Educational Tasks Research Articles

Formation of a gender-sensitive environment in the innovative transformation of the scientific and educational space: the aspect of STEM education

In the conditions of martial law, the creation of a gender­sensitive environment in higher education institutions based on STEM is an urgent task. An important task of science and education at the moment is to provide favourable conditions for the subjects of education based on the state’s innovation policy (for example, STEM, artificial intelligence, robotics, etc.), as well as to provide feedback between the student and the teacher. Activation of the problem of the gender component, focusing attention on the concept of zero tolerance in the system of training personnel from the economic profile and developing a new methodology for building a gender­sensitive environment in this field will ensure the integrity of the process of forming intellectual potential among women and men, is the main goal of the author’s research. This is aimed at the rationality of the organization of the training of education seekers taking into account gender aspects on the basis of STEM. In the research, the authors outlined contextual levels and contradictions regarding the formation of a gender­sensitive environment, in particular: the context of the needs for social order (taking into account the equality of rights of women and men); the context of needs for science (pedagogical, engineering, technical, legal, physical and mathematical disciplines), taking into account transdisciplinarity and aspects of STEM education; in the context of the needs of pedagogical practice (development and implementation of innovative approaches in a gender­sensitive environment in the context of the formation of soft skills of subjects of education capable of implementing STEM technologies in the educational process). The purpose of the research is scientific substantiation, conceptualization and development of a gender­sensitive environment for institutions of higher education based on STEM. The object of research is the educational process in institutions of higher education. The subject of the research is the theoretical and methodological substantiation of the expediency of the formation and development of a gender­sensitive environment of a higher education institution based on STEM education.

Program Evaluation of the Clinical Education Based on Four-Component Instructional Design (4C/ID) Model

Background: Clinical education is a key step in medical education. The study aimed to evaluate clinical education in undergraduate medical education programs based on the Four-Component Instructional Design (4C/ID) model. Methods: The cross-sectional study was conducted at Shahid Sadoughi University of Medical Sciences in 2023-2024. Fifteen departments where medical students studied the clerkship and internship courses were evaluated. An evaluation checklist was used including four domains, 23 questions, and 100 items. The evaluation was implemented in three steps including "Preparation of evaluation", "Execution of evaluation" and "Preparation of evaluation report and application of results". Data were analyzed using descriptive tests (mean, standard deviation, SD, and frequency). Results: The findings showed that the status of the departments in the "educational goals and learning tasks" domain in the clerkship and internship courses were 48.33 and 49.26, which achieved the highest level of compliance. The lowest compliance reported in the domain of "practice opportunities" was 14.30 and 15.77 in the clerkship and internship courses. The compliance in the domain of "procedural information in educational events" in the clerkship courses was 33.15 and in the internship courses was 36.17 and in the domain of "supportive information" in the clerkship courses was 24.36 and internship was 23.46, indicating a medium to a low level of compliance. Conclusion: Clinical learning is recognized as a complex learning, which requires supportive information and practice opportunities for learning. The results showed that lower compliance was reported in the domains of "practice opportunities" and "supportive information" in the educational department clerkship and internships. Therefore, it is recommended to plan for the development of support resources on various platforms. It also requires an appropriate educational design to deliver practice opportunities in simulation and workplace environments in undergraduate medical education.

Pediatric Emergency Medicine Physicians' Perspectives of Concussion in Young Children.

Traumatic brain injury (TBI) during early childhood (before 6 years) is prevalent, accounting for rising rates of emergency department visits. These injuries may lead to postconcussive symptoms, which may be subtle and difficult to diagnose in young children. Inadequate discharge counseling may lead to prolonged duration of symptoms and possible developmental delays. We aimed to explore pediatric emergency medicine (PEM) physicians' perspectives on "concussion" terminology, diagnosis, and management, specifically in a young child with mild TBI. We conducted semistructured interviews using open-ended questions involving a hypothetical scenario. We recruited currently practicing PEM physicians by a snowball sampling method. A research team recorded, transcribed, and analyzed the interviews. Using social constructionism as the philosophical framework, we developed and refined codes and derived themes until reaching thematic saturation. Peer debriefing with an expert collaborator aided with revisions of themes. A single PEM researcher interviewed 13 participants. Three primary themes emerged. Our first theme identified the role of guidelines and tools in the diagnostic workup. Most participants utilized a clinical prediction tool for neuroimaging but no clinical symptom scales. Our second theme described the difficulties and inconsistencies in the approach to diagnosis of concussion, largely due to young age, lack of verbal skills and unreliable examinations. Our last theme focused on the difficulty in providing clear discharge instructions to parents. Many participants described difficulty providing activity restrictions, instead allowing self-modulation, and lack of counseling for educational tasks. Variability exists among PEM physicians in diagnosis and management of concussions in young children. Discomfort with lack of reliability of symptoms and underappreciation of typical early childhood characteristics may account for findings. Educational initiatives, age-appropriate clinical tools and treatment-guided outcomes research are needed to guide PEM physicians in the care of young children with head injuries.

Exploring the Idea of Task in the Context of the Young Language Learner Classroom

Originating in adult education, the approach of task‐based language teaching (TBLT) has been promoted in young language learner (YLL) education. However, its application often encounters challenges due to varying interpretations of what constitutes a “task.” Previous research has repeatedly highlighted gaps in teachers' understanding of tasks, often reducing them to mere exercises rather than opportunities for genuine communication. A potential issue could be that some of the criteria of a task as defined in the literature that focuses on adult second/foreign language (L2) learners do not necessarily apply or may need to be modified in YLL education. For example, tasks have traditionally been defined as having “authenticity,” but this may vary, as YLLs are often engaged in play and driven by imagination. Additionally, for children, school represents their “real world,” so their concept of an “authentic” task may differ from that of adult L2 learners, who may be attending classes to improve workplace skills. In this study, we aimed to explore the concept of task in the context of teaching an additional language to YLLs in primary education. Utilizing a Delphi method, 16 well‐known experts who work at the intersection of applied linguistics, TBLT, and YLLs participated in three rounds of data collection via email. After providing written definitions of a task and its characteristics in the YLL classroom in Round 1, the experts rated each other's definitions on a 4‐point Likert scale and provided comments on the definitions in two subsequent rounds. Additionally, we conducted follow‐up interviews with a subsample of the participants (n = 6) relative to a particular task characteristic: “authenticity.” Using both quantitative and qualitative analyses, we identified key aspects from the data, including task characteristics, learner considerations, and implementation details. Findings showed a distinction between “activity” and “task,” with the latter being understood as featuring certain characteristics. Accordingly, a task in the YLL classroom has a goal orientation, an orientation to meaning rather than linguistic form, a need for YLLs to use their L2 repertoire, a type of information gap, and a real‐life connection. While largely congruent with the concept of task in the L2 adult literature, the experts particularly highlighted a learner‐oriented approach to tasks that stresses cognitive, social‐emotional, and affective development of YLLs. In particular, experts highlighted the significance of imagination as part of children's authentic world. Thus an “authentic” task for adults may reference a “real‐world” domain, whereas an authentic task for YLLs may reference an imaginary one. We discuss the findings and emphasize that the concept of task in YLL education should be broadened to include aspects of imaginary worlds and make‐believe.

Detecting student attention through electroencephalography signals: a comparative analysis of deep learning models

<span lang="EN-MY">In the landscape of educational technology, understanding and optimizing student attention is important to enhance student’s learning experience. This study explores the potential of using electroencephalography (EEG) signals for discerning students' attention levels during educational tasks. With a cohort of 30 participants, EEG data were meticulously collected and subjected to robust preprocessing techniques, including independent component analysis (ICA) and principal component analysis (PCA). The research then employed different deep learning algorithm such as long short-term memory (LSTM), recurrent neural network (RNN), gated recurrent unit (GRU), multi-layer perceptron (MLP), and convolutional neural network (CNN) classifiers to predict students' attention. The results reveal notable variations in the classifiers' predictive performance. Our finding revealed that the LSTM model emerged as the top performer and achieved 96% of the accuracy. This study not only contributes to the advancement of attention detection in educational technology but also underscores the importance of preprocessing methodologies, such as ICA and PCA, in optimizing the performance of deep learning models for EEG-based applications.</span>

교사의 학교 정치참여교육 운영 경험에 대한 질적 메타분석

This study was conducted with the aim of providing a comprehensive analysis of the effectiveness and limitations of political participation education in schools, thereby assisting in the development of educational activities and administrative and policy measures. To achieve the research objectives, a qualitative meta-analysis method was used to analyze teachers' empirical perceptions and needs for political participation education in school, both in curricular and co-curricular areas. The results are as follows: First, teachers' perceptions of political participation education based on their experiences in both curricular and co-curricular were analyzed and categorized into three main areas: ‘perceptions related to teaching and learning activities’, ‘expansion of existing thinking’, and ‘limitations hindering effective curriculum implementation’. The limitations were classified as “personal, systemic, school cultural, and social factors.” Second, an analytical framework was applied to analyze the needs for the direction of effective political participation education in school. The tasks for effective political participation education in school were categorized into 'conceptual tasks, practical tasks, and supportive tasks'. Based on these insights, the study provides both administrative and policy implications.

Teachers’ perceptions of the risks and benefits of AI in higher education: A case study of ERNIE Bot

ABSTRACT The study investigates teachers’ perceptions of the risks and benefits associated with the use of generative AI in higher education, with a particular focus on ERNIE Bot. The primary objective is to identify the pedagogical and ethical implications of integrating generative AI into the educational process. The study involved 400 educators from two Chinese educational institutions. The results indicate significant changes in teachers’ attitudes following the intervention. A positive aspect is that teachers reported an improvement in the effectiveness of developing educational materials and assessment tasks, particularly highlighting the AI’s ability to generate diverse, context-dependent questions. However, concerns regarding the potential for AI-generated plagiarism and the ethical implications of data accuracy persist. The findings underscore the need for further research and the development of ethical guidelines to ensure the effective and responsible integration of AI into educational processes.

Exploring factors influencing university students’ intentions to use ChatGPT: analysing task-technology fit theory to enhance behavioural intentions in higher education

The increasing integration of AI technologies such as ChatGPT in educational systems calls for an in-depth understanding of the factors influencing students’ intentions to use these tools. This study explores the factors shaping university students’ intentions to use ChatGPT by analysing three key dimensions: task characteristics, technology characteristics and individual characteristics. Using the task-technology fit (TTF) framework, the research examined how these elements impact the alignment between educational tasks and ChatGPT’s capabilities, ultimately driving students’ behavioural intentions. A survey of 393 students from a Saudi Arabian university was conducted, and structural equation modelling was applied to assess the relationships among the variables. Results indicated that all three characteristics significantly influenced TTF, which in turn had a positive impact on students’ intentions to use ChatGPT. The study highlighted the importance of achieving a strong TTF to encourage the effective use of AI tools in academic settings. The implications of this research suggest that educational institutions should focus on aligning AI technologies with students’ learning tasks to enhance their intent to use these tools, thereby improving academic performance. Furthermore, this study extended the TTF model to the context of AI-powered educational tools, particularly in line with Saudi Arabia’s Vision 2030. This research is one of the first to investigate the factors influencing students’ intentions to use ChatGPT within the unique cultural and technological context of Saudi Arabia’s higher education system. By integrating the TTF framework with local and regional factors, the study provides novel insights into the drivers of AI usage in education, offering guidance for regional policy and broad educational practices.

Historical education of primary school children: from theory to practice

The relevance of the problem of historical education in primary school is determined by the need for younger students to develop a sustained interest in history, awareness of the importance of their own cultural and historical identity. This requires teachers to understand the essence of this process, apply innovative teaching methods and approaches aimed at actively involving students in learning history. The purpose of our research is to determine the essence of the concept of “historical education of primary school children” and the specifics of the organization of this process in primary school. Materials and methods. The following research methods are selected: 1) analysis of psychological and pedagogical literature – in order to determine achievements in solving the problem under consideration, to identify existing scientific points of view on the problem of historical education of younger schoolchildren; 2) SWOT analysis – in order to identify the advantages and disadvantages of existing programs aimed at historical education; 3) a survey – to determine the level of formation of knowledge of younger students about historical events. The sample of the study was made up of students of the 3rd and 4th grades of schools in Chelyabinsk. The sample size was 170 people. The analysis of psychological and pedagogical literature carried out by the authors allowed us to state the insufficient elaboration of the problem of historical education of younger schoolchildren in both domestic and foreign literature. The theoretical significance of the research lies in the author’s formulation of the concept of «historical education of primary school children», which refers to the activity of a teacher aimed at forming children’s initial historical knowledge in connection with an interest in the history of their Fatherland, a personal understanding of the significance of the main events, the desire to preserve historical memory. The analysis of the results of the survey indicates a lack of awareness of students in grades 3–4 about historical events. Based on the conducted SWOT analysis, threats to achieving the goals of historical education have been identified: excessive content of existing programs, planning a large number of expected results. Historical education in primary schools should be aimed at the study of reliable and scientifically based historical knowledge by children, the development of the ability to understand the causes and consequences of historical events, to assess their impact on people’s lives. It creates one of the foundations of the all-Russian civic identity and collective historical memory. One of the tasks of historical education in primary school is to form a value attitude to the world around us based on acquaintance with important and truly vivid events, personalities, and stories from the history of our country. To achieve this task, it is necessary to use the opportunities of lessons (literary reading, the outside world, ORCSE, music, art, etc.) and extracurricular activities (participation in design and research activities, visiting theaters, staging performances with a historical plot, studying epics, fairy tales, folk art, etc.).

Enhancing digital literacy in primary education through augmented reality

Currently, there is a need to develop digital competencies already because they are included in the new curriculum. This article explores the field of augmented reality (AR) and its educational potential to bolster digital literacy in primary education. The core objective is to scrutinize the suitable use of AR-integrated mobile applications in primary schooling, spotlighting widely adopted apps and their practical applications. The article underscores digital literacy as a key competence for children’s self-directed future learning. In our research we used a combination of qualitative and quantitative research approaches. It seeks to identify the impacts and benefits of AR in primary school settings. In a natural didactic context, it is conducted as action research. The methodology includes direct observation of pupils engaging with the AR app Quiver during educational tasks, complemented by discussions with their teacher as a focus group. Additionally, the study gathers insights from parents via questionnaires based on their perceptions of AR in education. The analysis of the interview data utilizes the open coding technique to interpret the findings. The relevance of the research was confirmed by the consistency of results when transitioning from onsite to online learning environments. The study showed that AR engagement helped to increase the digital literacy of the participating pupils, showing high levels of engagement, motivation and collaborative communication.

Importance of Educational Tasks in Language Education

Abstract: The integration of educational tasks in language education is essential for promoting effective language acquisition, enhancing communicative competence, and increasing learner engagement. This article explores the theoretical foundations of task-based language teaching (TBLT) and categorizes various types of educational tasks, highlighting their characteristics and implications for curriculum design. By reviewing recent empirical studies, we demonstrate the positive impact of educational tasks on language learning outcomes, emphasizing the need for authentic, goal-oriented, and cognitively challenging tasks. Ultimately, we advocate for the strategic implementation of educational tasks to create dynamic and relevant language learning environments.

ВИКОРИСТАННЯ ТВОРЧИХ ЗАВДАНЬ У ПРОЦЕСІ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ ІСТОРІЇ

The article, based on the analysis of the theory and practice of professional education, outlines the methodological features of training future history teachers for the organization and implementation of creative activities of students in the New Ukrainian School. It is noted that the implementation of the «New Ukrainian School» Concept actualizes the need to train a competent creative teacher who will produce rational consequences of various problems, capable of self-development and self-training in further life and professional activity.The implementation of the Concept is aimed at revealing and developing the abilities of students, which requires the creation of a modern educational environment that will stimulate the release of the creative potential of both education seekers and teachers. It is indicated that the training of the future history teacher should contribute to solving the tasks of continuous education and the formation of a creative personality capable of self-development and lifelong learning.The article defines and characterizes the components of the professional training of future teachers of history in the implementation of the process of organizing and conducting creative activities of students. The specifics of modeling of various types of training classes are specified, the forms, methods and means of training are highlighted. Emphasis is placed on the fact that the method of teaching history should provide for the design of a gradual and consistent development of students' abilities, a special aspect of which will be a set of tasks that involves the acquisition of not only formal and logical, but also operational knowledge, involvement in independent research of information, generation of a creative product.The features of the use of creative tasks in the process of training future history teachers are characterized. It is emphasized that the history teacher’s preparation for creative activities of schoolchildren should be complex and creative, which will contribute to effective preparation for professional activities.

СОЦІАЛІЗАЦІЯ ДІТЕЙ ТА МОЛОДІВ НЕДІЛЬНИХ ШКОЛАХ УКРАЇНИ (ДРУГА ПОЛОВИНА ХІХ – ПОЧАТОК ХХ СТОЛІТТЯ)

The article, based on the analysis of historical and pedagogical sources, reveals the history of the formation and development of Sunday schools in Ukraine in the second half of the 19th - at the beginning of the 20th century as a center of socialization for children and youth. The author found out that in the history of education in the second half of the 19th- at the beginning of the 20th century a significant place is given to the educational activities of Sunday schools - non-traditional institutions of out-of-school education for children and adults, in which training took place on Sundays (for persons of Jewish nationality - on Saturdays) and holidays. Sunday schools of the researched period are considered as open public educational institutions, the principles, tasks and content of education and upbringing of which were aimed, first of all, at meeting the educational needs and requests of the people. The specificity of educational work in Sunday schools was determined, which consisted, first of all, in a special atmosphere of relations between the teacher and the student, which contributed to the socialization of children and youth. The internal rules of Sunday schools strictly prohibited corporal punishment, which, according to the teachers, hindered not only the mental, but also the moral development of students. It was proved that the constant search for flexible, constructive principles, the development and testing of new effective methods and methods of teaching and upbringing, the use of progressive achievements of Ukrainian and world pedagogy are the main components of professionalism and the main principles of the innovative activity of Sunday school teachers. The organizational principles of the activity of Sunday schools were singled out: the absence of strict internal regulations, a public approach to the management and planning of the pedagogical process, compliance with the main principle of activity – «school for students», the creation of special guardianships for the purpose of caring for students, a special atmosphere of relationships between members of the school team, humane treatment of pupils, common interests of teachers and students, etc.

The Financial Gap Arising from the Local Government’s Educational Tasks and the Sustainable Development of Communes in Poland

In Poland, responsibility for educational tasks has mainly been delegated to local governments, although the state still plays a decisive role. Municipalities finance these tasks using educational subsidies and targeted grants from the central budget. Because transfers from the state budget cover an ever-decreasing share of the costs of educational tasks, municipalities increasingly need to engage their own resources. Such a situation (due to the limited funds of these units) poses a threat to the proper implementation of other tasks, which may ultimately negatively affect their sustainable development. This study aimed to determine the impact of the financial gap from implementing educational tasks on the sustainable development of communes and cities with county rights. The research primarily employed linear ordering methods and Spearman’s rho correlation. It also employed the nonparametric Kruskal–Wallis test and the Page test for trends. This study utilized two types of data: secondary data from Statistics Poland covering 2477 municipalities and primary data collected through a survey of 482 local government representatives. The correlation analysis revealed that sustainable development indicators decreased as the financial gap widened between 2012 and 2022. The highest correlation coefficients were observed in all communes combined and in cities with county rights. The weakest correlations between the financial gap and sustainable development were found in urban municipalities. Representatives of local governments had similar observations. According to 63.1% of respondents, the imbalance between funds transferred from the state budget for educational tasks and the expenditure incurred by the municipality for this purpose negatively affects the sustainable development of local governments.

Implementation of innovative educational technologies in the educational process to develop students’ creative activity experience

Importance. Current conditions of society’s development initiate the introduction of new educa tional tasks at school; supposedly, education must include both knowledge development and the development of creative activity experience. Consequently, it is recommended to enrich the proc ess of education by the implementation of innovative educational technologies. Thus, a new think ing and creative approach to problem-solving among students would be formed. The purpose of the study is to develop students’ creative abilities through the implementation of innovative educa tional technologies in the educational process.Materials and Methods. The choice of research methods is determined by the peculiarities of studying the historical and pedagogical process. This specificity has identified the following meth ods as fundamental: analysis of psychological, pedagogical and methodological literature, synthe sis, comparison, included observation, generalization of the data obtained.Results and Discussion. Innovative technologies implementation creates plenty of possibilities for both teachers and students. Teachers can solve different educational tasks, and students can solve problems on their own through trial and error and reach their goals, which prerequisites the forma tion of creative qualities of personality. The use of such methods has a positive influence on stu dents because it develops their creative abilities, independence, activity, logical thinking, builds their self-confidence, and helps to get rid of stereotypes and barriers. Innovative technologies im plementation adds necessary emotions and creates an atmosphere for productive work.Conclusion. The application of innovative technologies in educational process contributes to the expansion of students’ general cultural outlook; the development of their intellectual and creative abilities, research and organizational skills, business and communicative qualities; the formation of value orientations, civic mindedness and skills of life in society.

Інститут вищої освіти: перша чверть століття

The article presents the main conceptual and organizational foundations of the Institute of Higher Education of the National Academy of Educational Sciences of Ukraine. The main circumstances and concrete efforts to implement the plan for the creation and development of this Institute have been witnessed from the first person. The creation of the Institute of Higher Education was supposed to contribute to the fulfillment of such basic tasks of higher education. First, the development of higher education stimulated the formation of a young Ukrainian state, ensured the establishment of norms and values characteristic of a democratic state, and the development of the best qualities of human capital in Ukraine. Secondly, it was necessary to carry out radical changes in the entire system of higher education of Ukraine, to create a coherent national and modern system of higher education, which involved not only the implementation of changes at the national level, but also a significant restructuring of the universities themselves. Thirdly, the reform of higher education should have taken into account modern civilizational changes that necessitated transformational processes in the global university environment, such as the development of student-centeredness, the widespread introduction of new digital learning technologies, deeper integration into globalization processes, etc. Fourthly, despite the heated debate in political circles in the first years of Ukraine’s independence regarding the geopolitical orientations of the country’s development, more and more citizens became supporters of European integration, which was a natural, but difficult to implement, result of Ukraine’s accession to the Bologna process. The main achievements of the Institute of Higher Education in the conceptualization and instrumentalization of these and other tasks are described. Renewed on this basis, the higher education of Ukraine should become a driving force of society, capable of providing an innovative breakthrough in the scientific-technological, industrial-economic, social-humanitarian spheres.

Біофілософське знання через призму філософсько- освітніх підходів

The article is devoted to the methodological and methodical function of the philosophy of education regarding the variability of the content of modern philosophical knowledge in higher education. The article argues why biophilosophy, as an educational discipline, can be included in educational and educational-scientific programs as a mandatory or optional component. The relevance of the study of biophilosophy for future generations is also asserted, since biophilosophy is a variant of naturalistically oriented philosophy, the conceptual core of which is life, and the content of biophilosophical knowledge covers the philosophy of biology, the philosophy of life and related axiology. It is determined in the work that biophilosophical knowledge contains a potential opportunity to form a worldview in a person with the prevailing ideas of the value and significance of life, to provide a deep awareness of the unity of man and living nature, and therefore to contribute to the comprehensive disclosure of the epistemological, ontological, methodological and axiological foundations of life, on which life is built biological picture of the world. Biophilosophical cognition is interpreted as an intellectual and mental component of personal knowledge (in particular, knowledge about living things) and becomes the basis and source of further relevant cognitive processes (biological knowledge), which stimulates the humanization of human activity, harmonizes human relationships, and is indirectly manifested in the change of people’s attitude to the surrounding world. The conclusions state that biophilosophy in the system of higher education can be a new worldview paradigm for the preservation of human culture and civilization, provided it is popularized through institutions of higher education. Also, biophilosophy, as an educational discipline and a discipline of the new enlightenment, can successfully fulfill one of the main educational tasks: to form in the minds of young people a modern biological picture of the world and a modern worldview.

Vietnam's School Physical Education Development Strategy in the Context of International Integration

School physical education is one of the important tasks of comprehensive education that the whole society is interested in. Recognizing that importance, in its policies, Vietnam has defined school physical education as an important, necessary and strategic task. The purpose of this study is to clarify the important contents of Vietnam's school physical education development strategy in the context of international integration. Qualitative research methods were conducted in combination with semi-structured interviews with experts and teachers in the process of implementing educational tasks at educational institutions in Vietnam. The study shows that although Vietnam has built a strategy for developing school physical education in the context of international integration, some shortcomings and limitations still need to be overcome. The proposed recommendations and solutions are the basis for the state to improve schools' physical education in Vietnam in the context of international integration to improve the quality of comprehensive education and meet the requirements of comprehensive national innovation.

Technology Of Developing Students’ Speaking Skills In The Process Of Teaching History

Since the development of students' effective speech skills in history classes is one of the important tasks of education, this article examines the problems related to speech and comments of students studying in higher education. Also, it explains pedagogical theory and practical pedagogical technologies on a scientific basis and shows solutions to problematic situations.

Association between procrastination and learning strategies in medical students in a hybrid problem-based and lecture-based learning curriculum

BackgroundProcrastination is characterized by the deliberate postponement of assigned educational tasks and is correlated with low academic achievement and depression. Concern about procrastination is particularly high among medical students, as it has a strong association with aspects such as low self-efficacy, lack of organization, low intrinsic motivation, inefficient effort regulation and time management problems. On the other hand, it was found that students' use of study strategies is significantly related to better academic results. The relationship between students' tendency to procrastinate and the adoption of effective study strategies remains little explored, leaving a critical space for investigation. This study aims to fill this gap by exploring how procrastination affects the selection and effectiveness of study strategies adopted by students.MethodsThis cross-sectional study was conducted in Brazil and included medical students from the first to the seventh semester of the Unichrsitus Medical School. The validated procrastination scale and the Learning and Study Strategies Inventory were used. Generalized linear regression multivariate models with robust errors were used to verify the association between the study variables.Results447 students participated, 70.2% of whom were female, with an average age of 23 years. The domain of “study aids” scored higher among younger students, who self-referred as black and who studied in private schools prior to the Medical School. Higher procrastination scores were statistically associated with higher main idea selection, concentration, time organization and anxiety scores and with lower study aids and study preoccupation scores (p values < 0.05). In addition, active methodology was associated with higher scores in the domains of study aids and time organization.ConclusionsProcrastination is associated with the study strategies used by medical students, which can be modified through training and ultimately improve their performance. Students in traditional models, who are older, white and from public schools may especially benefit from this training.