Practice-oriented Education Research Articles

Analyzing the Educational Needs of Dental Hygiene Students Using the Borich Needs Assessment and Locus for Focus Models

Objective: This study aimed to develop a standard for a practice-based curriculum that reflects the needs of dental hygiene students’ clinical practice education and to provide basic data that can contribute to improving dental hygienists’ competence in clinical practice. Methods: A survey of 132 dental hygiene students from selected universities was conducted. The Borich Needs Assessment model and The Locus for Focus models were used to evaluate the students’ educational needs for clinical practice content. Results: The highest level of present educational needs was for ‘fluoride application,’ while the greatest requirement was for ‘preparing surgical dental treatment’. Using The Locus for Focus model, 33 items in the first quadrant were identified as common to the Borich Needs Assessment priorities. These items include ‘dental insurance claims’, ‘patient reception’, ‘dental materials counseling’, ‘making a temporary crown’, ‘setting a temporary crown’, ‘document management’ and ‘prepare of dental emergencies’. Conclusions: The analysis of the clinical practice needs of dental hygiene students identified the needs for practice-oriented education. These findings suggest that future curriculum revisions should reflect not only the needs of students, but also the perspectives of educators and clinical dental hygienists.

THE CURRENT STATUS AND DEVELOPMENT OF REFORM IN MUSIC EDUCATION IN UNIVERSITIES UNDER THE NEW ERA CONTEXT

This paper explores the current status and development of reform in music education at universities in the new era. After thoroughly analyzing the background and issues of music education in universities both domestically and internationally, (Hickey, 2009) the paper summarizes advanced experiences in music education, including innovative practices such as diversified curriculum design, practice-oriented education, personalized teaching, and interdisciplinary collaboration. Subsequently, the paper proposes future trends in music education, including the application of educational technology, interdisciplinary education, and the integration of arts and society. Finally, the paper emphasizes the importance and necessity of reform in university music education, and puts forward directions for future research and policy suggestions to promote the integration and development of music education with society. (Bowman, 2014).

Технологичность вида спорта и практикоориентированность образования (на примере киокушинкай карате до)

The authors note the transformation in Russia and the world and the emergence of new directions in the development of sport, associated with national programs and projects, new sports infrastructure. The introduction of new educational standards in sports universities has shown the necessity of developing practice-oriented education for various specialties. The problem of practice-oriented education is considered in several aspects. The technologicity of the sport in the subject technologies of the educational process in the format of the development of practice-oriented education in the University is presented. The base of the research: Technique of a blow in kyokushinkai karate do. Mawashi (from the side, in a circle) geri(leg) jodan (upper level) in a practical lesson on the profile subject “Biomechanics of motor activity”. The methodical map (case) was developed with biomechanical characteristics by phases of movement with the use of specialized terms, video and photo pose-movements with biomechanical characteristics of the athlete.

Development of information and didactic tools for practice-oriented education in universities

Relevance. The relevance of the research is determined by the change in the educational environment, which contributes to the search for new innovative methods of training qualified specialists capable of solving any tasks within their professional activities. Purpose. The purpose of the paper is to analyze the characteristics of practice-oriented education in Kazakh higher educational institutions in accordance with the development of information and didactic tools. Methodology. General scientific theoretical methods were used in the work, such as comparison, synthesis, system analysis, systematization, generalization and statistics, the method from abstract to concrete based on systemic and structural-functional approaches. Results. The author analyzed a number of scientific and methodological Kazakh and foreign sources to determine the semantic component of the phenomena of "practice-oriented education" and "information didactic tools". The current state was considered of the practice-oriented conception of learning in Ukrainian, Russian and Australian universities. The interpretation was substantiated of information and didactic means as material tools of professional interaction of subjects of the educational process. Practice-oriented education was analyzed in universities of the Republic of Kazakhstan, and key information and didactic tools were identified, including very open online courses, case-methods "Workbook", individualized electronic education programs. The promising vector was confirmed of the development of practice-oriented education in Kazakh universities based on statistical data of the state of previous years. Conclusions. It became evident that contemporary educational paradigms prioritize an activity-based approach, necessitating the refinement of pedagogical foundations. Various studies, both local and international, were scrutinized to grasp the nuances of developing informational teaching tools and integrating practical learning methodologies. It was established that a comprehensive analysis of these concepts is imperative. "Practice-oriented education" emerged as a holistic system of innovative teaching techniques designed to enhance essential aspects of a student's development, encompassing psychological, cognitive, motivational dimensions. Keywords: innovative education; didactics; activity approach; applicants for higher education; educational practice; information and didactic competence

Роль региональных научных центров в преодолении кадрового голода в сфере внешнеэкономической деятельности

Reformatting the international economics makes practice-orientation of higher education especially relevant. The article assesses impact of regional scientific centers on overcoming the FEA’s staff hunger. Methodological basis are concepts about practice-oriented education. Information basis were data of Customs and Statistical services, Central bank of Russia. Research methods were comparative and economic-statistical analysis. Methodical approach is substantiated to assessment of influence of dependence between specialists’ preparing and the indicators characterizing the Russia’s export development. It’s proposed to assess education through students’, graduates’ and researchers’ number and expenses on science, and the FEA’s results – through volume of export, including non-primary and non-energetic. The authors’ approach is tested on 85 Russian regions for 2021. Results of correlation analysis demonstrate: there’s link between considered indicators, especially between researchers’ number and expenses on science – and non-primary export. The algorithm is developed of organizing the interaction of participants of export project activity. As a tool of development is considered creation of campuses and their influence on region’s development. Theoretical and practical relevance consists in that trend is ascertained of activation of involvement of tools of practice-oriented education by preparing the FEA’s staff, and in that directions and ways of its realizing in Russian regions are defined.

USING OF THE MODELS IN PRACTICE-ORIENTED EDUCATION DURING LEARNING OF PEDIATRIC DENTISTRY

Teachers of clinical departments of establishments of higher medical education are faced with the problem of practical training of students, and many methods have been proposed for its improvement.
 The purpose of the study was to consider the models of practice-oriented education that can be used
 during the teaching of pediatric therapeutic dentistry.
 One Minute Preceptor model is used by the teacher during a 1-5-minute conversation with the student to guide diagnostic and treatment processes; initially a student examines a patient, then presents the clinical case, after which the teacher manages his behavioral reactions.
 SNAPPS model (Summarize + Narrow + Analyze + Probe + Plan + Select) describes 6 stages of the clinical training. The model includes analysis of the medical history and examination methods, choice of the diagnoses for differential diagnostic, proper differential diagnosis, questions to the teacher about uncertainties, discussion of patient’s treatment plan and questions and sources related to the clinical case for independent processing.
 Within the framework of pattern recognition and reproduction model (standard cases), student talks about the main problem that worries the patient and offers his diagnosis based on key symptoms during 30 seconds. Teacher personally examines patient, makes a diagnosis or discusses why it cannot be made with certainty, and evaluates the student’s actions.
 All described models of practice-oriented learning improve the expression of reasoning without much impact on the time spent for case presentation. Pattern recognition and reproduction model is especially useful in dentistry to recognize widespread clinical cases. One Minute Preceptor model, which involves the initiative and mentoring role of the teacher, fits well for beginners, while SNAPPS model, that focused on independent work of students, for strong students.

Evaluation of the Attitudes and Opinions of Veterinary School Students on Distance Education During the COVID-19 Pandemic.

This study aimed to determine the attitudes and opinions of the students of veterinary schools in Turkey regarding distance education during the COVID-19 pandemic. The study was conducted in two stages: (1) develop and validate a scale for assessing Turkish veterinary students' attitudes and opinions regarding distance education (DE) (n = 250 students; one veterinary school) and (2) widespread use of this scale amongst veterinary students (n = 1,599 students, 19 veterinary schools). Stage 2 was conducted between December 2020 and January 2021 with students from Years 2, 3, 4, and 5 who had experienced both face-to-face and distance education. The scale contained 38 questions, which were divided into seven sub-factors. Most students considered that practical courses (77.1%) should not continue to be delivered by DE; and that catch-up face-to-face programs (77%) would be required for practical skills after the pandemic. The main benefits of DE were that studies did not have to be interrupted (53.2%) and the ability to retrieve online video material for later study (81.2%). A total of 69% of students considered that DE systems and applications are easy to use. Many (71%) students considered that the use of DE would adversely affect their professional skills, 26.5% expected that the duration of their studies would be extended, but only 18.1% had considered suspending their studies for the period of the pandemic. Therefore, it appeared that face-to-face education was considered indispensable by students in veterinary schools, which provide practice-oriented education in the field of health sciences. However, the DE method can be used as a supplementary tool.

The importance of practice-oriented tasks in the field of education

Relevance. The relevance of the examined subject is related to the fact that the use of practice-oriented tasks in the educational process affects the effectiveness of teaching students and is oriented towards the final product of professional training.Purpose. The purpose of this study is to analyse the impact of a practice-oriented approach on the educational process in geography lessons, using the example of one of the educational institutions in Almaty, specifically School No. 183.Methodology. The following methods were used in the paper: the structural-functional method, synthesis, logical and comparative analysis, and generalisation.Results. The study demonstrated that the use of practice-oriented tasks at different stages of geographic education is a promising method for overcoming students� alienation from geography, increasing their interest in acquiring new concepts, ensuring continuity in the forms, methods, and content of education, and thus, effectively obtaining continuous education. Practice-oriented teaching technology allows for more effective and high-quality learning. Practice-oriented education, unlike conventional knowledge-oriented education, is aimed at acquiring skills and experience in solving practical problems in addition to knowledge.Conclusions. Practical significance of this study lies in the fact that all theoretical provisions, conclusions, and recommendations can be used by teachers and students in educational institutions to improve their knowledge about the impact of practice-oriented learning on the effectiveness of the educational process, and by other researchers for in-depth examination of this issue.

Development of practice-oriented education in training future pedagogic psychologists as the most important component of modern education system modernization

Relevance. The research relevance is predefined by the need for modernization of the education system at the stage of the Republic of Kazakhstan's socio-economic condition transformation where practice-oriented learning is the main component in the formation of professional competencies of future professionals. Modern conditions impose requirements for quality training of qualified pedagogic psychologists during the period of professional education in higher education. Purpose. The research aims to determine the features of practice-oriented training in higher educational institutions and psychological and pedagogical conditions for the formation of professional competencies of future specialists. Methodology. The basis of the theoretical and methodological approach in the research is a qualitative combination of content analysis methods of psychological and pedagogical conditions of training future specialists in higher education with an analytical study of teachers-psychologists professional competencies formation in modern conditions of educational system modernization. Results. The research identifies the challenges and opportunities of implementing practice-oriented education within Kazakhstan's higher education system. It underscores the necessity and effectiveness of integrating practical learning approaches to enhance the professional competencies of future pedagogic psychologists. The findings emphasize the pivotal role of pedagogical conditions in fostering competitive and qualified specialists equipped for modern socio-economic demands. Conclusions. The study concludes that integrating practice-oriented education is crucial for modernizing the education system in Kazakhstan. Recommendations include enhancing pedagogical conditions to optimize the formation of professional competencies among future pedagogic psychologists. These insights are pivotal for educators aiming to innovate curricula and improve educational outcomes in higher professional education settings. Keywords: professional education; competencies; practice-oriented education; higher education; educational process; motivation

Practice-oriented learning as mechanism of interaction between educational organizations and employers

The questions of practice-oriented education in professional educational organizations are considered. The conditions and results of practice-oriented professional education are analyzed. The mechanisms of synchronization of interaction between professional educational organization and employers through the introduction of practice-oriented education are studied. The article presents a practice-oriented model of training a specialist of the railway industry of Volgograd Technical School of Railway Transport — branch of Rostov State Transport University. It is determined that the proposed model of practice-oriented work with students of the branch can be applied by other professional educational organizations to train specialists with moral and business qualities of personality, quickly adapting to changing working conditions, capable of original and non-standard solutions. The monitoring of employers’ satisfaction with the quality of education conducted in 2023 shows an increase in the level of theoretical and practical training by 9 %. 83.3 % of employers during the monitoring noted the compliance of the branch graduates’ training with professional standards. The model of practice-oriented work with students allows to synchronize the mechanisms of interaction between the educational organization and employers through the introduction of practice-oriented training, creating conditions that have a benefi cial eff ect on the quality of educational services.

Higher education system placement in the innovation sphere in solving staffing innovative economy problem. Part I

The article analyzes specifics of training personnel in innovation management in Russia. The object of the study is the direction of the Innovation training, which implements the methodology of training specialists in innovation management in all spheres of economy. The purpose of the article is to assess compliance of the training methodology in innovation management with the requirements of the modern concept of practice-oriented education and conducting fundamental and applied research in universities that are in demand in innovative economy. The objective is to formulate the problem of implementing such requirements for higher education system as adaptability of graduates and their ability to implement projects and facilitate innovative development. The research is based on the application of Basadur’s simplex method to solve non-standard management problems and forms of comprehensive understanding of training personnel problems and use of professional competencies of innovation manager in the project education methodology for entrepreneurial university model implementation. As a result, the task of forming a technical universities collaboration with a pool of technological uncommercial startups has been formulated, as well as with universities that train innovation managers as specialists in promoting a startup to market.

간호대학생의 시뮬레이션 기반 고위험분만실습 경험

This study is a qualitative research that analyzed structured debriefing data using content analysis to understand the meaning of nursing students' educational experiences after applying simulation-based high-risk delivery practice. The purpose of this study is to examine the educational experience of nursing students through debriefing analysis after conducting high-risk obstetric simulation training. This study aims to understand the practical aspects of simulation education and provide foundational data for the development of effective strategies for simulation-based learning among nursing students. The study participants are 47 fourth-year students who attended an integrated role-playing practice class in the nursing department at a university located in S city and who understood the purpose of this study and provided their consent to participate. The high-risk delivery simulation practice was conducted for 8 hours out of a total of 60 hours for the integrated role-playing classes. It consisted of orientation, pre-learning presentations, team-based case analysis, simulation implementation, viewing of recorded simulation videos, debriefing and discussions, writing nursing process reports and reflective journals, and self-assessment. The data analysis involved repeatedly reading the collected data using the content analysis method. After closely examining the relevance to high-risk obstetric simulation experiences, meaningful statements were selected from the described content and sentences. Similar content was then categorized and conceptualized. These categories were further classified into similar domains for categorization. Based on the analysis of the research data, out of the 47 participants, there were 40 female students (85.1%) and 7 male students (14.9%), indicating a higher proportion of female students. The average age was 23.48 years old. Based on the analysis of the research data, 29 participants (61.7%) expressed satisfaction with their major. In terms of the cumulative GPA until the last semester, 39 students (83%) fell within the range of 3.0 to 3.9, while 7 students (14.9%) achieved a GPA of 4.0 or higher. For the analysis of experiences in high-risk obstetric simulation training, a careful examination of 650 statements led to the integration of similar content, resulting in a total of 46 meaningful statements, 14 themes, and 5 categories. The five categories were “Vivid Immersion in the Field”, “Realization of Insufficiency Areas”, “Increased Importance of Further Training”, “Solid Teamwork in Unity”, and “Engaging Practical Experience”. The research findings indicate that through high-risk obstetric simulation education, students were able to experience engaging, practice-oriented education. This led to an enhancement in clinical performance and increased confidence in nursing practice. Therefore, it is suggested to develop various simulation education methods and expand their application to other nursing subjects. A limitation of this study is that it focused on nursing students from a single university, which may weaken the generalizability of the research results. However, considering the rarity of high-risk obstetric simulation education in the field of women's health nursing in South Korea, this study holds significance as a foundational research providing insights into the effectiveness and necessity of simulation education.

Practice-oriented education as a response to the challenges of modern world

The modern world is a world that requires us to have a certain way of thinking, a non-standard approach to solving problems that arise in connection with digitalization and dynamic technological changes. The in-demand intelligence of today combines proven methods and strategies with new ways to apply them and creative ways to build them. In order for education to ensure the formation of such qualities in students, it is necessary to look for training formats that would focus on adaptability, flexibility of thinking, creativity, problem-centeredness, etc. Within the framework of the proposed article, a model of practice-oriented education is described, implemented at the D. Serikbaev East Kazakhstan Technical University (hereinafter EKTU). The purpose of the article is to highlight and justify the importance of the process of modernization of vocational education through the introduction of a practiceoriented concept of education. Practice-oriented education is interpreted as the interaction of the university and its partners for the maximum development of professional competencies and practical experience. Network cooperation with enterprises of the region and the country, on the one hand, and with leading universities and research centers, on the other, makes it possible to strengthen the activities of educational programs. One of the ways to introduce such a format of education at the university is highlighted. The level system of its implementation is also described, which consists in the phased formation of practical competencies among graduate school students and students throughout their studies at the university. The creation of a digital profile of a student’s competencies, as a result of the acquired and demonstrated competencies, is part of the implementation of such a level education. The paper also considers the concepts of SPOD-, VUCAand BANI worlds, the challenges and requirements of which determine the reformatting of the educational paradigm.

Exploring the New Mode of Cooperation between Applied Undergraduate Education and Enterprises-Taking Logistics Engineering Major as an Example

With the continuous development of the global economy and the rapid growth of the logistics industry, the demand for logistics engineering majors is increasing day by day. The traditional theoretical teaching mode can no longer meet the actual needs of the industry, and students, can not adapt to the complex logistics operation and management tasks with theoretical knowledge alone. Therefore, more and more colleges and universities have begun to explore the innovative path of undergraduate education. This paper explores the application of the new mode of cooperation between applied undergraduate education and enterprises in the logistics engineering specialty. It analyzes the current situation of the education model of logistics engineering, discusses the significance of establishing cooperation between applied undergraduate education and enterprises, elaborates on the challenges faced during the implementation of the model, and puts forward corresponding countermeasure points. It includes practices such as establishing cooperation frameworks and mechanisms, strengthening internships and practical training, integrating curricula with industry needs, promoting the combination of industry, academia, and research, as well as establishing incentive mechanisms and win-win cooperation models, aiming to provide more practice-oriented education and to cultivate professionals adapted to the industry's development.

생태패러다임(NEP)의 관점으로 본 고등학생의 생태 관련 교육 경험에 관한 질적 연구

Objectives To explore the role of education in the transition to ecological civilization, this paper analyzed the current ecological-related educational experience in school education, focusing on the ecological paradigm (NEP).
 Methods The research method used in this study is a qualitative study using interviews. In order to understand the ecological paradigm of students formed through school education, 21 second-year high school students were interviewed with ecological education experiences and ecological perceptions such as ecological crises, fragility of nature's balance, anti-anthropocentrism, anti-exemptionalism and growth limits.
 Results Students' ecological education experiences remained in narrow understanding and individual-level practice, such as “personal practice-oriented education,” and “science and technology to overcome the ecological crisis” were considered important. It also understood humans as the “top predator of the ecosystem,” the most superior being in the Earth's ecosystem. Underlying these experiences and perceptions was the “university entrance examination, which is more important than the ecological crisis,” making it difficult to actively pay attention to and practice the ecological crisis. Focusing on the new ecological paradigm (NEP), the meaning of their ecological-related educational experiences was analyzed as ‘a peripheral understanding of the ecological crisis’, ‘inclusion to growth ideology’, ‘solid human exceptionalism’, and ‘human-centered dualism’.
 Conclusions In the process of transition to ecological civilization, education should begin with criticism and reflection on the overall structure of society, economy, and culture based on the modern paradigm.

Vocational Education from a Cross-national Perspective: Comparative Analysis of China, Germany, and the United States, with a Case Study of Zhaixing Academy

This study delves into the current state and challenges of vocational education through a comparative study of cross-national vocational education and an analysis of the Zhaixing Academy case. The research reveals that vocational education reform can draw on the experiences of the German dual system, American community colleges, and Chinese vocational education reforms, with a focus on informal education pathways, practice-oriented teaching, and flexible training methods. The Zhaixing Academy case demonstrates the application of practice-oriented teaching approaches in the field of vocational education, emphasizing individual student development needs and the advantages of education outside formal institutions, offering new insights and references for the current Chinese education system. The study proposes that governments and education departments should increase investment in vocational education, encourage collaboration between enterprises and vocational education institutions, and support innovative practice-oriented education. In the future, Zhaixing Academy can continue to focus on education reform, expand the realm of practice-oriented education, promote its educational philosophy and methods, and contribute to the diversification and sustainable development of education.

New approaches to practice-oriented education of students of the specialty «Physical culture and sports»

New approaches to practice-oriented education of students of the specialty «Physical culture and sports»

Designing for impact? Identifying characteristics of teacher-researchers’ practice-oriented educational research studies with impact

Achieving impact is increasingly valued. Although it is typically assumed to occur (or not) after the research is finalised and influenced by circumstances mostly beyond the study, the characteristics of practice-oriented education research suggest that studies can be deliberately designed to foster impact, during and after conducting the research. This study explores if and how the characteristics of practice-oriented educational research designs contribute to achieving impact in local school contexts. This qualitative multiple-case study of three purposefully selected teacher-researchers’ research studies shows that the impact of the three studies differed in terms of the scope, nature and progress of impact. Impact appeared related to the research topic and how it was determined, how local stakeholders were involved throughout the study, and if findings were reified meaningfully, suggesting that designing for impact is possible.

Cтейкхолдерство як основа управління університетом в умовах євроінтеграції

The article highlights the potential of cooperation between universities and stakeholders in modern conditions (during the full-scale war in Ukraine) and the impact of established interaction not only on the quality of higher education, competitiveness, and rating of the institution, but also on the process of post-war state restoration. The article has been revealed the role of universities in territorial communities in the global context, the importance of implementing social responsibility by higher education institutions. This is especially relevant due to the European integration processes and the fact that Ukraine was given the status of a candidate for accession to the EU. The most common types of activities that are influenced by stakeholders in the procedures for ensuring the quality of educational activities and the quality of higher education have been outlined. The barriers to stakeholder development in Ukraine and ways to solve them have been identified. The author has identified perspective directions of interaction between higher education institutions and stakeholders for the formation of positive changes in the system of practice-oriented education, based on new requirements for higher education institutions that go beyond the main tasks of teaching and research, in particular in terms of European integration. It has been proved that internal and external stakeholders in terms of established partnership cooperation with universities, using the existing potential, acquire significant resources and assets to ensure the sustainable development of the institution and the territorial community, having the ability to effectively influence society and the country as a whole.

Features of the Study of Mathematical Analysis by Masters at a Pedagogical University

The article is devoted to the determination of the peculiarities of the study of mathematical analysis by master's students, future mathematics teachers, at a pedagogical university. The purpose of the article is to identify the main directions of practice-oriented teaching of mathematical analysis to masters of pedagogical higher education institution and to reveal the methods of implementing these directions in practice. In the course of the research such methods were used as an analysis of pedagogical and scientific-methodical literature, textbooks on mathematical analysis, school textbooks, materials of external independent evaluation (EIE), Internet sources; analysis of personal experience in teaching mathematical analysis at a pedagogical higher education institution; observations, conversations, experiment. Results. Currently, education at higher education institutions is based on a credit system, which gives students the prerogative to independently choose special elective courses for further study of subjects, but basic disciplines that are mandatory components, such as mathematical analysis, remain planned and unchanged. The study of mathematical analysis by masters should be oriented towards future professional activity, that is, it is necessary to focus on practice-oriented education when teaching this discipline. Practice-oriented training is considered as a process of assimilation of an educational program by masters with the aim of obtaining practical knowledge, abilities and skills necessary in a professional environment, that is, as a type of training in the process of which the formation and development of students' professional competencies takes place. The goal of practice-oriented training is to help the student «discover» and apply the acquired theoretical knowledge, learn to independently solve problems, adapt to the profession in modern conditions. The practice-oriented orientation of teaching mathematical analysis at pedagogical higher education institutions assumes the formation of students' methodical skills inseparable from subject skills. The article substantiates the role of mathematical analysis in the formation of mathematical competence and methodical literacy of the future teacher of mathematics. Conclusions. In the course of the study, based on the analysis of the content of the discipline «Selected issues of mathematical analysis» and the experience of teaching it at a pedagogical higher educational institution, the directions of master's students’ practice-oriented training this discipline at pedagogical higher educational institutions were highlighted. These include the following: 1) learning to analyse mathematical objects and the conditions in which they are specified; 2) creation of situations of new knowledge «discovery»; 3) organization of master's students' research activities and formation of their relevant skills; 4) organization of work with tests. Each direction is illustrated with examples from the mathematical analysis course.