Pedagogical Situations Research Articles

ФИЛОЛОГ-СТУДЕНТТЕРДІҢ ӘДІСТЕМЕЛІК ҚҰЗЫРЕТТІЛІГІН ҚАЛЫПТАСТЫРУ ЖОЛДАРЫ

This article discusses the ways of forming the methodological competence of a future teacher of the Kazakh language and literature. Theoretical works are summarized and studies related to the disclosure of the essence of the concept of "methodological competence of a university student" are analyzed. It is known that methodological training is an important component in the content of teaching philology students. The importance of methodological training as an integral part of the student's professional competence in the formation of methodological competence is determined. Using the example of the research directions of scientists, it was suggested that various factors influence the definition of ways to form methodological competence. In addition, the criteria for the formation of such types of methods as modeling of pedagogical situations, analysis of pedagogical situations, design, game method, case method, problem seminar, problem lecture, used in the formation of methodological competence of students, are clarified and defined. It is known that the formation of methodological competence of students of philology is an important and multifaceted process. Here are some main ways to achieve this goal: providing fundamental knowledge in the field of theoretical education, linguistics, literary studies and pedagogy, deep learning in teaching methods and technologies, and the development of practical skills. Conducting micro-lessons, drawing up curricula, analysis, development of educational materials, pedagogical practice, practical training in schools and other educational institutions, participation in the real educational process help to effectively form the methodological competence of students of philology. It was found that the personalization of this process is also important, taking into account the individual characteristics of each student.

PSYCHOLOGICAL ANALYSIS OF PEDAGOGICAL SITUATIONS OF DIFFICULT INTERACTION

Background. The relevance is due to the role of the educational environment in the formation of a culture of relationships and the need to reduce negative excesses in society. This can be ensured, among other things, during the prevention and constructive resolution of pedagogical situations of difficult interaction in the teacher-student system. Within the framework of the work, a theoretical analysis of studies of pedagogical situations of difficult interaction implemented in pedagogical communication is carried out. An empirical study was conducted aimed at identifying their manifestations and causes in the educational process of the school. Purpose. Identification of the specifics and causes of pedagogical situations of difficult interaction of subjects of the educational process in the teacher-student system. Materials and methods. The research methods included: a theoretical analysis of the results of research on the problem of difficult interaction; a written survey of 40 students – future teachers and teachers-psychologists to identify the causes and manifestations of pedagogical situations of difficult interaction in the teacher-student system. Results. The situation of difficult interaction is presented as a pre-conflict situation when the subject experiences a real (or imaginary) threat to meet his needs and expectations, has difficulty making an optimal decision about his actions, or makes a decision that turns the pre-conflict situation into a destructive conflict with negative consequences for himself and other participants in the interaction. As the survey showed, the initiators of such situations at school are both students and teachers themselves. It is necessary to increase the psychological and legal competence of the subjects of the educational process in the direction of creating conditions for the harmonization of relations and productive interaction. The presented results of theoretical and empirical research can serve as a basis for the development of a comprehensive program for the prevention and constructive resolution of pedagogical situations of difficult interaction implemented in the teacher-student system.

Teaching as Indwelling Between Two Curriculum Worlds: The Coming Into Being of a Pedagogical Situation

Reprinted with permission from: Aoki, T. T. (1986). Teaching as indwelling between two curriculum worlds. The B.C. Teacher, 65(3), 8–10. https://www.bctf.ca/docs/default-source/publications/publications-teacher-magazine/v65n3aprmay1986.pdf?sfvrsn=f6f5397a_1

Possibilities of the academic discipline «Pedagogy» in the development of critical thinking of students – future teachers

The article provides the author’s definition of the concept of «teacher critical thinking.» The potential of the academic discipline «Pedagogy» is revealed in the formation of critical thinking of students – future teachers. The possibilities of lectures and seminars in the development of critical thinking of students at a pedagogical university are outlined. Lectures allow you to demonstrate manifestations of critical thinking in the professional activities of a teacher: mechanisms for choosing methods, techniques, means of teaching and education, ways of constructing lessons and extracurricular activities. Seminar classes contribute to the development of students’ ability to detect the supra-situational problematic nature of a pedagogical situation, the formation of intellectual and personal qualities necessary for making pedagogical decisions. The logic of how students solve pedagogical situations is proposed, which contributes to the formation of critical thinking of future teachers: 1) orientation of students in the situation (analytical process), which becomes the starting point for determining the pedagogical task (constructive process); 2) obtaining information about the teenager (analytical process), on the basis of which the process of interaction with the teenager is organized (constructive process); 3) analysis of the achieved results (analytical process), leading to the determination of directions for further activities (constructive process). Examples are given of the formation of critical thinking of students – future teachers at lectures and seminars in the academic discipline «Pedagogy».

Emotion regulation skills as a mediator of STEM teachers’ stress, well-being, and burnout

The teaching profession highly stressful, and teachers are often faced with challenging situations. This is particularly the case in STEM (science, technology, engineering, and math) education, which is a uniquely demanding and challenging field. This study examined the role of emotional regulation (ER) skills in STEM teachers’ stress, well-being, and burnout. The sample included 165 STEM teachers in middle and high schools who completed standard online questionnaires on ER, stress, well-being, and burnout. They were also asked to comment on three videos depicting authentic mathematical and pedagogical situations. The results indicated that contrary to popular belief, seniority was not linked with levels of stress, difficulties in ER, lower levels of well-being, or higher levels of burnout. A structural equation model and bootstrapping analysis showed teachers’ levels of stress predicted their well-being, and this link between stress and well-being was mediated by teachers’ level of difficulty in ER. The study highlights the importance of STEM teachers’ well-being and suggests the need to reduce stress and burnout by providing tools for teachers to regulate their emotions in the classroom.

DEALING WITH PEDAGOGICAL CASE STUDIES IN TEACHING THE MODULE “EDUCATIONAL AND ETHICAL VIEWS IN EASTERN PEDAGOGICAL INSTRUCTION”

This article focuses on teaching students to work with various pedagogical tools, interactive methods, and pedagogical situations when instructing the topic “Educational and ethical Views in Eastern Pedagogical Instruction” within the module of the history of pedagogy. We have studied the innovative educational technologies and pedagogical case studies used in teaching the topic, and developed an educational-methodical support for instructing this module based on novel technologies.

STUDENTS’ INDEPENDENT WORK ON TEACHING METHODS OF UKRAINIAN LITERATURE AS AN IMPORTANT COMPONENT OF PROFESSIONAL TRAINING

The article reveals the essence of the concept “independent work of students on the methodology of teaching Ukrainian literature”, its forms, types, content, and the necessity of independent work. The purpose of the article is to reveal the essence of the concept of independent work, its forms, types, and content. Analysis, synthesis and modeling methods were used to study the state of research. The results of our research was carried out with the help of empirical methods: pedagogical observation, questionnaires, interviews, testing, the method of experimental evaluations. Mathematical statistics methods were used to process the research results. A system of questions and tasks for the independent work of students on the methodology of teaching Ukrainian literature in middle general education and senior specialized humanitarian schools is proposed; the material is structured according to the main problems of methodological science. Special attention is paid to research work in the methodology of teaching Ukrainian literature. In the current stage of educational reforms implementation, the preparation of philology teachers capable of thinking creatively, finding solutions in any pedagogical situation, and developing an individual approach to the learning process in accordance with the demands of the time is crucial. In this context, the problem arises regarding the selection of teaching forms and methods that will facilitate active interaction between the instructor and the higher education seeker, fostering their academic and professional growth. This concerns the system of educational and psycho-pedagogical measures where individualized and differentiated approaches in organizing students' independent work take precedence.

READINESS OF PEDIATRICIANS TO FORM A VALUE ATTITUDE OF PATIENTS TO THEIR HEALTH

Background. At present, the Russian state, medical and educational communities are concerned about the health of the younger generation. In this regard, at the stage of training pediatricians in residency, there is a very acute issue related to the search for approaches, means and methods of training that contribute to the formation of the readiness of such specialists to carry out psychological and pedagogical activities and solve pedagogical problems, in the process of professional medical activity, one of which is the education of the value attitude of children to their own health. From 2022 to 2023 academic year, an experimental study was conducted at the Faculty of Retraining and Continuing Professional Education at the St. Petersburg State Pediatric Medical University, aimed at to studying evaluate the pediatrician's level of psychological and pedagogical knowledge formation and pedagogical skills which are related to their readiness to the psychological and pedagogical type of activity and the solution of pedagogical problems in medical practice. Purpose. To identify changes in the state of psychological and pedagogical knowledge and the motivational orientation of pediatricians to the formation of the value attitude of patients to health during the experimental work, conditioned by the contextual approach to the study of the discipline "Pedagogy". Materials and methods. The study involved 300 first-year pediatricians with an average age of 25.48±2.03 years, including 233 women and 67 men. All respondents were divided into two groups (150 people each) – the main group and the control group – according to the criterion of participation in the experimental work, which involved the use of a contextual approach in the process of studying the discipline of the Pedagogy curriculum. Residents agreed to conduct research procedures. In advance, the authors of the article received permission from the Local Ethics Committee of the St. Petersburg State Pediatric Medical University to organize an experimental study. The methodology of the study consisted of adapted questionnaires and questionnaires. The followingstatistical methods were used: Wilcoxon T-test (for related samples); the analysis of correlations between the studied parameters was carried out using the C. Spearman criterion. The calculation of the results was carried out using the application package of the program "IBM SPSS Statistics 27". Results. Experimental research work has revealed changes in the level of formation of psychological and pedagogical knowledge and pedagogical skills that ensure the readiness of pediatricians to carry out psychological and pedagogical activities in the process of medical practice and to solve the pedagogical problem aimed at educating the value attitude of patients to their own health. Conclusions. The results of the experimental study indicate the need to use a contextual approach in the process of training pediatricians for psychological and pedagogical activities, and as a didactic means of teaching - medical and pedagogical situations recreated or modeled by specialists.

Typology of pedagogical situations: cross-cultural analysis

Importance. The natural appeal to the possibility of defining certain typological features that would contribute to the differentiation of pedagogical situations leads to the need for a certain systematization of knowledge and experience. It is relevant to consider and compare the classification basis of typologies, since there is still no certainty about how a pedagogical situation should be described.Research methods. The comparative analysis, the content analysis, the method of interpretation and contextual analysis.Result and Discussion. The analyzed typologies of pedagogical situations in Russian pedagogy differ in typological basis, principles, understanding of the essence of pedagogical situations, which makes their systematization ambiguous, complex and practically impossible to use in everyday pedagogical practice. Foreign typologies of pedagogical situations are built on fundamentally different grounds, based on the understanding of the essence of the educational process, participants and the nature of changes. The analysis has shown that all the studied typologies of situations do not simplify the use and systematization of pedagogical situations, but being built on mixed basis, bring confusion in understanding and operating of pedagogical situations.Conclusion. The diversity of descriptions and ambiguity of definitions of pedagogical situations makes it difficult to create a complete typology and choose the clear basis. Based on our definition of the pedagogical situation, we considered it possible to propose clearer and more systematic basis for typology and to identify 3 types of pedagogical situations. Such a logical basis can be the ability of a pedagogical situation to reach the solution of a pedagogical task. Unlike all the analyzed situations, the proposed typology is based on clear systemic typological basis, allows differentiating and ordering of pedagogical situations, is easy to use.

Why and how we should talk about pedagogical tact

ABSTRACT Our contribution argues for some differentiations in the recurring debates about pedagogical tact. To this end, we will proceed in three steps. First we will refer to classical aspects of pedagogical tact such as its intermediate function between general conceptions and the specifics of concrete pedagogical situations. In a second step we will refer to Plessner and highlight that underlying the pedagogical dimensions of tact there are social dimensions of tactful behavior. Thirdly, we further develop this aspect by asking about the current social framings of tact in pedagogical fields. Our argument is that the contextualizing of tact is relevant in two ways: First, it can prevent us from placing overly high expectations on individual action. Second, it directs our attention to the fact that tact also manifests itself in how we deal with the social framing of pedagogical arrangements and not just in the actions within these arrangements.

APPLICATION OF INNOVATIVE TECHNOLOGIES IN THE PROCESS OF THEORETICAL AND PRACTICAL TRAINING OF FUTURE TEACHERS FOR PROFESSIONAL ACTIVITY IN AN INCLUSIVE EDUCATIONAL ENVIRONMENT

The article substantiates that the formation of future teachers' readiness for inclusive education should take place in an organized educational process, subject to rethinking the technology of conducting all types of classes and the systematic use of innovative technologies. It is proved that the modern educational process is not only to provide knowledge, form professional skills and abilities of future specialists, develop their thinking, but also to teach them the forms, methods and means of independent knowledge acquisition. The professional training of higher education students becomes more realistic and purposeful when innovative rather than reproductive technologies are used. The content of technologies such as «case coaching», «e-coaching», «brainstorming», «online discussion », «master class» is revealed, the basis for which is the modeling of educational, quasi-professional, research and socially significant situations of professional activity in an inclusive educational environment, their discussion, analysis and evaluation, which allows future teachers to master the subject and social aspects of inclusive education, the system of relations and problems that are characteristic of the inclusive educational environment of an educational institution. The study focuses on the results of training future teachers for inclusive education, which depends on the environment of the educational institution, and the variety of pedagogical technologies (for example, technology strategy, modeling of pedagogical situations, technology for designing an individual correctional educational route, group work technologies, etc.), which are interrelated, can be revealed and combined in the hands of an experienced teacher, because the conditions for their use depend on many factors, and the constructive combination of Examples of the implementation of innovative technologies in the process of training future specialists for inclusive education in an educational institution are considered in detail.

Beyond the Comfort Zone

The primary objective of this autoethnographic study is to investigate how lecturers’ attempts to use augmented reality (AR) in the vocational educational context contribute to their transformative learning (TL) journey. The first author of this paper, referred to using the pronoun ‘her/she’, is a vocational lecturer pursuing her doctoral degree in technology-enhanced learning (TEL), has examined the evolution of her pedagogical perspectives by critically analysing and reflecting on her experiences learning and adopting AR technology in her anatomy classrooms. She also explored and unpacked her educational experiences in the past and the social and cultural contexts in which they occurred to gain deeper insight into her previous and current beliefs about TEL. Her autoethnographic writing in this paper shares her struggles and growth, underscoring the significance of scaffolding and professional networked learning opportunities in nurturing transformative learning in lecturers. In collaboration with the second author, her doctoral supervisor, the first author has drawn more meaningful and robust findings from collecting and comparing other lecturers’ experiences implementing AR in similar pedagogical situations. The authors’ discussion sheds light on the often obscure process of how educational professionals challenge and change their long-held pedagogical perspectives on the usefulness of technology for their teaching and student learning. The paper also reveals the cognitive, emotional, and social dimensions of professional learning and highlights the role of professional networks in facilitating transformative learning experiences. The findings, derived from personal reflective narratives, self and member-checking interviews, and TL analysis, suggest that a strong sense of ownership, extensive classroom experiences, and commitment to critical reflection played crucial roles in supporting the learning journey. However, this experience transcended the mere acquisition of new knowledge; the study depicts a transformative journey wherein theory recognised a fundamental shift in perception through instrumental learning, emphasising the evaluation of cause-and-effect relationships via critical reflection of actions. Therefore, within the realm of TL, this study may contribute to theory by asserting that critical reflection not only serves as a medium for learning but also functions as a tool for shaping the process of learning itself. The dissemination of such pivotal insights becomes imperative for educators, empowering them to make judicious and well-informed decisions, thereby fortifying their preparedness for a transformative journey that, if embarked on without adequate support, may prove elusive.

Professionality Model for Vocational Teachers: Based on the Example of Estonian Vocational Teachers in the Changing VET Context

Vocational teachers (VTs) have been seen as the key individuals executing changes, solving problems and achieving goals in vocational education and training (VET). Therefore, the work of VTs is fragmented between different types of tasks which influence their professionalism and professionality (individual views, experiences and professional practices of teachers). Despite this, their professionality has been studied remarkably little, and previous studies have focused on different narrow aspects of professionalism. However, it is not clear how various factors, including changes in VET, can shape VTs’ perception of their professionality. Based on a meta-analysis, this study aims to create comprehensive knowledge through an empirical model of vocational teacher professionality in the context of VET changes based on the example of Estonian VET. The results show that VTs have expressed different perceptions, evaluations and experiences of change in VET, and therefore different forms of collaboration and learning activities have been used to adapt to changes, which together shape the professionality of VTs. Therefore, three profiles of VT professionality have emerged and the wider scope of the collaboration of VTs fosters more positive attitudes, satisfaction and commitment to their work and profession, while also relating to their higher self-efficacy, which supports coping in demanding pedagogical situations and when faced with new tasks and roles in a changing context.

Methodical Techniques for Fostering "Entrepreneurship and Financial Literacy" in Physical Education for Schoolchildren’s

The introduction of the competency-based approach in physical education marks a shift from traditional subject-based training to a focus on competency-based training. This approach aims to cultivate a dynamic integration of knowledge, skills, and attitudes through educational subjects or integrated courses. The primary objective is to design pedagogical situations, methodical approaches, and methods that foster the development of entrepreneurship and financial literacy among students during physical education lessons.
 This article presents the findings of a survey involving 341 physical education teachers from seven regions of Ukraine, exploring the feasibility of instilling the key competency of "Entrepreneurship and Financial Literacy" within the framework of physical education. The survey encompassed teachers of all qualification categories, including 227 men (66,2%) and 114 women (33,8%). Results revealed that 55,1% of respondents find it challenging to develop this key competence through physical education, with 8,6% considering it impossible. Only 31,1% of teachers feel equipped to foster entrepreneurship and financial literacy in students through physical education.
 However, the surveyed teachers faced difficulties in simulating pedagogical situations and methodical techniques for competence formation during physical education lessons. This identified challenge underscores the need for innovative pedagogical situations, methodical approaches, and techniques. These should be crafted through various modular components, empowering physical education teachers to effectively instill entrepreneurship and financial literacy in schoolchildren’s.
 The research identified crucial pathways for developing students' entrepreneurship, including creating pedagogical situations and employing methodical approaches focused on developing leadership qualities, fostering fair play, and instilling goal- setting and achievement. Emphasis was placed on overcoming challenges with dignity, honing leadership skills applicable both in sports and daily life. In terms of financial literacy, physical education teachers can encourage students to plan competitions, formulate estimates, organize charitable activities, utilize online fundraising platforms, and regularly assess financial costs associated with physical activity, contributing to a well-rounded education.

Pedagogical activity as the basis of pedagogical mastery of a physical culture teacher

The article examines the peculiarities of pedagogical activity as a component of the pedagogical skills of future teachers of physical education. The concept of "pedagogical activity", which is understood as a type of activity expressed in procedural and effective aspects, is analyzed. Pedagogical activity is the professional activity of a teacher, in which the tasks of teaching and upbringing are realized with the help of various means of influencing students, it is also noted that pedagogical activity does not begin with setting goals, but with the analysis of the pedagogical situation, which already creates conditions for activity. The pedagogical activity of a physical education teacher is very variable, as are the teaching conditions (gym, street, office). It is noted that the pedagogical activity of a physical culture teacher is reduced not only to the process of imparting knowledge to students, the formation of their motor abilities and skills, and the education of physical qualities, an analysis of the educational and practical activity of students is carried out, an assessment of its effectiveness is made, appropriate corrections are made, that is, current control is carried out. The main directions of the pedagogical activity of the physical culture teacher are indicated, including: diagnostic  identification of the individual qualities of the student; indicative-prognostic teacher's ability to determine goals, purpose, content; constructive-projective involves planning, selection of means, methods of influencing the student; organizational and activity manifested in the organization of various forms of physical education, establishing contacts with schoolchildren, adult environment; communicative - the ability to communicate, establish contacts; analytical-evaluative consists in the analysis of both one's own actions and the actions of pupils; research-creative elucidation of individual and mental characteristics of pupils. It is noted that the pedagogical activity of a physical culture teacher should be aimed at solving the tasks of physical education, which in turn is an important means of physical, social and spiritual development of an individual. It is indicated that the pedagogical activity of a physical culture teacher is a complex, multidimensional and highly dynamic process that takes place in constantly changing conditions, taking into account the age and individual characteristics of children and the teacher's personality.

The Impact of Perspective Taking Training in Student Teachers on Unintended Empathy Components

Empathy training focuses mainly on improving perspective taking (PT) skills, but rarely considers possible changes in other, affective empathy components. In this study, we aimed to examine for unintended changes in the other empathy components emotional concern, personal distress, and fantasy, some of which were not specifically intended. We used a trait (Saarbrücken Personality Questionnaire for Measuring Empathy) and a state (Jefferson Scale for Empathy - Teacher Version) questionnaire respectively. On the trait measures, only the PT score improved, as it was intended by the training. No significant change in the affective factors occurred. Thus, the training showed no undesirable side effects. Looking at the Jefferson Scale factors related to pedagogical situations, significant changes occurred in the areas of perspective taking, emotional understanding of students, pedagogy more important than empathy, and student-centeredness. Since these are only pedagogically relevant changes in attitudes, this is consistent with the goal of the empathy training. Unwanted side effects were not observed here either.

Demonstration Exam in the Modern System of Assessment Funds at the Pedagogical University

Introduction. The problem of the study involves the need to find effective procedures for assessing the competence and level of readiness for professional activities of future specialists, their readiness to work in conditions of uncertainty. The aim of the study is to identify the possibilities of using the demonstration exam to improve the quality of implementation of educational programs of higher education and to ensure the effectiveness of the assessment procedure. Methods: analysis and synthesis of analytical data, dissertation researches, regulatory and legislative framework. Outcomes. It is revealed that one of the options for improving the assessment procedure in the structure of final certification in pedagogical education is a demonstration exam. The content of the tasks, regardless of the training profile of future teachers, is based on the provisions of professional standards, which determines their form – situational tasks, problem tasks or cases. Tasks can be based on the main subject type of activity, or include a general pedagogical situation and be included in the fund of assessment tools. The created funds of assessment tools, provided for by the requirements of exemplary educational programs, are a system for assessing the level of competence formation. Conclusion. The practice-oriented, objective and visual nature of the demo exam makes it possible to identify the level of formed competencies and assess possible gaps for further refinement of the graduateʼs professional qualities in the educational process. The authorʼs innovation consists in the use of a demonstration exam for internal independent assessment of the quality of education, external assessment of determining the level of training of teachers by the university, final and intermediate assessments.

Methodological approaches as a scientific basis for creating a pedagogical concept of distance learning organization in higher education institutions

The article examines e-learning as a special form of education and a pedagogical system based on the use of digital technologies. The content of the structural components of e-learning at universities is a pedagogical system that includes goals, means of communication, content of educational information, and subjects of the educational process. with guaranteed achievement of results as a system-forming factor. The following features of the means of communication between the subjects of the educational process are taken into account: students, teachers, tutors, specialist experts, resource developers (designers of pedagogical situations) and their functions. Scientific, methodological and technological support for achieving the desired result of e-learning at universities has been built, taking into account the individual needs of students, expanding the functions of teachers and implementing educational information through digitalization. A diagnostic toolkit has been developed for conducting a predictive pedagogical examination to develop, clarify and adjust students’ individual educational trajectories, taking into account expert opinions.

Unveiling the Significance: Pattern Practice in Language Learning

This theoretical article sheds light on an aspect of traditional language teaching that is still used in foreign language teaching classrooms and commonly called drills. These repetitive drills are designed to practice specific language elements, such as grammar structures. The current paper tries to test the assumption that the practice of mechanical drills helps students of English reinforce the learning of the target language through practice. Thus, the paper mainly evaluates the role of “mechanical practice,” or “pattern practice” in improving the learning of the target language with a particular emphasis on the learning advantages of a type of mechanical practice called repetition drills. Tracing recent research on drills, the researcher concludes that if used appropriately and in some pedagogical situations contextualized, the practice of these drills can be effective for language learning and should be included as a key part of the instructional practice.

VR-Peas: a Virtual Reality PEdAgogical Scenarisation tool

ABSTRACT In this paper, we address the issue of the design and deployment of VR-oriented pedagogical scenarios by teachers as designers. To provide practical and theoretical solutions, we analyse the various existing models and tools for assisting teachers in the design and deployment of virtual reality learning environments (VRLEs). We identify a need for a model that covers the pedagogical needs of teachers, including the modelling of pedagogical structuring and the consideration of the specificities of the VR environment. Our main contributions are a pedagogical scenario model and the development of an editor called VR-PEAS (Virtual Reality PEdAgogical Scenarisation tool), which provides a solution that can support and help teacher-designers to design, adapt and reuse pedagogical scenarios oriented towards VR. We proposed a literature review to identify the main concepts of pedagogical scenario design and developed the computer solution according to an agile approach. To validate the basic concepts of our contribution and the impact of our implementation, we define a case study evaluation based on four different pedagogical situations using a qualitative method based on questionnaires. Our findings indicated that teachers could design VRLEs that were aligned with their pre-defined scenario and operate them successfully.