriculum of Islamic universities in order to prepare prospective educators who are competent in facing the challenges of contemporary Islamic education.

The essence and content of educational self-organization of students of pedagogical specialties of the college

The article presents the essence and content of educational self-organization of college pedagogical specialties students. Modern education today is focused on creating conditions conducive to self-expression and self-realization of the individual, awareness of one’s significance and potential, and the desire for personal and individual-professional development. Entering the profession and reaching professional maturity, a young specialist is faced with the need to constantly improve his activities. Modernization of educational content and technologies is aimed at various processes of self-development, including the process of educational self-organization of the individual, which is considered key to human development. Practice shows that students do not have enough skills in self-organization, and their knowledge of educational self-organization is fragmentary.

Religious ideologies of minimal computing: negotiating digital technology in religious nationalist education

ABSTRACT Using resistance to digital technologies in religious nationalist public high schools in Israel as a frame for discussing minimal computing, this paper explores how socio-religious ideologies foster minimal technological practices. Based on interviews with administrators, homeroom teachers, and religious and secular content teachers from three schools near an urban center, the study explores how multiple mandates to provide religious, nationalist, and modern education shape teachers’ educational approaches to digital technologies. The paper argues that an approach that segregates technologies to secular domains disentangles digital devices from religious subjectivity; one that allocates time for ‘profane’ digital technologies creates discontinuity between digital practices and religious educational aims; and one that integrates technologies into religious practice fosters a symbiotic digital–analog religiosity. By highlighting the role of religious ideology in shaping limited technological approaches, the paper explores how constraints on teachers’ practices stem not only from resource-driven limitations but from minimal technological will.

Pemikiran KH. A. Wahid Hasyim (Religius -Rasional) Tentang Pendidikan Islam dan Relevansinya dengan Pendidikan Islam Kontemporer

Among the many thinkers and observers of Islamic education, Wahid Hasyim's name is still rare and has received less attention about his ideas regarding the problems of contemporary Islamic education. In addition to his thoughts and struggles related to the State, the figure of Wahid Hasyim also thinks a lot about the strategy and progress of Islamic education in facing various challenges and demands of the community on the needs of the world of education. Islamic education has always been an interesting study not only because it has its own characteristics, but also because it is rich in concepts that are no less quality than modern education. Many figures have made innovations in the world of education, one of which is Wahid Hasyim's thought in advancing Islamic education. This research uses the literature method (liberary reseach) The results of this study are the educational concepts of K.H. Abdul Wahid Hasyim, namely, 1) Religion, 2) Development of students' potential, 3) Social, and 4) National spirit. Those are the 4 pillars of the concept of Islamic education contributed by K.H. Abdul Wahid Hasyim in the Islamic education system.

Praktek Terbaik dalam Model Kurikulum dan Pembelajaran Pendidikan Islam Tradisional

Traditional Islamic education, particularly through pesantren, has a rich and important history in the development of Islam in Indonesia since the 7th century AD. Its role is significant in preserving religious identity, advancing knowledge, maintaining the Arabic language, strengthening morality, and perpetuating Islamic culture. The main principles of traditional Islamic education curriculum include monotheism (tauhid), the Quran and Sunnah, religious knowledge, character formation, practical skills, contextualization, and personality development. This research employs literature method and qualitative approach by gathering data from various sources such as books, journals, and digital sources. This allows for a deeper understanding of effective teaching methods including student-centered approaches, experiential learning, technology utilization, and collaboration. The integration of spiritual and intellectual development creates balanced and conscious individuals. Adapting traditional practices into modern education combines cultural values with relevant technology. Preserving the essence of traditional Islamic education in the present era requires deep understanding, integration with modern science, engaged learning, character education, cultural preservation, and teacher development. Thus, traditional Islamic education remains relevant and beneficial for the development of better individuals and society.

Shared reading aloud to enhance language and literacy

ABSTRACT In an era of evolving literacy challenges, an Italian based project ‘Leggere: Forte!’ (Reading Strong) is promoting shared reading aloud to spark youth interest in reading and improve language skills. Now in its third year, the project team have analysed the impact of daily shared reading on 1829 children aged 3-10. The results show significant benefits in language, comprehension, and literacy, and highlight disparities between the experimental and the control groups. Teacher feedback underscores the positive effects of this version of shared reading. The initiative demonstrates the educational value of shared reading and calls for its integration into modern education, suggesting it as a foundation for further research and the development of rich, diverse learning environments.

MODERN TECHNOLOGIES FOR DEVELOPING TEACHERS' SUGGESTIVE COMPETENCE

This article analyzes the relevance of improving suggestive competence in the process of training future teachers to successfully perform professional tasks in modern education. In order to solve these problems, the article reveals the key aspects that make this competence an integral part of the professional training of teachers, emphasizing the role of suggestive competence in the formation of a pedagogical personality and the ability to influence students through motivation, emotional impact and a mindset for success. The analysis focuses on the need to integrate suggestive competence into the professional training of future teachers so that they are ready to effectively perform their professional tasks in modern education.

METHODS AND TOOLS FOR ASSESSING STUDENT COMPETENCIES

The article deals with the detailed information about Methods and tools for assessing student competencies. The accurate assessment of student competencies is crucial in modern education, as it allows educators to measure not only knowledge retention but also skills, attitudes, and critical thinking abilities. This paper explores various methods and tools used for assessing student competencies, including traditional assessments, performance-based assessments, and technology-enhanced assessments. Traditional methods, such as multiple-choice tests and written exams, remain popular but are often limited in their ability to evaluate higher-order thinking skills. In contrast, performance-based assessments—such as projects, presentations, and portfolios—offer a more comprehensive evaluation by focusing on the application of knowledge in real-world contexts. Technology-enhanced tools, such as digital simulations, e-portfolios, and automated feedback systems, provide innovative ways to measure competencies while increasing engagement and personalization. The paper also discusses the importance of aligning assessment tools with learning objectives and provides insights into the challenges associated with each method, including issues of reliability, validity, and scalability. By combining multiple assessment methods, educators can obtain a holistic view of student competencies, enabling targeted support and improved learning outcomes.

Study of the usage of STEM technologies in the context of training Ukrainian teachers of computer science in accordance with the social needs and challenges of today

Abstract The article discusses the use of STEM technologies in the training of competitive specialists to meet social needs and challenges in the context of the war in Ukraine. The authors analyse the theoretical foundations and the impact of the STEM approach on modern education, focusing on the introduction of STEM technologies in the process of teaching future computer science teachers. The significance of STEM education as an important trend due to its natural science component and innovative technologies is discussed. The key components of the model of teacher training in STEM are identified, such as target, content, activity, evaluation and result. In order to verify the proposed model, an experimental study was conducted to determine the indicators of students’ attitude towards STEM technologies. The necessity of ensuring a high level of teacher qualification for the effective formation of STEM knowledge and skills, as well as solving practical problems of various levels of complexity, is substantiated. The article determines how modern STEM technologies can meet social needs and challenges, especially in times of war. The authors aimed to identify strategies and approaches for the effective use of STEM technologies in education, which will ensure the competitiveness of Ukrainian specialists.

FOREIGN EXPERIENCE IN USING INNOVATIVE TECHNOLOGIES IN MUSIC EDUCATION

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

THE IMPORTANCE OF TEACHING NATURAL SCIENCES WITH THE HELP OF INFORMATION AND COMMUNICATION TECHNOLOGIES

In today's digital age, integrating Information and Communication Technologies (ICT) in natural sciences education has become essential for fostering scientific literacy, enhancing student engagement, and preparing learners for a technology-driven world. This article explores the multifaceted benefits of ICT in teaching natural sciences, focusing on its role in improving conceptual understanding, promoting interactive learning experiences, and supporting data-driven research skills. By leveraging tools such as simulations, interactive models, and virtual labs, educators can create dynamic environments that encourage critical thinking and practical application of scientific theories. Additionally, ICT facilitates personalized learning by adapting to individual student needs and learning styles, thereby supporting differentiated instruction. This article discusses the challenges and strategies in implementing ICT effectively in natural science classrooms and offers insights into future trends in technology-enhanced science education. Emphasizing the importance of teacher training, infrastructure support, and curriculum alignment, the article argues that ICT is a supplementary tool and a transformative force in modern science education.