Teaching In Higher Education Institutions Research Articles

A study on the strategy to improve the informatization teaching ability of teachers in higher education institutions based on OBE concept

Abstract This paper focuses on the outcome-oriented OBE concept and the teacher information-based teaching model. Then, a regression model was constructed to study teachers’ ability to teach in information technology, and the correlation between variables was studied using regression equations and significance tests. The influencing factors of teachers’ informatization teaching ability enhancement were studied through the indicators of teacher factor, school factor, and policy training, and the strategies of teachers’ informatization teaching ability enhancement in higher education institutions were proposed. The study showed that the overall mean value of teachers’ factors among the influencing factors was 4.09, and the mean values of motivation and self-efficacy were greater than 4 points. The overall mean value of school factors was 3.9, the overall mean value of policy training was 3.55, and the mean values of training, policy, and competition were all greater than 3. This study provides some references and ideas for improving teachers’ information technology teaching abilities in higher education institutions.

Student to Teacher: Experiences of Non-Education Graduates Teaching in Higher Education Institutions

Student to Teacher: Experiences of Non-Education Graduates Teaching in Higher Education Institutions

БІБЛІОГРАФІЧНИЙ ПОКАЖЧИК НАУКОВИХ ПРАЦЬ З РЕАБІЛІТАЦІЇ

The author has proposed a bibliographic index of scientific works on rehabilitation, which are conditionally divided according to the following thematic areas: rehabilitation from the consequences of the Chernobyl nuclear power plant accident; activities of rehabilitation centers; various types of rehabilitation; rehabilitation of combatants; rehabilitation of children and youth; naturopathy; rehabilitation of people with disabilities; inclusive tourism.The index will be useful to scientists, teachers of higher education institutions, students, master's students, postgraduates, specialists-practitioners in the field of rehabilitation, local self-government bodies, public organizations and everyone who is interested in the field of rehabilitation.

Pedagogical practice as the basis for the formation of pedagogical values of future teachers in higher education institutions

Modern conditions for the development of higher education and accordingly, changes in the role of the teacher in this process necessitate improving the system of training future teachers of higher education institutions and developing not only professional, intellectual, moral, social skills, but also encouraging them to self-development, self-education, self-improvement as a manifestation of a value-based attitude to the performance of professional duties, which prompted the study. The purpose of the article was to study and analyse the role of pedagogical practise in the formation of pedagogical values of future teachers of higher education institutions. The article used the methods of analysis of scientific and pedagogical literature, comparative analysis, systematisation and comparison of scientific approaches, provisions, and generalisation of research results. In the course of the study, theoretical approaches to the formation of pedagogical values were identified; a classification of pedagogical values was made, in particular: values related to the personal and motivational sphere of the teacher, values reflecting aspects of educational management; the importance of introducing new approaches (active learning, problem-based learning, cooperation, pedagogical partnership, differentiated learning) to the organisation of the educational process and the introduction of innovative technologies based on pedagogical values was emphasised. The practical significance of the work lies in the fact that the results can be utilised by higher education instructors in the process of professional training. This process lays the foundation for the professional activities of future educators who possess scientific and methodological teaching proficiency, practical skills, and abilities. It shapes the professional qualities of the future educator's personality directed at consolidating and implementing the acquired subject-specific, psychological-pedagogical, and methodological knowledge, skills, and abilities. On the other hand, it serves as a means for the creative development and self-improvement of the future instructor in higher education institutions. It can also be applied in writing qualification works, organising pedagogical practise in higher education, and the self-improvement process of educational professionals

Analysis of personal career development planning of teachers in higher education institutions based on system GMM model

Abstract This paper analyzes the personal career planning of teachers in higher education institutions, the influencing mechanisms, and the influencing factors. A systematic GMM model was constructed by combining differential GMM estimation and horizontal GMM estimation, and the systematic GMM estimation commonly used in dynamic panels was improved and applied using more effective instrumental variables and continuously updated objective functions. The results of the GMM analysis obtained through the selection of the influencing factors showed that the proportion of senior teachers’ willingness to personal career development and planning decreased by -0.04 and 0.02, respectively, and the proportion of negative development to total development willingness increased by +0.02 and +0.01, respectively, and the proportion of positive development to total development willingness increased by +0.03 and +0.01, respectively, and all of them were significant at the 1% level.

FUTURE TEACHER'S OF GEOGRAPHICAL DISCIPLINES FORMATION OF PROFESSIONAL COMPETENCE IN THE MASTER'S PROGRAM (BASED ON THE EXPERIENCE OF POLTAVA V. G. KOROLENKO NATIONAL PEDAGOGICAL UNIVERSITY)

The relevance of training teachers of higher education institutions in the conditions of the master's degree is due to changes in the national regulatory framework aimed at harmonizing with the European higher education system and expanding the scope of employment of graduates of specialty 014 "Secondary Education". The article substantiates the expediency, reveals the content, analyzes the methods and experience of forming the professional competence of a future teacher in the process of studying the discipline "Methods of teaching geographical disciplines in higher education" on the example of training masters of the educational program "Secondary Education (Geography)" at the Poltava V. G. Korolenko National Pedagogical University.It is proposed to divide the content of the discipline into two content modules: 1. Features of the organization of the educational process in higher education institutions. Designing the content of geographical disciplines. 2. Technologies and methods of teaching in the system of professional geographical training in higher education institutions. In mastering the program content of the discipline, the leading role is given to the implementation of competence-based practical tasks and tasks for independent work.When conducting practical classes, it is advisable to use information and communication technologies, in particular digital tools for developing interactive learning content (mind maps, word clouds, infographics, presentations), while respecting the principle of academic freedom of students in the selection of various applications and online applications.The specificity of studying geographical disciplines is the use of geoservices, which equip the teacher with a new didactic tool - interactive maps. Interactive forms of learning (debates, discussions, master classes) are used to form an individual teaching style.Having analyzed the approaches to revealing the structure of the professional competence of a higher education teacher, it has been found that the functions of teaching over research dominate among the teachers of Ukrainian higher education institutions, so it is necessary to aim students, as future teachers of geographical disciplines, at self-improvement in the functional areas that are accepted in the European educational space: development of the profile of a scientist through strengthening scientific work and publication activity, the ability to attract external funding for research, to popularize their own.

Трансформация педагогической деятельности преподавателей высших учебных заведений в эпоху цифровизации образовательной сферы

В данной статье рассматривается тема глобальных изменений в педагогической деятельности преподавателей высших учебных заведений в условиях стремительной цифровизации образования. Авторы исследовали трансформацию педагогической деятельности преподавателей высших учебных заведений в условиях цифровизации в мировом масштабе, а также последствия этих изменений в высшей школе. В статье представлены результаты исследования, посвященного отношению преподавателей вузов к происходящим изменениям в образовании и ключевым вызовам, с которыми они сталкиваются в процессе цифровизации. Изучаются основные проблемы, с которыми сталкиваются преподаватели вузов в условиях цифровизации образования. Для решения проблем в статье предлагается несколько основных направлений их преодоления. Рассматриваются вопросы разработки образовательных программ и учебных планов, включения продуктивной самостоятельной работы в образовательный процесс и эффективной коммуникации со студентами в цифровой среде. Статья может иметь интерес для руководителей и преподавателей высших учебных заведений, а также широкой аудитории профессионалов сферы образования на всех его уровнях в наступившей эпохе «Четвертой промышленной революции». Перед преподавателями вузов стоит задача трансформации своих ментальных моделей профессиональной деятельности, на которые глубокое влияние оказывают их ценностные ориентации, отношения в образовательной среде, ожидания от ведения профессиональной деятельности, социальные установки и реальные действия, которые они предпринимают в рамках своих профессиональных обязанностей и, самое главное, – отношение к этим изменениям. This article examines the topic of global changes in the teaching activities of teachers of higher educational institutions in the context of the rapid digitalization of education. The authors examined the transformation of the teaching activities of higher education teachers in the context of digitalization on a global scale, as well as the consequences of these changes in higher education. The article presents the results of a study on the attitude of university teachers to the ongoing changes in education and the key challenges they face in the process of digitalization. The main problems faced by university teachers in the context of digitalization of education are studied. To solve problems, the article proposes several main directions for overcoming them. The issues of developing educational programs and curricula, including productive independent work in the educational process and effective communication with students in the digital environment are considered. The article may be of interest to managers and teachers of higher educational institutions, as well as a wide audience of education professionals at all levels in the coming era of the “Fourth Industrial Revolution”. University teachers are faced with the task of transforming their mental models of professional activity, which are deeply influenced by their value orientations, relationships in the educational environment, expectations from professional activities, social attitudes and real actions that they take within the framework of their professional duties and, most importantly, – attitude to these changes.

Online lecture strategies for quality training of future primary school teachers

The purpose of the study is to determine the features of online lectures, essential characteristics and possibilities of implementing strategies for their implementation in the training of future primary school teachers. The research was conducted with students of the first (bachelor's) and second (master's) levels of higher education in the speciality 013 Primary education of one of the state universities of Ukraine. For its implementation, the analysis of literature was carried out in the direction of scientific research, which made it possible to determine the conceptual apparatus and theoretical basis of this study. Based on this, strategies for quality training of future primary school teachers were determined. What found practical implementation in the construction of the structure of the online lecture, which will contribute to its effective conduct. Based on the generalization of practical experience for each of the structural parts of the online lecture, means, tools and techniques that promote active interaction, student involvement and reflection have been selected and organized. We see prospects for further research on this topic: in the development and improvement of existing strategies and structures of online lectures for effective training of future primary school teachers; in the study of the impact of online lectures on academic achievement and motivation of students; in the development and implementation of new technologies and tools to improve the quality of online lectures. The results of the study can be used by scientists, teachers of higher education institutions, academic leaders and managers to ensure high-quality and effective training of future primary school teachers in the online environment.

Individualization of professional training of future specialists in philological specialties

The article deals with the ways of personalizing the methodological training of future linguists. The nature of the subject's experience of methodological activity is revealed. The importance of designing a personal trajectory of methodological formation and self-development for a student is confirmed. The necessity of creating a personalized and structured learning environment when teaching in higher education institutions is emphasized. Teaching methods that contribute to the formation of an individual methodological style for future teachers are identified. As a result, the creation of a personalized and systematic learning system is of particular importance in the systematic training of future linguists in higher education institutions. The environment that designs personal trajectories of students' methodological formation and self-development includes considering their characteristics and subject experience, developing appropriate learning strategies, and developing their methodological style.

Challenges facing distance learning during martial law: results of a survey of Ukrainian students

Cataclysms such as the COVID-19 pandemic or the Russian invasion of Ukraine have had an irreversible impact on all spheres of human life. Therefore, it is crucial to monitor the needs of participants in specific processes to be able to respond to them dynamically. In this regard, a survey was conducted with 331 respondents from 13 institutions of higher education in Ukraine. The questionnaire consisted of four blocks: general questions (age, gender, educational institution, year of study, location, etc.), technical block (availability of technical means, access to the Internet, etc.), psychological block (respondents’ state), and educational block (availability of opportunities to continue educational activities). To answer some questions, a sample was made by regions of Ukraine to understand whether there is a significant difference between regions where active hostilities are taking place and regions that are conditionally safer. The article aims to present the results and analysis of the answers and offer suggestions for teachers on implementing educational activities based on the obtained results. The survey showed that teachers of higher education institutions take into account the peculiarities of the current situation in Ukraine. Most institutions implemented blended/distance learning to ensure all participants' safety in the educational process. Among the recommendations are the introduction of video recording of online classes and increased use of non-formal education opportunities, particularly MOOC courses.

Using BERT-Based Textual Analysis to Design a Smarter Classroom Mode for Computer Teaching in Higher Education Institutions

Smarter teaching has been widely popularized in computer teaching in higher education institutions as a key part of modern education. However, this practice faces some problems, such as excessive learning content, a tight teaching schedule, low learning enthusiasm among students, and limited time for practice. These shortcomings can be addressed by incorporating smarter teaching. A computer course in an engineering college was taken as an example in this study to construct a new mode for computer teaching based on deep learning theory, which includes five teaching stages, namely: introduction of new knowledge, pre-testing of knowledge, discussion of knowledge, task-oriented training, and post-testing of knowledge. An intelligent test database was constructed for computer teaching to be carried out under the guidance of the bidirectional encoder representation from transformers (BERT)-based textual analysis approach. Results show that (1) the test database constructed using the BERT-based textual analysis approach is more scientific and effective than other databases. (2) When validated on relevant teaching information and materials, the proposed approach improves students’ learning enthusiasm, problem-solving ability, and practicing capability. (3) The smarter teaching mode constructed based on deep learning theory can significantly improve the quality of course teaching and enhance students’ professional skills. The conclusions provide necessary technical support for the construction of computer-targeted test databases, which are conducive to pushing the reform and development of smarter teaching in computer science.

Educational Transformation: Optimization in the Teaching of Logistics in International Business through the Application of Artificial Intelligence in Higher Education Institutions

This study focuses on "Educational Transformation: Optimization in the Teaching of Logistics in International Business through the Application of Artificial Intelligence in Higher Education Institutions". The research addresses the need to adapt academic training to the changing demands of the global business environment, especially in the field of logistics in international business. It is proposed to explore the integration of artificial intelligence (AI) as a catalyst to optimize teaching in higher education institutions. The methodology used includes the review and analysis of academic research, case studies and practical experiences related to the application of AI in logistics teaching. It focuses on the population of higher educational institutions offering programs in logistics and international business, and the sample is selected in a stratified manner to address the diversity of pedagogical approaches and educational levels. Preliminary results suggest that the implementation of AI-based tools, such as simulations and predictive analytics, has significantly improved students' acquisition of practical skills. Interactivity and participation have also seen a notable increase. Despite the challenges associated with teacher training and ethical educational data management, research suggests that the integration of artificial intelligence in logistics teaching represents a positive evolution in academic training, effectively preparing students for the Logistical challenges of the global business landscape.

Cultivating a culture of inquiry: exploring the factors influencing the integration of research and teaching in higher education institutions

PurposeTo determine the factors influencing the perception of undergraduate students toward research–teaching nexus and also to examine its impact on the attitude of the students.Design/methodology/approachThe study used a quantitative design to examine the perceptions of students in higher education institutions in India. Descriptive and inferential statistics were used to describe the data and test the hypothesis. The data was collected using a structured questionnaire for a sample of 188 students from higher education institutions (HEIs). Further, in line with the purpose of the study and to test the hypotheses, the study used descriptive statistics, exploratory factor analysis and multivariate regression analysis.FindingsThe study demonstrates that the factors influencing the perception of undergraduate students toward research teaching nexus were identified using principal component analysis (PCA) with varimax rotation, conducted on 27 measurement items. In addition, the results of the multivariate regression analysis indicated that research-based, research-tutored and research motivation dimensions, significantly impact the graduate students' perception of research–teaching nexus.Practical implicationsThe outcomes of this research may become valid input to HEI regulators, researchers and teachers while framing the policies and implementation of the same about the pertinent issues discussed in the paper. Further, it contributes to the existing theory that teaching–research quality and level of motivation are also the predominant factors influencing the teaching–research nexus among students. In addition, the outcome of this paper also supports HEIs to achieve the United Nations Sustainable Development Goals (UNSDGs) at large.Originality/valueThis study contributes to the ongoing debate and scarce literature on research–teaching nexus at the higher education level. The factors derived in this paper propose a framework for aligning teaching and research in academic programs to create high-quality human resource in the nation.

DEVELOPMENT OF PROFESSIONAL TRAINING OF FUTURE GEOGRAPHY TEACHERS IN PRACTICAL COURSES FROM GENERAL EARTH KNOWLEDGE

In this article, the role and importance of practical training in General Earth Science in the development of professional training of future geography teachers in higher educational institutions is highlighted. It reveals the achievements that can be achieved through the proper organization of practical training, the theoretical knowledge that students should acquire, educational tools, and the issues of the proper organization of independent work of students.

USING PROBLEMS AND EXERCISES IN ORGANIZING PRACTICAL LESSONS

In this article, the role and importance of problems and exercises in the training of qualified geography teachers in higher education institutions and inthe transformation of theoretical knowledge acquired from this subject into practical skills and competences is highlighted. In it, geographical problems and exercises are divided into 5 types according to the level of complexity, and they are explained with the help of examples.

МОНІТОРИНГ І ДІАГНОСТИКА НАВЧАЛЬНИХ ДОСЯГНЕНЬ МАЙБУТНІХ УЧИТЕЛІВ ФІЗИКИ З ТЕОРЕТИЧНОЇ ФІЗИКИ

The article examines the theoretical and methodological aspects of the implementation of system monitoring and diagnostics of the level of educational achievements of future physics teachers in theoretical physics. It was noted that the quality of educational results of students in the discipline and their compliance with state regulatory requirements depends primarily on the proper systematic organization of the educational process and the introduction as an informational model of a complete educational and methodological complex, created on a single methodological basis and oriented to the formation of the most complete and holistic ideas about the modern physical picture of the world and its evolution. The structure and content of the author's educational and methodological complex in theoretical physics (using the example of the course «Thermodynamics and statistical physics»), which is implemented in a number of domestic pedagogical institutions of higher education, is highlighted. In the curriculum for the generalization of students' knowledge in theoretical physics, as an element of this complex, the components of their educational achievements are given, namely, based on the structuring of knowledge elements, the content of the scientific-theoretical and practical-activity components of professional competence for each separate content module is determined and specified. Forms of control, objects of evaluation in the process of their implementation and indicators of the level of educational achievements of students in theoretical physics according to the ECTS scale have been determined. The methodical features of conducting complex control works as a means of final diagnosis of the success of students' studies and the achievement of projected educational, educational and developmental goals of the educational discipline «Theoretical Physics» are characterized. It is noted that the monitoring and diagnosis of educational achievements of future physics teachers in theoretical physics can serve as a factor in their personal and professional growth, as well as a source of information about the state of teaching physics in a higher pedagogical educational institution. Keywords: theoretical physics, monitoring and diagnosis of educational achievements of future physics teachers.

ТЕХНІКА ДИРИГУВАННЯ ЯК ВАЖЛИВИЙ ЕЛЕМЕНТ ДИРИГЕНТСЬКО-ХОРОВОЇ ПІДГОТОВКИ МАЙБУТНІХ ВЧИТЕЛІВ МУЗИЧНОГО МИСТЕЦВА: МЕТОДИЧНИЙ АСПЕКТ

The article raises the issue of the role of conducting and choral training of future music art teachers of pedagogical institutions of higher education as a necessary component of the training process of a teacher-choirmaster, head of a school choir. The relevance of the mentioned problem is determined by the need for students to develop skills and abilities to manage children’s choral singing, as well as their preparation for practical work with a choral team. The article proves the importance of working on the technique of conducting with students in the framework of the discipline «Practicum of vocal and choral training». It is noted that the technique of conducting is included in the technological preparation of the future music art teacher as an important means of managing choral performance, and various approaches to the definition of this concept in the works of Ukrainian scientists are analyzed. In the process of analysis, it is justified that mastering the technique of conducting includes a whole set of abilities and skills that students – future teachers of musical art receive. The article highlights the stages of work on the conducting technique. The content of the specified work at each of the stages of training is highlighted. The work offers a variety of exercises aimed at improving students’ conducting techniques, their content and performance methods are presented. It is emphasized that the hands are the most important part of the conductor’s apparatus and require special attention and a number of special exercises. It is recommended to start work precisely with exercises to release this part of the conductor's apparatus. Attention is focused on exercises for general liberation, development of a sense of the integrity of the hands and the relationship of their individual parts (hands, forearms, shoulders), to develop muscle tension and relaxation, as well as a group of exercises that will reduce or completely eliminate stiffness of the hands during conducting. The article describes in detail the most interesting methods and techniques of conducting training of future music art teachers, which contribute to effective work in the class of choral conducting and development of the performance skills of the teacher-musician. Keywords: conducting and choral training, conducting technique, future music art teachers, conducting apparatus, a conductor’s gesture, auftact.

Managing Risk: a Decision Tool to Enhance Yield and Quality of Peanut (Arachis hypogaea) in Ghana

Peanut cultivation in Ghana is influenced by abiotic (e.g., drought, fertilization, etc.) and biotic (e.g., pests, diseases, etc.) factors that must be managed effectively to maximize yields. These factors differ across agro-ecologies and pose significant risks to yields and aflatoxin contamination and can limit financial returns to farmers. Knowledge of interactions among key production practices such as pest management, crop rotation sequence, varietal selection, tillage systems, and chemical inputs is required to mitigate these risks and to provide quality advice to peanut farmers by Agricultural Extension Agents (AEAs) and/or similar advisory groups. This paper describes the development of a comprehensive, Microsoft (MS) Excel based risk management tool to help farmers and their advisors implement practices that minimize the risk of yield loss and aflatoxin contamination while providing production cost estimates. This tool is based on a similar one developed for peanut production in North Carolina (USA). Three risk tools were developed; one for the interior savannah zone of northern Ghana which has a unimodal rainfall pattern, and two for the forest and transition zones of southern Ghana which are characterized by a bimodal rainfall pattern. These tools will aid AEAs and farmers to make informed decisions on the best combinations of production practices that will minimize risk and increase yields in Ghana. The development process considered the differences in selection of varieties, plant density, fertilization, and pest management between savannah and the forest-transition regions as well as the impact of their interactions on peanut yield and aflatoxin contamination. Overall, this risk management tool benefits extension service providers (government and private), breeding, agronomy, and plant protection programs as well as teaching in higher education institutions.

The Future of Higher Education: Implementation of Virtual and Augmented Reality in the Educational Process

The introduction of VR and AR into the higher education is a particularly interesting phenomenon for the education of the future. Thus, the aim of the study was to determine the impact of using VR and AR as a possible strategy to enhance teaching in higher education institutions and as a replacement for outdated teaching methods. Virtual and augmented realities are tools that enable dynamic training in a virtual environment by facilitating the management of its components. Virtual immersion in the process of the information comprehension allows students exploring complex environments and situations by manipulating the elements that make up the environment. The purpose of this study is to analyse the introduction of VR and AR in the learning process as a favourable area of the development of higher education. The analysis of the relevance and effectiveness of virtual artefacts in higher education was obtained using the following methods: a literature review was used in the research to systematically gather, analyse, and synthesize existing published literature on the topic. The next stage was the observation, data analysis and interpretation. The results of the work were obtained through a double analysis. First, the state of the art of the related literature was investigated, and second, the impact on students was assessed, offering an innovative alternative to traditional teaching methods at the pedagogical faculties where the observation was conducted. Search engines revealed 2300 articles on the use of VR and AR in higher education. As a result of the selection and verification process, only 50 state-of-the-art sources from 2018-2023 were selected (taking into account the scientific novelty of the topic). An observation of students obtained data to evaluate the implementation of resources in higher education by key elements: motivation, design, and collaboration. The question of whether the use of educational artefacts in VR and AR is applicable in the perspective of higher education and the values that should guide their strategy is revealed. Conclusions present the scientific and students’ opinion in terms of the implementation of VR and AR in higher education. This research questions are revealed, the advantages and disadvantages, concepts and paradigms in this area are identified. The position on the significance of VR and AR as a pedagogical instrument is presented.

Professional training of future physical education teachers in higher education institutions as a relevant issue of modern science and educational practice

The aim of the research is to theoretically substantiate the professional training of future physical education teachers in higher education institutions as a relevant problem of modern science and educational practice. Research methods: theoretical analysis of scientific and methodological literature and normative documents, analysis, synthesis, and generalization. Results: The study identifies aspects that influence the quality of physical education and its impact on the overall development of students as a component of the professional training of future physical education teachers in higher education institutions. Key aspects include changes in the role of physical education in modern society and the incorporation of modern pedagogical methods and technologies into the education of the younger generation. According to scientific findings, the structure of professional competence of a physical education teacher is outlined. The main reasons for the relevance of professional training for future physical education teachers in contemporary science and practice are defined. Key professional competencies of future physical education teachers are highlighted: methodological, pedagogical, technical skills, adaptability to different conditions and individual needs of students, inclusiveness. Conclusions. The professional training of future physical education teachers in higher education institutions is a multifaceted problem that requires a comprehensive approach. It involves preparing educators who are well-versed in modern pedagogical methods, technology integration, inclusiveness, sports science, and psychology. By focusing on these aspects, educational institutions can ensure that future physical education teachers are adequately prepared to meet the growing needs of students and contribute to their overall development. Thus, the preparation of future physical education teachers in higher education institutions is crucial for ensuring high-quality physical education, promoting health, and fostering the physical development of the younger generation. Future research is needed to define the specific features of forming professional competencies for future physical education teachers.