Teaching In Higher Education Institutions Research Articles

Understanding digital transformation challenges for online learning and teaching in higher education institutions: a review and research framework

PurposeThe widespread uptake of digital technology tools for online teaching and learning reached its peak during the nationwide lockdown triggered by the COVID-19 pandemic. It transformed the higher education institutions (HEIs) marketplace both in developed and developing countries. However, in this process of digital transformation, several HEIs, specifically from developing countries, faced major challenges. That threatened to affect their sustainability and performance. In this vein, this study conducts a bibliometric review to map the challenges during the COVID-19 pandemic and suggest strategies for HEIs to cope with post-pandemic situations in the future.Design/methodology/approachThis comprehensive review encompasses 343 papers published between 2020 and 2023, employing a systematic approach that combines bibliometrics and content analysis to thoroughly evaluate the articles.FindingsThe investigation revealed a lack of published work addressing the specific challenges faced by the faculty members affecting their well-being. The study underscores the importance of e-learning technology adoption for higher education sustainability by compelling both students and teachers to rely heavily on social media platforms to maintain social presence and facilitate remote learning. The reduced interpersonal interaction during the pandemic has had negative consequences for academic engagement and professional advancement for both educators and students.Practical implicationsThis has implications for policymakers and the management of HEIs, as it may prove useful in reenvisioning and redesigning future curricula. The paper concludes by developing a sustainable learning framework using a blended approach. Additionally, we also provide directions for future research to scholars.Originality/valueThis study has implications for policymakers and HEI management to rethink the delivery of future courses with a focus on education and institute sustainability. Finally, the research also proposes a hybrid learning framework for sustainability and forms a robust foundation for scholars in future research.

Transitioning to blended learning during COVID‐19: Exploring instructors and adult learners' experiences in three Ghanaian universities

AbstractTeaching and learning in higher education have increasingly become digitalized and associated with innovative pedagogical methodologies over the past decades. Following the sudden onset of the pandemic in March 2020, several studies tended to focus on traditional students' experiences with emergency remote education while literature is scarce on non‐traditional students (or adult learners) pedagogical experiences in Distance Education contexts. Using a qualitative case study approach, this study explored how digital technologies mediated instructors' and adult learners' educational experiences during COVID‐19 and their first‐time experiences with blended learning. Between October 2021 and July 2022, semi‐structured interviews were conducted with 40 adult learners and 20 instructors in three selected public higher education institutions (HEIs) in Ghana. Data analysis followed Braun and Clarke's (2012) thematic analysis approach. The results showed that the transition to blended learning was supported by the adoption and integration of varied virtual online technologies. The themes highlight the positive and negative impacts of technology in mediating the educational experiences of instructors and adult learners in blended learning environments. The themes which reflected both instructors' and adult learners' experiences were enhanced course delivery and pedagogy, competency development, technological issues and poor‐quality pedagogy. Blended learning facilitated by technology could be the ‘new normal learning’ post‐pandemic for adult learners pursuing Distance Education in Ghana. The study recommends the implementation of agile strategies and policies by HEIs to ensure sustainable quality education in distance learning. Practitioner notesWhat is already known about this topic The COVID‐19 pandemic necessitated the adoption of innovative pedagogical approaches in higher education contexts. Technological transformations in information and communication technology (ICT) have enhanced remote teaching in higher education institutions globally. The educational experiences of educators and learners differ in blended learning contexts. What this paper adds Instructors and adult learners' positive experiences with navigating a variety of web‐based technologies during the educational process are negatively impacted by technological difficulties during online instruction. Participants' experiences of blended learning are mixed with a preference for face‐to‐face dimension of blended learning instead of the online dimension. The paper identifies four themes that characterize instructors and adult learners' experiences with technology‐enhanced learning including enhanced course delivery and pedagogy, competency development, technological issues and poor‐quality pedagogy. Implications for practice and/or policy The study provides evidence‐based information on the relevance of digitizing distance education for sustainable development and promotion of lifelong learning opportunities for distance education students. The research recommends that higher education institutions (HEIs) implement agile policies to facilitate a seamless shift to distance learning. HEIs may adopt open distance learning frameworks to streamline 21st century pedagogical and learning practices in distance‐blended learning environments for quality course instruction. The study highlights the potential distance learning modalities that HEIs can consider for Distance Education students to sustain effective quality teaching and learning.

The significance of elective courses in teaching foreign languages

The educational system of our country is developing year by year. On the basis of these developments, we can point to the presidential decrees and the newly adopted law on education [1]. Introduction of digital technologies and modern teaching methods to higher education processes in the "Concept of the development of the higher education system of the Republic of Uzbekistan until 2030" approved by the Decree of the President of the Republic of Uzbekistan No. PF-5847 of October 8, 2019, young people wide involvement in scientific activities, combating corruption, increasing the share of students studying in engineering and technical education, introducing the credit-module system, increasing the share of practical training in specialized subjects aimed at increasing practical skills in curricula specific tasks for improvement are defined [2]. On the basis of the tasks specified in these decrees, the credit-module system of teaching in higher education institutions of our country was gradually introduced. Certainly, since this is a new system, a deep study of the new features of the system is required. In our research, we arc working on the formation of the educational trajectory of students, and in this article, we want to describe the elective courses in the curriculum.

DEVELOPMENT OF DATABASE AND CLIENT-SERVER APPLICATION FOR HIGHER EDUCATIONAL INSTITUTIONS

The electronic diary described in the work is intended for students and teachers in higher education institutions and is based on a client-server architecture, using advanced technologies to provide convenient access to educational information via a local network. The main goal of this project is to improve the interaction between students and teachers, contributing to the increase in productivity and quality of education. The diary provides convenient access to educational information, contributing to effective data management and improving communication between participants of the educational process. It helps students keep track of their grades, class schedules, and teachers to grade and interact with their students, making learning more efficient and convenient.

Understanding continuous use intention of technology among higher education teachers in emerging economy: evidence from integrated TAM, TPACK, and UTAUT model

ABSTRACT This paper presents a new model of integrated technology continuance model (ITCM) to explain teachers’ Continuous Use Intention (CUI) of technology in the higher education institutions (HEIs). Drawing constructs from prominent technology adoption models like TAM, UTAUT, and incorporating the theory of TPACK (Technological Pedagogical Content Knowledge), the new research model is developed and tested. An online survey was carried out to gather data from 573 teachers teaching in the HEIs of an emerging economy using purposive sampling method. Data collected was evaluated utilizing the partial least squares structural equation modeling (PLS-SEM). Analysis establishes applicability of ITCM model in predicting CUI of technology among teachers, with an explanatory power of 60.4%. The study also highlights the positive influence of facilitating conditions and management support on TPACK which has a favorable impact on self-efficacy, perceived usefulness, and perceived ease of use. Additionally, perceived usefulness, perceived ease of use, self-efficacy, and social influence has a major influence on the CUI of technology among teachers in HEIs. The study provides insights into factors influencing the integration of technological innovations in a teachers’ pedagogy and the classroom settings to achieve some key tasks of sustainable development goal 4 (SDG4). Future research directions and study implications have been proposed considering the research findings.

Virtual Reality in The University Classroom: Experiences, Challenges and Opportunities For Teaching in Higher Education

Objective: This article aims to explore virtual reality from its experiences, challenges and opportunities for teaching higher education and learning content from different areas of knowledge.   Methods: This uses a qualitative approach through a documentary search that allows us to know the implementation of virtual research in the classroom as a significant process for teaching university students. The population involved in the research are studies carried out between 2018 - 2024 and the sample is selected using eligibility criteria; on the one hand, the inclusion criteria determining databases such as Scielo, Redalyc, Dialnet and Google Scholar and Scopus; On the other hand, articles that do not contain the categories of principles such as virtual reality, teaching and university education are excluded.   Result: As a result, a total of 25 studies were collected from which a discussion is developed about the challenges, opportunities and learning experiences of RVI; This is essential because it determines an implementation path for university teachers in higher education institutions. Thus, it is concluded that the challenges are infrastructure, permanent network connection and the digital skills of teachers; The opportunities are the motivation and positive attitude of learning, interaction and communication, teamwork and academic progress and finally, the experiences determine a development in the student's knowledge and their ability to apply said knowledge in reality. physics through learning experience in simulated reality.

Education of moral and volitional qualities in student youth during the educational process

The article presents the content of education of moral and volitional qualities of student youth in the course of the educational process. It is noted that the issue of raising moral and volitional qualities in students is actualized by modern challenges and needs of Ukrainian society. Such a priority encourages teachers of higher education institutions and sports coaches to renew classes and educational activities in general. It is emphasized that the educational and training process should be aimed at solving the necessary tasks for the education of such moral-willed qualities of students as self-confidence, purposefulness, courage, discipline, self-assertion, independence, determination, moral-willed stability, including under time of physical education classes in secondary schools. To achieve the goal of this research, we used theoretical, empirical and statistical methods (self-analysis, the method of qualification analysis, questionnaires, testing, conversations and discussions, the method of pedagogical observation, competitions, quantitative and qualitative data analysis, and others). It has been established that during the education of moral and volitional qualities of student youth in the educational process, teachers should take into account the following factors: to improve student youth's knowledge, understanding and awareness of the need to educate the studied qualities; to promote versatile personality development; to educate student youth in a valuable attitude to educational activities in higher education institutions, physical culture and their own health; to form self-confidence, purposefulness, courage, discipline, self-assertion, independence, determination, resilience; to form the necessary knowledge, desire, skills, and practical experience regarding the moral and volitional qualities required for successful educational, training, and professional activities; to educate students in a conscious desire to engage in physical education; use the new content of classes, proven and modern means, forms and methods of educational work; create effective pedagogical conditions and technologies; form key components.

The Impact of a Dual Education System on the Professional Training of Future Preschool Teachers in Higher Education Institutions

The aim of the article is to determine the specifics of the impact of dual education on the future preschool teachers’ professional competence. The study employed such methods as testing, observation, and formative experiment. It was established that future preschool teachers are characterized by low motivation for professional activity, medium level of theoretical knowledge and professional skills, insufficiently developed pedagogical reflection. The hypothesis about the difference between the influence of dual and institutional education on the future preschool teachers’ professional competence was partially confirmed. Dual education demonstrated the best effectiveness in developing the active and reflective components in future preschool teachers. They are slightly better in the development of indicators of the cognitive component, the results belong to the institutional form of higher education. The dual education programme is ineffective in developing the motivational component of the future preschool teachers’ professional competence. The obtained results open up opportunities to improve dual education programmes for the training of future preschool teachers: focus on the development of future preschool teachers’ professional motivation, improving theoretical knowledge in a preschool education institution. The results also indicate the need to enhance the development of motivation and professional reflection of future specialists in the institutional form of higher education. The prospects for further research are the study of the possibilities of using dual education in the training of students of other pedagogical majors.

Mathematics teachers’ beliefs about mathematics, its teaching, and learning: The case of five teachers

This study explores the views of mathematics teachers at Assosa University regarding effective mathematics teaching. The study used a case study method as a mode of inquiry through semi-structured interviews with five mathematics teachers at Assosa University. The data were analyzed thematically. The results showed that mathematics teachers view memorization, practice, and concrete experiences as ways to enhance their students’ understanding of mathematics. Teachers expressed different views on the nature of mathematics. Some teachers have an instrumental view, while others have a problem-solving view, and others have a Platonist view of the nature of mathematics. The study showed important arguments about the belief systems of mathematics teachers, showing that teachers’ beliefs about the nature of mathematics provide the basis for their mental models of mathematics teaching and learning. The study revealed those mathematics teachers’ beliefs about effective mathematics teaching influence their educational practices. The study suggests that developing the expertise of teachers in higher education institutions by changing their entrenched beliefs about mathematics needs particular attention, which ultimately affects their practice.

The Use of Linear Regression Equation in Physical Education Teaching in Higher Education Institutions

This study investigates the application of linear regression equations in physical education teaching within higher education institutions, utilizing the Integrated Linear Logistic Regression AdaBoost Classifier (ILLR-ABC). The research aims to enhance teaching methodologies and performance assessment in physical education through the integration of statistical modelling techniques. Through simulated experiments and empirical validations, the effectiveness of the ILLR-ABC model is evaluated in predicting student performance and guiding instructional interventions. Results demonstrate significant improvements in accuracy and precision compared to traditional teaching methods. For instance, the ILLR-ABC model achieved an average accuracy rate of 90% in predicting student achievement levels, enabling educators to tailor teaching strategies to individual student needs effectively. Additionally, the model provides valuable insights into the factors influencing student performance, facilitating targeted interventions and curriculum adjustments. These findings highlight the potential of integrating statistical modelling techniques like ILLR-ABC to optimize physical education teaching practices and enhance student learning outcomes.

The Criterion and Level Aspect of the Experimental Research into the Effectiveness of the Methodical System of Teaching Ukrainian Language for Professional Purposes

The article analyzes the criterion and level aspect of the experimental research into the effectiveness of the methodical system of teaching Ukrainian Language for Professional Purposes. The tasks have been performed in the context of teaching the academic discipline to students of specialties 012 Preschool Education and 013 Primary Education. The terminological base of the study has been formed based on interpretation of the concepts: “criterion,” “indicator,” “level,” and “competence paradigm”. In accordance with the research aim, the criteria for assessing the formation of students’ professional competences have been substantiated. The cognitive and motivational criterion is singled out to illustrate the formation of the knowledge, professional and motivational components of students’ training, which include the system of content-based interdisciplinary connections in the theoretical unit of the academic discipline Ukrainian Language for Professional Purposes. The operation and activity-based criterion has been introduced to determine the level of formation of students’ abilities and skills to operate the acquired knowledge in practice, create secondary texts using samples and auxiliary means (dictionaries, schemes, spelling, etc.), and act according to an algorithm. The professional and creative criterion illustrates the ability of future specialists in pedagogy for productive and creative application of acquired abilities and skills in changeable conditions and independent activity at the analytical and synthetic level. The developed criteria are the main parameters for determining the level of formation of the predicted ability of students at higher education institutions for practical professional and pedagogical activity. According to each criterion, the indicators of formation of students’ professional competences have been determined: discursive, documentary, general scientific, information technology, entrepreneurial, editorial, and terminological. Based on the criteria and their indicators, three levels of formation of the studied ability have been established, and the selection of their nominations has been substantiated: sufficient, satisfactory, and initial. The materials provided in the article are a part of the experimental research shown in the author's doctoral dissertation: Humeniuk I. M. “Methodical System of Teaching Ukrainian Language for Professional Purposes to Students at Pedagogical Institutions of Higher Education”, 13.00.02 “Theory and Methods of Teaching (Ukrainian language)”, 2023.

YOUTH ENGAGEMENT IN CIVIL SOCIETY DEVELOPMENT IN UKRAINE: PROBLEMS AND SOLUTIONS

The article outlines the ways of engaging young people in the development of civil society in Ukraine. Socially and politically active young people are one of the necessary conditions for forming a democratic society and establishing sustainable and functioning civil society institutions. Therefore, in this paper, the scholars aim to identify the ways of youth interaction with public authorities in Ukraine and general levels of youth civic engagement, as well as to characterize the culture of citizenship as a factor in involving young people in civil society development. The research reveals the relevant issue regarding the prominent role of civil society in various spheres of activity of state authorities and local self-government bodies, a qualitatively new level of interaction between civil society, especially youth as an active part of it, and state and local self-government bodies in order to establish effective dialogue and partnership relations of state bodies authorities, local self-government bodies with civil society organizations.
 The research combined interdisciplinary approaches of several related scientific fields (political science, public administration and education), which allowed to set broader goals and find new ways for improving youth engagement in the development of civil society in Ukraine. The authors developed and conducted an expert survey on youth engagement in the development of civil society and identified possible ways to improve youth participation in public and political life. Authors interviewed 24 experts aged from 18 to 60 years from various fields who are interested in building a democratic state governed by the rule of law: leaders and members of public organizations, teachers of higher education institutions, scholars, deputies of regional and local councils, civil society activists and businessmen.
 It was determined that the effective participation of youth in decision-making processes consists in creating opportunities to involve youth in influencing, shaping, developing and promoting policy and development of services and programs. These opportunities are created by developing a range of formal and informal mechanisms for youth participation, from youth advisory groups to focus groups, from ongoing consultation work to supporting youth projects. As a result of the study, the authors developed a set of conclusions and recommendations addressed to educational institutions, public authorities, local governments and civil society organizations.

The Main Criteria of Intercultural Competence of University Teachers in the Conditions of Internationalization

This article presents some results of the research within the framework of the project on the topic “Intercultural competence of a university teacher and its impact on improving the competitiveness of higher education in Kazakhstan”. In the context of the internationalization of higher education, the teaching staff of the university is faced with the task of teaching students of various nationalities. A modern university teacher should have not only the skills and competencies of a narrow specialist, but also the ability to communicate in an intercultural educational environment, as well as be able to resolve situations that arise in an intercultural teaching and student environment. In this regard, there is a need for teachers to develop new competencies that ensure the free adaptation of a teacher in a foreign language, foreign cultural environment and the ability to make adequate decisions in an intercultural educational environment. Such competencies are designated in the theory of pedagogy as intercultural competencies. The authors of the article analyzed approaches to determining the intercultural competence of a university teacher, and also identified the main components of the intercultural competence of a teacher. As a result of the analysis of theoretical provisions, the main criteria of intercultural competence and requirements for the training of teaching staff for the university education system are highlighted. Based on the study of modern approaches to the training of teachers of higher educational institutions, the main directions for the introduction of intercultural competence in the training of teachers in Kazakhstani universities have been identified.

Leveraging challenges: Advancing digital education in the digital frontier

The purpose of this study is to investigate the difficulties faced by teachers while delivering online classes and to find various strategies to address these concerns. This study also aims to examine the post-pandemic shift toward blended teaching along with traditional methods. The present study utilizes a qualitative approach. The sample of the study comprises teachers in higher education institutions (HEIs) in Punjab. Semi-structured in-depth interviews with 32 teachers were conducted regarding the challenges they face while conducting online classes. The analysis was done using ATLAS.ti version 8. The findings shed light on six different categories of the difficulties faced by teachers: teaching amidst the home setting, assessment and evaluation, students’ engagement in online learning, technical problems, personal problems faced by the teachers, and issues related to institutional support. The study also tries to illustrate the transition from online to blended teaching, which has now become a new normal or the ‘next normal,’ despite the challenges. COVID-19 is one of the most severe issues that humanity has ever encountered. The transition and acceptance process varied across countries, regions, and institutions due to local circumstances and guidelines, but it was undoubtedly a roller coaster for teachers. Different individuals gradually unfolded the challenges. Blended education offers a flexible solution that can effectively address the challenges associated with online education in the post-pandemic era.

Fostering idealogical and polical education via knowledge graph and KNN model: an emphasis on positive psychology

As the primary domain of ideological and political education in higher education institutions, ideological and political courses must align with principles rooted in human psychology and education. Integrating educational psychology into ideological and political teaching in universities enhances the scientific, targeted, and forward-thinking nature of such education. The burgeoning exploration of knowledge graph applications has extended to machine translation, semantic search, and intelligent question answering. Diverging from traditional text matching, the knowledge spectrum graph transforms information acquisition in search engines. This paper pioneers a predictive system for delineating the relationship between educational psychology and ideological and political education in universities. Initially, it extracts diverse psychological mapping relationships of students, constructing a knowledge graph. By employing the KNN algorithm, the system analyzes psychological characteristics to effectively forecast the relationship between educational psychology and ideological and political education in universities. The system's functionality is meticulously detailed in this paper, and its performance is rigorously tested. The results demonstrate high accuracy, recall rates, and F1 values. The F1 score can reach 0.95enabling precise sample classification. The apex of the average curve for system response time peaks at approximately 2.5 s, maintaining an average response time of less than 3 s. This aligns seamlessly with the demands of practical online teaching requirements. The system adeptly forecasts the relationship between educational psychology and ideological and political education in universities, meeting response time requirements and thereby fostering the scientific and predictive nature of ideological and political teaching in higher education institutions.

Health-preserving competence of future physical education teacher: terminological narrative in contemporary context

This article presents the results of a scientific study aimed at exploring theoretical narratives of health-preserving competence among future physical education teachers, as discussed in Ukrainian scientific research. The work marks the beginning of research in this direction, focusing on determining the possibilities of preparing future physical education teachers in higher education institutions to ensure the health preservation of students. Emphasis is placed on the importance of developing health-preserving competence as a key element among the professional competencies of future educators. The study highlights that current realities, such as the deterioration of children's health and prolonged stress due to war, make health preservation a necessary function not only for physical education teachers but also for all professionals working with children. The research indicates that the essence of health-preserving competence requires consideration through the prism of its component structure, which may be viewed differently by various scientific schools and researchers. Several approaches to understanding the structure of health-preserving competence are described, including its context in interacting with social, physical, and spiritual health, as well as different perspectives on its integrative nature and interaction with environmental conservation and self-realization. The authors stress the importance of clarifying the terms "competence" and its relation to "competency." The study also highlights a procedural approach to understanding competence based on the components of activity and associated with the formation of motivational-volitional, cognitive-value, practical- effective, and reflexive-adaptive components by future educators. As a result, two layers of competence are identified: external, which considers the integration of health preservation elements into the teacher's practical activities, and internal, reflecting the reconsideration of health values at the personal and professional levels.

Педагогический консерватизм преподавателей вуза

The relevance of the research is due to the need to implement the principle of cooperation and interaction of the subjects of the educational process, and to use the creative approach in the situation of modernizing higher education. The purpose of the research is to identify indicators, criteria, and development factors of university teachers’ pedagogical conservatism. The study hypothesizes that the state of pedagogical conservatism among teachers of higher educational institutions: 1) may be correlated with the level of integral satisfaction with professional activity; 2) indicates the presence of factors contributing to its development. The study participants: the teaching staff of 9 Russian universities (N = 1754, aged from 25 to 65, including 25% of men, 75% of women). The research methods (tools): methodology "Assessment of pedagogical conservatism of teachers of a higher educational institution" (I. B. Avakyan) was used in order to study indicators and criteria of pedagogical conservatism, as well as to identify its development factors, integral job satisfaction test (by A. V. Batarshev) was used to assess the integral indicators of satisfaction of university teachers with their pedagogical activity. Results. The study has revealed the development factors of university teachers’ pedagogical conservatism. These factors comprise psychological unpreparedness for innovative activity, including a set of variables that are presented in the study, and emotional burnout. A positive correlation has been found between a group of indicators of pedagogical conservatism and components of integral satisfaction with pedagogical work (habitual ways of performing the activity and general satisfaction with work). The study has also revealed the inverse (negative) correlation between the other group of pedagogical conservatism indicators and satisfaction with pedagogical activity (low motivation for success and overall job satisfaction). The main conclusions. On the one hand, indicators of pedagogical conservatism contribute to the increase in the level of satisfaction with pedagogical activity, which ensures the preservation of pedagogical experience in conditions of internal psychological balance. On the other hand, they contribute to dissatisfaction with their own activities and to the state of professional stagnation. The obtained results can be used as the basis for systematic psychological and pedagogical support of the university teachers’ professional activities in accordance with educational stan dards.

Development and validation of teachers’ e-readiness scale: a study on higher education institutions in India

PurposeDue to the growing complexity involved in leveraging the endless possibilities of ICT on all levels, the technical competence of faculties of higher education institutions (HEI) and effective methods for fostering e-readiness has become questionable.Design/methodology/approachThis research has developed and validated an empirically supported e-readiness scale, which can be used by HEIs to assess faculty members’ preparedness toward online teaching. The measurement model and the structural model were developed as the results of exploratory factor analysis and confirmatory factor analysis (n = 245). The previously identified components and their indicators were validated using the structural models and the final scale was developed with five dimensions (“online technological readiness, pedagogical readiness, institutional readiness, learning and delivery readiness and content readiness”).FindingsThe faculties’ e-readiness assessment tool, as a useful tool, could aid institutions in identifying problems that affect the implementation of e-learning or digitalization in the institutions and developing strategies in response.Research limitations/implicationsLike any research this research also has some limitations and can be considered as future research probability like the responses for this research were collected from HEI in India; however, a cross-cultural study can be conducted to understand the parameters across the globe. Although the psychometric qualities of the e-readiness scale are acceptable, additional research in various higher educational environments, both nationally and internationally, is required to further establish the scale’s relevance, validation and generalizability.Originality/valueAlthough many scales have been developed to assess the readiness level in the education sector, a scale, that holistically measures, the readiness level of faculties from an overall perspective was required. This scale can be used to recognize the e-readiness level of teachers in HEIs. This scale can also help the institutions assess the readiness level of their faculty members and address any improvements required in their teaching and learning pedagogy, further acknowledging training needs.

Students’ Perception of the Effectiveness of the Professional Activity of Teachers of Higher Education Institutions: the Influence of Social Conditions

The article provides a theoretical analysis of scientific approaches to determining the components of teaching effectiveness from the students’ point of view. Three groups of indicators of the teacher’s effectiveness are distinguished: pedagogical mastery, professional and personal qualities; their components are revealed. Students’ feedback on the teaching of subjects at Berdyansk State Pedagogical University in two periods – pre-war (during the coronavirus pandemic) (735 reviews) and the military invasion of Russia in Ukraine (627 reviews) were analyzed. It was revealed that the war affected the change of priorities in the assessment of the effectiveness of the professional activity of teachers of higher education institutions, namely: during the martial law, the highest indicators were given to personal qualities, in contrast to the professional qualities of teachers, which were prioritized in the pre-war period.

Education of purposefulness in youth students in the process of physical and health activities

The article reveals the content of education of purposefulness in student youth in the process of physical culture and health activities. For this purpose, the state of investigation of the problem of education of the purposefulness of student youth was highlighted and it was found that teachers of higher education institutions do not pay enough attention to this phenomenon and do not have thorough knowledge about the education of moral and volitional qualities of student youth. The meaning of physical culture and health activities in higher education institutions is revealed. It has been established that the skillful application in higher education institutions of pedagogical conditions, content, forms and methods aimed at the education of moral-willed and physical qualities of the individual contributes to the increase in student youth's physical fitness, education levels of purposefulness, self-confidence and other important qualities. With the help of the analysis of modern psychological and pedagogical literature, it was established that insufficient attention is paid by scientists to the education of purposefulness of student youth in the process of physical culture and health activities, which actualizes the research of this category. It was also found out that the research is necessary, since among student youth there is a decrease in the interest in physical culture and health activities, training in sports sections and at the place of residence, they lack the desire to show moral and volitional qualities (purposefulness, determination, perseverance, confidence in self, independence, etc.), to bring the started business to a logical goal. Emphasis is placed on the effectiveness of physical culture and health activities as an effective means of fostering the purposefulness of student youth.
 It is highlighted that during the organization of the process of education of purposefulness of student youth, it is important to take into account their age characteristics; the effectiveness of physical culture and health activities; development of processes of self-awareness and self-determination.