Pedagogical Aspects Research Articles

Evaluating Recent Advances in Affective Intelligent Tutoring Systems: A Scoping Review of Educational Impacts and Future Prospects

Affective intelligent tutoring systems (ATSs) are gaining recognition for their role in personalized learning through adaptive automated education based on students’ affective states. This scoping review evaluates recent advancements and the educational impact of ATSs, following PRISMA guidelines for article selection and analysis. A structured search of the Web of Science (WoS) and Scopus databases resulted in 30 studies covering 27 distinct ATSs. These studies assess the effectiveness of ATSs in meeting learners’ emotional and cognitive needs. This review examines the technical and pedagogical aspects of ATSs, focusing on how emotional recognition technologies are used to customize educational content and feedback, enhancing learning experiences. The primary characteristics of the selected studies are described, emphasizing key technical features and their implications for educational outcomes. The discussion highlights the importance of emotional intelligence in educational environments and the potential of ATSs to improve learning processes. This review identifies gaps in the current research and suggests future directions, including broader implementation across diverse educational settings and deeper integration of affective data to refine system responsiveness. Future research should investigate the integration of advanced natural dialogue modules and generative AI to create more sophisticated interfaces, underscoring the role of affective adaptation in educational technology.

Pedagogical aspects of awareness formation of visual art language

Pedagogical aspects of awareness formation of visual art language

Pedagogical aspects of the formation of psychological training of young tennis players

Pedagogical aspects of the formation of psychological training of young tennis players

Psychological and pedagogical aspects of resocialisation of convicts – former court and law enforcement officials

Psychological and pedagogical aspects of resocialisation of convicts – former court and law enforcement officials

USE OF MULTIMEDIA IN THE PROCESS OF FORMATION OF COMMUNICATIVE COMPETENCE IN UKRAINIAN LANGUAGE LESSONS IN PRIMARY SCHOOLS

The article is devoted to the problem of the application of multimedia tools in the process of the formation of communicative competence of third and fourth-grade students. The analysis of scientific and pedagogical literature and observation of the work of primary school teachers to determine the place and role of multimedia tools in the process of teaching the Ukrainian language proved the relevance and prospects of the problem. The article analyzes the concepts of "communicative competence", "multimedia tools" in the context of the modern educational process in Ukraine. Psychological, psycholinguistic and pedagogical aspects of the problem of formation of communicative competence of junior schoolchildren are considered, theoretical and methodical bases of use of multimedia tools in lessons of Ukrainian language in mentioned classes are defined, their functional possibilities in the system of forms, methods and receptions of work on formation of communicative competence of students are characterized. The methodology of formation of communicative competence of students is based on the system of preparatory language, conditional-communicative, communicative tasks with multimedia support with the use of hardware (computer, projector, smart-board) and software (multimedia presentations, multimedia editions) is offered. The results of the research of the process of formation of communicative competence of third and fourth grade students with the use of multimedia tools based on the analysis of educational achievements of students (high, sufficient, average, initial) are presented. The article presents experimental data that confirms the expediency of using multimedia tools in the process of forming the communicative competence of primary school students, their role in improving the efficiency of this process.

The Complexities of Managing a Multigenerational Academic Workforce in the South African Higher Education Sector

This study examined the human resource management challenges faced by heads of departments in managing a multigenerational academic workforce in the South African higher education sector. A qualitative research approach was followed, and a multiple case study research design was applied. A purposive sampling technique was used to select 16 participants. Data was collected through semi-structured interviews, and it was analysed thematically with the aid of Atlas.ti. The study revealed several challenges related to the management of a multigenerational academic workforce, namely, differences in career expectations, skills, and experience among generations; conflict management; implementation of plans and strategies; succession planning; and teamwork. The findings have implications for higher education institutions as different generations have varying expectations for career development. Human resource departments should establish clear and transparent career pathways to meet these expectations. The study also provides supporting evidence for the dimensions outlined in the framework for understanding generational identities in organisations. Exploring generational diversity in workplace relationships and interactions within the education context complements the existing research focused on pedagogical aspects and cultural characteristics in academic settings.

Psychological and Pedagogical Aspects of Learning Stochastics and the Formation of Probabilistic Thinking of a School Student in the System of General Education

Psychological and Pedagogical Aspects of Learning Stochastics and the Formation of Probabilistic Thinking of a School Student in the System of General Education

The Idea of Visva-Bharati: Tagore and Comparative University Studies

Abstract The idea with which Rabindranath Tagore established Visva-Bharati is different from that of the grounding of Immanuel Kant's “university with condition” or that of Jacques Derrida's “university without condition.” The thinking that finally materialized into Visva-Bharati, or rather the “fore-thinking,” is an uncanny complex of aesthetics, politics, topolitics, pedagogy, and Tagorean philosophy of the “home” and the “world.” There is neither the “conflict” of Kant's essay The Conflict of the Faculties nor Derrida's absolute radicality and radical absoluteness: there is neither Kant's “freedom of the Enlightenment” nor Derrida's “freedom from the Enlightenment.” Ranjan Ghosh captures this so-called dichotomy engrossingly in his book Aesthetics, Politics, Pedagogy and Tagore. In Tagore's idea of university, we find a “traffic,” an exchange of some sort, between nativism and cosmopolitanism, colonial and postcolonial, singularity and plurality, root and rootlessness. Ghosh not only controls the “traffic” in his work but also gives his close reading of the institution and, most importantly, the underlying principle that led to the establishment of the institution. Visva-Bharati was not built upon the principles of a modern university. It did not have the moral responsibility of following the already established norms and regulations or the society at large but had what Ghosh calls a sense of “no-responsibility.” Tagore's idea of university was thus built upon the “no-responsibility” toward the old Eurocentric model of pedagogy and the “responsibility” toward creating a new and more reflective model. He employed one set of responsibilities to “counter” another set of responsibilities. This article in a way is a reimagining, a commentary on Ghosh's work on the pedagogical aspects of Visva-Bharati.

Overview: The Education of Contemporary World Revival

Stories are an integral part of children’s life. There must not be any child who would not have listen to stories. The forms of stories may differ, but the essence remains same. This paper enquired about the method of storytelling as pedagogy in contemporary world. The researcher has investigated the pedagogical aspects of storytelling and its impact on students learning. It was found that it is one of the most engaging methods of teaching and any subject can be taught through stories. Stories are taught in every part of the world. Students connect with the stories very easily. Research has supported the storytelling method of teaching. So, it can be implemented in classroom teaching.

Evaluating Integrated Social Studies Learning Programs in Indonesian Middle Schools: An Application of the Stufflebeam Model

Many studies have been conducted to evaluate the nonintegrated approach. Each model claimed to have certain advantages, but the current research used a combined social science learning model called Stufflebeam's CIPP (context, input, process, and product) model, which included input, process, and product components due its comprehensiveness in assessment and students’ interest based. The assessment model appropriate for Integrated Social Studies learning programs in public middle schools because it could fulfil pedagogical aspects for students in schools. The research group included respondents from eight public middle schools, as well as school administrators, 16 instructors, and 350 pupils. Documentation, questionnaires, and tests are examples of data gathering methods. Content validity is tested using expert opinion, construct validity is tested using a limited test and evaluated using Product Moment correlation, and reliability is tested using Cronbach Alpha. The SPSS software is used to perform data analysis methods such as descriptive statistics. 20. The development of a combined social study learning program evaluation model for public middle schools yielded outstanding assessment criteria. The quality of integrated social studies learning inputs includes: teachers’ competence, students’ motivation, and infrastructure, which are all very good categories; the quality of integrated social studies learning processes, which include initial activities, core activities, and closing activities, which are all excellent categories; and product quality (results) integrated social studies learning includes: attitude competencies, knowledge, and skills.

Philosophical and pedagogical aspects of the formation of professional subjectivity of future lawyers in a digital society

Philosophical and pedagogical aspects of the formation of professional subjectivity of future lawyers in a digital society

The MTSK model as a tool for designing tasks for teacher education

This paper studies the knowledge developed by a group of sixty-two pre-service primary teachers during a training session on the definition of a polygon and the mathematical practice of defining. We explore the knowledge developed by pre-service teachers when they carry out a series of training tasks oriented around the practice of defining with primary pupils, within the theoretical framework of the Mathematics Teachers’ Specialised Knowledge model, and using videos of an authentic lesson as prompt. Data were collected by means of video recordings of the implementation of the training tasks, in conjunction with the pre-service teachers’ own written observations as they watched the recorded lesson. A content analysis was carried out on the collected data using the Mathematics Teachers’ Specialised Knowledge model. The results highlight the way in which knowledge of the mathematical practice of defining is constructed, along with the mathematical objects involved in this practice, and pedagogical aspects of defining with young pupils. They also illustrate how a sequence of tasks oriented around a model of teachers’ knowledge can contribute to the development of this knowledge in initial training programmes, and more especially provide orientation about the training of pre-service teachers in the mathematical practice of defining.

Exploring Perspectives: The Role of Educational Technologies in Improving the Teachers’ Pedagogical Aspect

The aim of this research is to examine the role of using new educational technologies in improving teachers’ pedagogical aspect. Even though various studies have been conducted on the role of technology in teaching, the pedagogical aspect and its im-provement through the use of educational technologies was not explored to date. Therefore, the lack of research on these variables was a motivation to conduct such a study. Through literature review, the advantages and disadvantages of using educational technologies in the pedagogical aspect during the teaching process are described. This research included 83 lower secondary school teachers from the municipality of Prishtina. The research used mixed methodology, including both qualitative and quan-titative designs. The research questions are: P1: What role does the use of new educational technologies play in improving the pedagogical aspect for teachers? Which was answered through inferential analysis. This shows that the use of new educational technologies plays a positive role in the pedagogical aspect for teachers. P2: What new educational technologies are used by teachers during the teaching process? This question was answered through descriptive analysis. These responses highlighted a positive role of integrating new educational technologies in improving the pedagogical aspect for teachers, making teaching more attractive and enabling greater clarification of new information for students during the lesson.

Unearthing new learning opportunities: adapting and innovating through the 'Antibiotics under our feet' citizen science project in Scotland during COVID-19.

'Antibiotics under our feet' is a Scottish citizen science project that aimed to raise science capital in primary school learners and their teachers through measurement of microbial diversity in urban soil samples in the search for novel antimicrobial compounds. Resistance to antibiotics is rising, posing a global threat to human health. Furthermore, science, technology, engineering and mathematics (STEM) skills are in crisis, jeopardising our capacity to mobilise as a society to fight antimicrobial resistance (AMR). Originally conceived as a response to the AMR and STEM emergencies, our project was hit by the unprecedented challenge of engaging with schools during the COVID-19 pandemic. We describe how we adapted our project to enable remote participation from primary schools and youth groups, utilising COVID-19 response initiatives as opportunities for multi-level co-creation of resources with learners in primary, secondary, and higher education. We produced portable kit boxes for soil sample collection with learning activities and videos linked to the Scottish Curriculum for Excellence. We also addressed glaring project specific content gaps relating to microbiology on English and Simple English Wikipedia. Our hybrid model of working extended our geographical reach and broadened inclusion. We present here the inception, implementation, digital resource outputs, and discussion of pedagogical aspects of 'Antibiotics under our feet'. Our strategies and insights are applicable post-pandemic for educators to develop STEM skills using soil, microbes, and antibiotics as a theme.

Effects of Business Teachers Pedagogical Skills on Male and Female Students in Business Institutions of Lahore

The effectiveness of teachers' pedagogical skills plays a crucial role in shaping students' academic experiences and performance, particularly in business education. This study investigates the impact of business teachers' pedagogical skills on male and female students in business institutions of Lahore, aiming to understand how these skills affect students' academic performance, engagement, and motivation. Using a quantitative research design, data were collected from 300 students through a structured questionnaire, focusing on key pedagogical aspects such as clarity of instruction, teaching methods, interaction with students, and assessment techniques. The findings reveal significant gender differences in students' perceptions, with female students rating pedagogical skills higher than male students across all areas. Correlation analysis indicates strong positive relationships between pedagogical skills and student outcomes, emphasizing the importance of effective teaching practices in enhancing academic performance and engagement. Regression analysis identifies interaction with students and clarity of instruction as key predictors of academic success. These results emphasize the need for business educators to adopt interactive and clear teaching strategies that cater to the diverse needs of male and female students. The study's implications highlight the importance of gender-sensitive approaches and professional development programs in promoting effective pedagogy in business education.

Внедрение технологии виртуальной реальности в образовательный процесс системы высшего образования

The purpose of the study is to identify modern technology – virtual reality (VR technology) in order to define positive and negative pedagogical aspects, analyze the current situation of using VR technologies in some universities of the country. The article examines the domestic and foreign literature on the current situation, which is characterized by turbulence, uncertainty and the rapidly changing role of a man in society. The Fourth Industrial Revolution or Industry 4.0 is of great interest, as it changes the landscape of many professions and dictates requirements regarding the quality of education. A large flow of information, close human interaction with digital technologies contribute to the development of clip thinking. The education system is designed to take into account current trends, as well as to provide students with a set of competencies, hard and soft skills, systemic thinking and fundamental knowledge. The scientific novelty of the study lies in the fact that the authors identified the need for the development of systemic thinking and the possibility of its formation through the use of VR technologies, described ways of using virtual reality, contributing to the improvement of professional skills, as well as imagination, memory, cognitive abilities, allowing to produce non-standard solutions. As a result of the study, it was found that the education system can no longer fully rely on traditional teaching methods, it must look for more effective and modern ways of interacting with students. One of these methods is virtual reality. The article considers examples of the use of VR technologies in the educational process of higher education in the medical, transport and engineering fields, shows the influence of virtual reality on the development of professional and personal competencies.

Assessing the Impact of Multicultural Curriculum on Student Performance in Beijing High Schools

Considering increasing diversity and the need for culturally responsive education, this study examines the integration of technology within multicultural curricula in Chinese high schools. This study focuses on the interplay between task characteristics and technological capabilities and their impact on student performance. Grounded in the TaskTechnology Fit theory, the analysis employs structural equation modelling (SEM) to assess the relationships among these variables. This study aims to identify how aligning educational tasks with technological resources can enhance student outcomes in multicultural learning environments. The research design involved collecting data from a purposive sample of teachers and students in Beijing, and the analysis revealed significant relationships among task characteristics (TaC), technology characteristics (TeC), tasktechnology fit (TTF), and student performance (SP). The findings highlight that optimal alignment between educational tasks and technological tools is crucial for enhancing academic performance and fostering deeper engagement with the multicultural aspects of the curriculum. These results emphasise the critical need for strategic selection and integration of technology in educational settings. This study underscores the importance of developing strategies that consider both the pedagogical aspects of the curriculum and the technological tools used for its delivery. This research provides empirical insights into the effective use of technology in multicultural education and offers valuable guidance for educators and policymakers. Furthermore, it plays a role in attaining sustainable development goal 4 and 10. The findings contribute to the ongoing discourse on educational technology and multicultural education, with practical implications for enhancing teaching and learning in diverse educational contexts.

Formation and development of legal culture and legal education in adolescents: social and pedagogical aspect

Formation and development of legal culture and legal education in adolescents: social and pedagogical aspect

DEVELOPMENT OF DESIGN COMPETENCIES OF FUTURE CIVIL ENGINEERS AS A SUBJECT OF PSYCHOLOGICAL AND PEDAGOGICAL RESEARCH

The article analyzes scientific sources on the problem of developing project competencies of future civil engineers. Methods of research applied: the study of scientific research on the development of project competencies ‒ to identify the spectrum and interdisciplinary nature of the problem; abstraction, systematization and grouping ‒ to identify approaches to studying the problem of development of project competencies of future civil engineers and its relevance; theoretical analysis and generalization of data from scientific and methodological literature regarding the study of the scientific fund; inductive-deductive methods and the method of generalization ‒ to determine the essence of concepts regarding the competence approach and the structure of project competencies of future civil engineers; prognostic - to determine the prospects of studying a given problem; generalization - to formulate conclusions. The issue of the development of project competencies is multifaceted, in particular, there were determined directions of analysis of bibliographic sources, including the influence of global trends on the development of engineering education and the formation of general cultural and professional competencies of future civil engineers; historical and pedagogical aspects of the development of engineering education and the development of project competencies of future civil engineers; competence approach in the development of professional and personal qualities of a specialist; the role of information and communication technologies in ensuring the quality of engineering education. We concluded that the development of project competencies is an actual problem of our time and scientific research, which is aimed at the formation of a specialist not only for the performance of professional functions but also subject of professional activity, responsible for the results of activities, aware of goals, able to make decisions independently, striving for self-development and self-improvement in the professional field.

Pedagogical aspects of improving communication skills of university students

Objective: pedagogical conditions that contribute to the development of communicative self-sufficiency of students of higher educational institutions. Method: The theoretical and methodological basis of the study consists of the following components: the basics of the general theory of management and management, the analysis of management in the field of education, as well as the main principles of marketing as a methodology for the activity of any enterprise in the conditions of a market economy, the theory and practice of marketing, marketing concepts in the field of education , as well as work in the field of marketing of additional education and management of educational systems. Areas of pedagogical innovation are also taken into account. Results: The article clarifies the essence and content of the concept of "communicative self-efficacy of university students". The pedagogical content of the process of formation of communicative self-efficacy of university students has been clarified. The evaluation diagnostic toolkit was theoretically substantiated, developed and tested, taking into account the criteria, indicators and levels of formation of the communicative self-efficacy of university students. Contribution: Pedagogical conditions for the formation of communicative self-efficacy of university students were developed and implemented, and their effectiveness was experimentally verified. It is substantiated that the communicative self-efficacy of university students is a personal meta-quality that reflects the conscious mastery of productive strategies and tactics of communication, confidence in one's own possibilities of their implementation and achievement of constructive results, which ensures effective and flexible communicative behavior in various spheres of activity.