Practical Orientation Research Articles

Disciplinary differences in undergraduate students' engagement with generative artificial intelligence

AbstractThe rapid development of generative artificial intelligence (GenAI) technologies has sparked widespread discussions about their potential applications in higher education. However, little is known about how students from various disciplines engage with GenAI tools. This study explores undergraduate students' GenAI knowledge, usage intentions, and task-specific engagement across academic disciplines. Using a disciplinary categorization framework, we examine how the hard/soft and pure/applied dimensions relate to students' interactions with GenAI. We surveyed 193 undergraduates from diverse disciplines at a university in Singapore. The questionnaire assessed students' GenAI knowledge, usage intentions, and engagement with GenAI for cognitive and routine tasks against their disciplinary background. The results indicate substantial disciplinary disparities in the level of engagement of students with GenAI. Compared to pure fields, applied fields (both hard and soft) consistently exhibit higher levels of GenAI knowledge and utilization intentions. Furthermore, the engagement of GenAI in routine tasks is relatively consistent across disciplines; however, there are substantial disparities in cognitive tasks, with applied fields exhibiting higher engagement. These results suggest that the practical orientation of applied fields drives GenAI adoption and utilization in academic settings. The study emphasizes considering disciplinary differences to better integrate GenAI into higher education and calls for tailored approaches that align with each field's unique epistemological and methodological traditions to balance GenAI's practical benefits with the preservation of core disciplinary knowledge and skills.

Реализация принципа непрерывности в инклюзивном образовании в России

<p>The work is aimed at analyzing indicators for ensuring the continuity of the inclusive process in general and vocational education in Russia. The study was conducted in educational organizations in 82 regions of the country; 6377 heads of educational organizations, 60870 teachers, 92093 parents and 32039 students of secondary vocational education participated were recruited for this study. The main method was an online survey, the data analysis method is frequency. The article describes four indicators of the continuity of the inclusive process – ensuring the variability of educational programs, plans and organizational forms of education, psychological and pedagogical support for students with special needs and its staffing, ensuring the participation of all students and their parents in the educational process, the life of the educational organization, support in self-determination and choice of professional educational trajectory. The implementation of the principle of continuity, enshrined in the normative field of education, is reflected in the data of the article through indicators of the sustainability of the share of inclusion of a number of categories of students with special needs when moving from level to level. However, obstacles to the implementation of the principle of continuity are the insufficiency of mechanisms for the individualization of education, including the lack of institutionalization of the individual educational route, staffing shortages for psychological and pedagogical support of students, as well as the social and practical orientation of career guidance technologies.</p>

ПРИНЦИПИ НАВЧАННЯ ТА ОСОБЛИВОСТІ ЇХ РЕАЛІЗАЦІЇ У ПРОЦЕСІ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ БІОЛОГІЇ ДО ОРГАНІЗАЦІЇ ДОСЛІДНИЦЬКОЇ ДІЯЛЬНОСТІ УЧНІВ

The article is devoted to the topical issue of training future biology teachers to organize students' research activities in the context of the transition to the New Ukrainian School. The article analyzes modern teaching principles that ensure effective training of future biology teachers to organize research activities in biology teaching. The features of the implementation of these principles in the educational process and their influence on the formation of future teachers' competencies necessary to create conditions for successful research work of students are considered. The purpose of the article is to systematize and analyze modern teaching principles that are the basis for preparing future teachers to organize students' research activities in biology; to study the peculiarities of implementing teaching principles in the training of future biology teachers. The following methods were used in the study: theoretical - included a detailed study of scientific literature and determination of the role of research in the general context of biological education, justification of the need to define the principles of training future teachers to organize research activities; empirical - involved direct observation of the educational process and analysis of the results of research work of students, which allowed to assess the real state of affairs in higher education institutions. The study determined that in order to effectively prepare future teachers to organize students' research activities, an integrated approach should be applied based on the following didactic principles: the principle of activity-based approach, the principle of personality-oriented approach, the principle of science, the principle of systematicity and consistency, the principle of practical orientation, the principle of creativity, the principle of cooperation, the principle of reflection, the principle of interactivity, the principle of integrative learning.

Modern aspects of pathology teaching

Introduction. Undergraduate medical curricula often fail to balance learning opportunities and integrate the study of basic and clinical sciences, allowing students to link theory and practice. The high educational potential of the experimental teaching method is due not only to its practical orientation but also to the possibility of reflection - critical analysis and synthesis of knowledge in the learning process.Aim of the study. Evaluate the possibility of introducing experiential learning in the study of pathology to improve the efficiency of students' perception of understanding the subject and subsequent application in clinical practice.Materials and methods. The study sample (n=362) consisted of 3rd year students of NAO «Karaganda Medical University», studying in the disciplines: «General pathology» and «Pathology of organs and systems» in the 2022-2023 academic year. The sample included 48.9% male and 51.1% female students aged 19 to 22. Respondents were divided into a main group (n=96) using an experimental training method and a control group (n=266) using a traditional training format. A specially designed questionnaire was used to study student satisfaction with training. Descriptive statistics methods were used to describe the assessments of students in the study groups. Thematic analysis was used to examine the data collected using open-ended questions.Results. The possibility of interaction and discussion with the teacher during the joint viewing of micropreparations of the studied cases was rated as «excellent» by 95.8% and 97.9% of students. With regard to the main characteristics of medical education in the study of pathology, four broad topics are verified, such as fundamental medical education, interaction with the teacher in obtaining medical education, teaching materials in medical education, and assessment in the field of medical education. The study used methods of descriptive statistics. Thematic analysis was used to process data collected using open-ended questions.Discussion. The high level of acceptance of interactive groups in the study of pathology and the general satisfaction of students reflect the desire and need for active teaching methodologies in modern medical education.Conclusion. Based on the findings, the practical teaching of pathology can be improved by revisiting the content and teaching strategies.

Seeking to fulfil the human rights promise: practitioner perspectives and an assessment tool for realizing human rights based social work education and practice

ABSTRACT International social work organizations emphasize human rights (HR) as a main social work principle. However, a focus on HR is often lacking in social work education. This often results in an inspirational, rather than deep and meaningful application of HR commitments in social work practice, with kindness and respect being conflated with a realization of HR. Nevertheless, without a critical HR awareness, social workers may inadvertently neglect or hinder service users’ rights. This article presents the findings of an exploratory study which examined, through in-depth interviews with six practitioners working in HR sensitive contexts in Spain, how the experience (or lack thereof) of HR education influences practitioners’ engagement with HR. Findings indicate that, for social workers to overcome inspirational approaches and achieve an HR based social work practice, training and support mechanisms need to be developed at different contexts: 1. In social work education, importantly including social work placements and a practice orientation of teaching 2. At social work services’ organizations and 3. At the broader social work professional organizations and political-institutional contexts. Drawing on the findings, the researchers developed a Human Rights Practice Assessment Tool to support lecturers, students and practitioners in applying HR principles meaningfully in social work.

Research on the Implementation Path of English Curriculum Policy for Compulsory Education in the New Era

This paper aims to explore the implementation path of English curriculum policy for compulsory education, with primary and secondary English education in northwest China as a case study for an in-depth analysis. The paper first reviews the evolution of educational policies over the past decade. Starting from the definition, nature, and carriers of curriculum policy, this paper introduces the research output of domestic and foreign scholars on the implementation of English curriculum policy. This paper proposes three characteristics and five practical pathways to implement English curriculum policy in compulsory education. Based on the above analysis, the paper proposes future research orientations, including regional decision-making strategies, comprehensive methodological frameworks, the synergy between English curriculum policy and other educational policies, and the localization and practical orientation of curriculum policy.

The case classification and their development for would-be mathematics teachers’ training

Abstract The article looks into the issue of the case classification for the training of Mathematics teachers. The analysis, which was carried out, and the survey of 47 University teachers of methodical disciplines allowed to highlight the classification features of cases in the process of teaching methodical disciplines: the amount of time to complete, the way of presentation, the level of complexity and the breadth of the covered problem. Classifying cases by the amount of time for their implementation contributed to the separation of mini-cases, medium-term cases, and long-term cases. Classification by the method of presentation of cases in the process of studying methodical disciplines ensured their use in printed (handwritten) form, multimedia presentation of cases, and video cases. According to the level of complexity, the cases were divided into reproductive-training, partial-research, and creative-innovative cases. Thematic and integrated cases ensured the breadth of coverage of the problem during the teaching of methodical disciplines. The article presents general requirements for the selection and development of cases in the process of studying methodical disciplines. These requirements are based on the principles of accessibility, scientificity, contextuality, systematicity, methodological expediency, and practical orientation. The classification and specific requirements became the basis for the development of cases that can be used in the process of teaching methodological disciplines of would-be Mathematics teachers.

Study of the Academic Expectations of Bachelor Students for the Lecture Course in Didactics

The academic expectations of bachelor students regarding the didactics lecture course are a factor in the formation of motivated and creative teachers. The thesis is supported that if there is a correspondence between positive academic expectations of the students and the real learning process at the university, the students are motivated and participate actively. In this study an author's questionnaire about the academic expectations of students in the didactics lecture course is used. The analysis of various tools for assessing students' academic expectations showed that questionnaires structured by thematic areas are most often used. In the present study, the questionnaire is structured in three modules, corresponding to the three components in the system of expectations – cognitive, affective and conative. The current research has a practical orientation - the author's questionnaire should serve as an analysis of the students' academic expectations in the context of improving the lecture course on didactics.

ОБ ОПЫТЕ ИСПОЛЬЗОВАНИЯ ЭЛЕКТРОННЫХ ОБРАЗОВАТЕЛЬНЫХ РЕСУРСОВ В ПОДГОТОВКЕ БУДУЩИХ ЮРИСТОВ (НА ПРИМЕРЕ ННГУ)

This article discusses issues related to the use of an electronically controlled course in the educational process and its impact on the training of students - future lawyers. The authors note the high efficiency and practical orientation of this course, different methods of approach in solving problems, and also note the active position of students in teaching, developing logic of thinking and a creative approach to solving any issue. This makes it possible to further develop the ability to educate future lawyers. It talks about the use of e-courses in terms of creative tasks. Examples are given. The importance of tests as an effective test of the level of knowledge of students is noted, and the teacher is given the opportunity to assess the assimilation of lecture material by students. Thanks to the electronic course, students have a more active position in learning, which makes it possible to further develop the ability to self-education, and this is the way to success in Armenia.

ADAPTING KIRKPATRICK’S MODEL FOR EVALUATING PROFESSIONAL EDUCATIONAL PROGRAMS IN TOURISM WITHIN HIGHER EDUCATION

In the context of rapidly changing geopolitical dynamics and constant evolution in the tourism sector, the effectiveness of educational programs in tourism has become critically important for preparing professionals capable of adapting to new challenges. This article focuses on the use of the Kirkpatrick Model as a strategic tool for evaluating and improving professional higher education programs in tourism. Based on four levels of evaluation — reaction, learning, behavior, and results — the model is adapted to the specifics of educational programs in the field of tourism, offering a comprehensive analysis methodology. The aim of adapting the Kirkpatrick Model is to diagnose and address the vulnerabilities of educational programs, refine curricula, and introduce innovative courses that meet both current and projected sector needs. This approach is particularly relevant in the light of the rapidly changing requirements of the tourism industry, where it is crucial not only to provide up-to-date knowledge but also to develop students’ skills in critical thinking, adaptation, and innovative problem-solving. Applying to the Kirkpatrick Model to university programs in tourism ensures not only high quality of education but also its relevance and practical orientation. This paves the way for creating a new generation of tourism professionals, prepared to work effectively in the conditions of global competition and changing market demands. Such an approach not only improves educational programs but also enhances the international competitiveness of graduates, which is a key factor for success in the modern tourism industry.

Communication barriers in caring for culturally diverse patients and the cultural competence of nursing staff

Introduction: The culturally different patient is still a new task for nursing staff. In order to realise competent and effective care for a patient from a different culture, the nurse must be able to recognise her own cultural filters, communication barriers, cultural differences, the sometimes different value system and its relevance to the patient's quality of life Objective of the study: The aim of this study is to illustrate the communication barriers in caring for a culturally different patient in a selected group of nursing staff and to contrast them with the cultural competences possessed by this group. Material and method: 127 nursing staff of one of the Podkarpackie hospitals were studied. A diagnostic survey with an author's survey questionnaire and the Polish version of the Cultural Competence Scale of Medical Personnel were used. Results: Individuals with higher cultural competence in behaviour were better able to cope with communication barriers in terms of language differences and non-verbal communication. Higher cultural competence in patient-centred communication was associated with better coping with barriers in terms of cultural differences and non-verbal communication. The higher the cultural competence in practice orientation, the lower the coping with excess emotions or information and the worse the coping with the patient's culture and values conflicting with the patient's own culture and value system. Those who scored higher on the self-assessment of cultural competence simultaneously coped better with barriers concerning language differences. Those who showed higher awareness and sensitivity with regard to cultural competence coped less well with emotional excess. Conclusions: Relatively good levels of problem solving related to communication barriers are not always accompanied by full cultural competence.

Perfecting the Realistic Value and Practical Orientation of School Martial Arts Etiquette Education

Using the literature data and logical analysis method, it analyzes the realistic value of school martial arts etiquette education and provides practical direction for its future development. The research believes that the school martial arts etiquette education cultivates patriotic feelings, compliance, humility and comity, respect for teachers and other spiritual qualities, which are very important educational values for the school education. The education of Wushu etiquette critically inherits the traditional Wushu etiquette and improves the shaping of the ritual atmosphere.

Strengthen the Foundation and Practice Orientation: Exploration of Teaching Reform in Machine Learning Courses

Machine learning has become a core technology in the field of artificial intelligence with its excellent performance and wide range of applications. Traditional machine learning course teaching models often focus on theoretical explanations and lack sufficient practical guidance, making it difficult for students to apply their knowledge to solve practical problems. This article explores feasible ways to reform the teaching of machine learning courses, by strengthening the close integration of basic knowledge and practical skills, as well as optimizing course evaluation methods, significantly improving students' learning effectiveness and practical application abilities.

What Determines Civil Servants’ Error Response? Evidence From a Conjoint Experiment

To err is human and learning from mistakes is essential for finding viable solutions to grand societal challenges through development and innovation. Yet, public organizations often exhibit a punitive zero-error culture, and public employees are stereotyped as error and risk-averse. Little is known about the underlying behavioral mechanisms that determine civil servants’ likelihood of handling errors positively, namely reporting and correcting them instead of ignoring and hiding them to avoid blame. Based on the transactional theory of stress coping, we argue that individuals’ error-handling strategies relate to both rational and emotional evaluations of error-specific and consequential contextual factors. Using a conjoint survey experiment conducted with N = 276 civil servants in Germany ( Obs. = 1,104), this study disentangles the effects of error-related, individual, and organization-cultural factors as decisive drivers of individuals’ error response. We find that error characteristics (type and harmfulness) determine error-handling behavior, which is revealed to be independent from organizational error culture and individual error orientation, providing important and novel insights for theory and practice.

Research on the Talent Cultivation Mode of Colleges and Universities Specializing in Japanese Language in the Context of “New Arts”

In the context of the "New Liberal Arts," the talent cultivation model for Japanese language programs in higher education faces both new challenges and opportunities. The "New Liberal Arts" promotes core principles such as interdisciplinary integration, innovation and practice orientation, and the cultivation of comprehensive qualities, driving profound transformations in the education sector. As a language discipline, Japanese studies must innovate upon traditional foundations to meet the contemporary demand for multifaceted and application-oriented talent. This paper analyzes the current state of Japanese language talent cultivation, reveals existing issues, and proposes corresponding optimization strategies. The research finds that curriculum design needs to enhance interdisciplinary content integration, teaching methods should focus on interaction and practical application, faculty development requires urgent improvement, and practical training and internships must be reinforced. Additionally, the enhancement of students' comprehensive abilities should be woven throughout the entire educational process. By exploring these aspects, this study aims to provide references for the reform of Japanese language education in higher education, supporting the development of high-quality Japanese professionals with an international perspective, innovative capability, and practical skills.

From Participant to Partner: Applying Indigenous Understandings of Treaties to Canada’s Environmental Impact Assessment Processes

The following seeks to explore solutions forward amid increasing pressure to improve the quality of Indigenous involvement within environmental assessments (EAs). This paper describes the historical entanglements of resource development, colonialism, and limited recognition of Indigenous interests within EAs currently. It deconstructs the implications of the following: extractive methodologies habitually used within EAs; distinctions between Canadian and Indigenous legal systems; cultural variances in perceptions of power structures; and noticeable systemic issues within EA processes. Drawing from Indigenous understandings of treaties, this article brings forth some key considerations necessary to establishing meaningful Indigenous involvement during EAs. It positions treaties as a powerful, practical orientation towards envisioning a framework that utilizes practices which foster genuine collaboration and dialogue amongst all parties involved. To this end, this article contends with the importance of addressing gaps in quality of Indigenous involvement during EAs, particularly as calls for reconciliation and sustainable environmental decision-making continue.

ARTIFICIAL INTELLIGENCE FOR INNOVATION: A BIBLIOMETRIC ANALYSIS AND STRUCTURAL VARIATION APPROACH

Artificial intelligence (AI) has gained significant popularity in recent years. This study critically examines the existing literature on the role and potential of AI, machine learning (ML) and big data in driving innovation. To the best of our knowledge, no existing survey has provided a comprehensive overview of this topic. The aim of this paper is thus to provide a coherent overview of theoretical cornerstones as well as recent trends in research on AI and data analytics for innovation. Using various bibliometric analyses of themes including publication counts and trends, co-citations, co-authorship, and keyword co-occurrence, we infer the thematic structure of AI research in innovation for the period from 1991 to 2021. The publications are grouped into three major clusters, with Cluster 1 remaining a constantly dominant theme in the digital innovation publication landscape. Cluster 2 includes published studies on big data, which also received much research attention. Cluster 3, which is the most prominent, includes business performance, business analytics, and information systems. We also analyse publication citation counts in the literature using Poisson and negative binomial regressions. The results show that the structural variation approach provides a new method for tracking and evaluating the potential of freshly published studies in context. The findings of the current study will be significant in identifying new areas of research of potential interest to scholars and practitioners in the field of AI for innovation worldwide. We conclude this review with limitations and theoretical and practical orientations.

Структурно-функциональная модель подготовки будущих педагогов к воспитанию основ социально-экологической ответственности у детей дошкольного возраста

The article examines the problem of preparing future teachers to instill the fundamentals of social and environmental responsibility in preschool children. The research aims to theoretically justify and develop a structural-functional model of teacher training for instilling the fundamentals of social and environmental responsibility in preschool children. The article defines the concept of “education of social and environmental responsibility in preschool children”, describes the structural and functional model of preparing future teachers for instilling the fundamentals of social and environmental responsibility in preschool children, and its component composition. The model integrates fundamental theoretical aspects with practical orientation and systematicity as key components of professional education for specialists in the designated field. It is assumed that students acquire not only theoretical knowledge in pedagogy and methods of teaching and nurturing preschoolers but also have opportunities to apply them both in solving cases and during pedagogical practice. Conclusions are drawn from the study's findings on this issue.

Professor Ivan Ivanovich Neiding: Touches to the portrait

2024 marks the 120th anniversary of the death of Ivan Ivanovich Neiding, a prominent Russian forensic scientist and professor of the medical faculty of Imperial Moscow University. The formative years of forensic medicine in Russia are inextricably linked to natural development and success in medical science. An analysis of the history of the forensic medical service also showed its close connection with the law and the needs of judicial investigative institutions. This interaction revealed the nature of scientific research and the practical orientation of forensic medical examination. I.I. Neiding has made significant contributions to the development of Russian forensic medical science and practice and was one of the best representatives of the faculty of Moscow University at the end of the XIX century. His name is associated with the period of brilliant scientific flourishing of the Department of Forensic Medicine of the Faculty of Medicine. During his 22 years as head of the department, I.I. Neiding had done a lot to ensure that the teaching of forensic medicine meets the ever-increasing practical demands. The creative path of this scientist can be an example for young specialists in the field of forensic medicine. His image was recreated based on the memoirs of his contemporaries and speeches. The article provides information about the life and work of I.I. Neiding. The memoirs of this scientist’s contemporaries and views on forensic medicine are presented. This study has not only cognitive significance but also carries the idea of educating young professionals. Among others, I.I. Neiding makes up the color of Russian medicine and pedagogy. Many of the provisions of I.I. Neiding’s research have not lost their relevance even today.

Conceptual Framework for the Psychosocial Management of Depression in Adolescents in the North West Province, South Africa

Background A conceptual framework is imperative in the understanding of the psychosocial management of depression in adolescents, owing to the ability to effectively present and demonstrate the linking of concepts for an in-depth understanding of the phenomenon. Objectives This study aims To develop and validate a conceptual framework for the psychosocial management of depression in adolescents in the North West Province, South Africa. Methods A qualitative, exploratory, descriptive, contextual research design was followed in two phases: the empirical phase (phase 1) and the development of a conceptual framework phase (phase 2). Phase 1 consisted of two steps: firstly, a systematic review (referred to as step 1), followed by qualitative, exploratory, descriptive, and contextual research (referred to as step 2). The outcomes from the empirical phase served as the foundation for developing a conceptual framework for the psychosocial management of depression in adolescents, North West Province, South Africa. In Phase 2, the development of this conceptual framework was guided by addressing the six crucial questions introduced by Dickoff et al. (1968) regarding Practical Orientation and validated by Chinn and Kramer’s five criteria questions. Results The conceptual framework focused on mental health practitioners, immediate and extended family members of adolescents, social workers, psychologists and peer groups of adolescents, adolescents diagnosed with depression, mental health institutions, homes of adolescents, schools, religious institutions, and communities. Conclusion The conceptual framework for the psychosocial management of depression in adolescents provides comprehensive insights capable of enhancing the recovery process for adolescents dealing with depression. Implementing this conceptual framework has the potential to enhance professional practice, elevate the quality of care provided, and contribute to expanding the body of knowledge within the field of mental health.