Teaching In Higher Education Institutions Research Articles

PRINCIPLES OF LINGUISTIC AND CULTURAL APPROACH IN FOREIGN LANGUAGE TRAINING OF FUTURE SPECIALISTS

The article is devoted to the disclosure of the linguistic and cultural approach and conceptual apparatus, development in the system of sciences, and its problems. It has been found that using the theoretical foundations of linguistic and cultural studies and introducing them into the educational process, a linguistic and cultural approach has been formed in linguistic didactics.
 The study of educational content has shown that the didactic essence of the linguistic and cultural approach consists of defining the goals, objectives, content, methods, and forms of its implementation. Based on the analysis of several concepts, the peculiarities of the cultural approach have been identified, and a classification and table of hierarchical dependence of the principles of the linguistic and cultural approach in the foreign language training of future specialists has been created.
 It has been established that the linguistic and cultural approach provides higher education students with the opportunity to master the following skills: to show interest in aspects of another culture, lifestyle, and mentality; find cultural information and materials taking into account the characteristics of a specific group; compare the phenomena of one’s own and foreign cultures; explain differences and overlaps in linguistic intentions; develop effective strategies for intercultural communication; to reveal the interrelationships between different cultures; distinguish linguistic and regional information in authentic materials, comment and supplement it; understand the cultural conditioning of behavioral stereotypes and overcome prejudices; to semanticize non-equivalent vocabulary in a cultural context.
 The author of the article also has attempted to reveal the meaning of the category “approach to learning” in the context of professional foreign language training of humanitarian specialists. Modern characteristics of this category of communication training are analyzed. The main principles of foreign language teaching in higher education institutions are considered.

UKRAINIAN SCIENTIFIC CONFERENCE OF YOUNG SCIENTISTS «SOIL AND LAND RESOURCES OF UKRAINE»

Information is provided about the study conducted at the Faculty of Geology and Geography of Odesa National University named after I. I. Mechnikov Ukrainian scientific conference of young scientists. Graduate students, young scientists, students of higher education, representatives of scientific institutions and institutions of higher education from different regions of Ukraine took part in the conference. More than 30 reports were heard at the conference. The main directions of scientific research of young scientists related to ecological and geographical problems of soils in various research areas; socio-geographic analysis of the use of soil and land resources of Odesa; the state of development of comprehensive plans for the development of community territories in Ukraine; the use of information and computer technologies in modern soil and land research; the impact of the war on the current state of land reform, etc. Special attention was also paid to problematic issues of higher education in Ukraine, including geographical ones, and issues of training future geography teachers in higher education institutions. Based on the results of the scientific conference, a collection of theses materials was prepared and it was proposed to hold a similar event annually with the involvement of representatives of higher educational institutions and scientific institutions from different parts of Ukraine.

DEVELOPMENT OF ASSESSMENT AND ANALYTICAL COMPETENCE OF PRIMARY CLASS TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

The article reveals the place of evaluative and analytical competence in the professional training of primary school teachers. The directions of previous research on the formation of the teacher's professional competence, in particular the development of evaluative and analytical competence, are indicated. It is noted that insufficient attention is paid to the development of assessment and analytical competence of primary school teachers in the process of professional training in institutions of higher education, so the topic needs to be studied. Examples of definitions of the evaluative and analytical competence of the teacher are given, the lack of a single approach to the interpretation of the defined concept is noted. The own definition of the assessment and analytical competence of the primary school teacher is formulated. An analysis of the professional standard was carried out for the professions «Teacher of primary classes of a general secondary education institution», «Teacher of a general secondary education institution», «Teacher of primary education (with a diploma of a junior specialist)», a study of the labor functions and professional competences of the teacher was carried out for the purpose of combining them with evaluative - analytical competence, on the basis of which the place of evaluative and analytical competence in the professional training of a teacher is determined. The analysis of the standard of higher education in the specialty 013 Primary education for the first (bachelor) level of higher education was carried out in relation to the implementation of issues of the development of evaluative and analytical competence of future teachers and educational and professional training programs for bachelors in the specialty 013 Primary education of ten pedagogical institutions of higher education of Ukraine, which occupy the highest positions in the consolidated rating of higher education institutions of Ukraine in 2023, on the subject of compliance with professional and educational standards and ensuring the formation of evaluative and analytical competence of graduates. According to the author, in most educational and professional programs, insufficient attention is paid to the development of the evaluation and analytical competence of future teachers, in particular the analytical component. The perspective of further research is the study of the Ukrainian and international experience of primary school teacher training and the development of recommendations for the development of the evaluative and analytical competence of future teachers in the process of their professional training in institutions of higher education.

Актуальные проблемы современного обучения иностранным языкам в Казахстане

One of the important conditions for the internationalization of the domestic education system is the use of foreign languages in teaching, learning and research, which contributes to international communication. Today, methodologists and teachers are especially interested in the use of effective methods in the formation of foreign language skills. The younger generation takes language learning seriously, they understand that the more foreign languages they know, the more competitive they will be both in the local and international labor market. It is known that the status of English among foreign languages all over the world is very high, therefore, knowledge of English is one of the important educational goals of every pupil and student in our country. At the national level, English is viewed by the Kazakh leadership as playing a vital role in national modernization and development. The relevance of the problem underconsideration is determined by the growing interest in solving existing problems in teaching foreign languages in the country, both at school and in universities.The purpose of the study is to identify the main aspects of current problems in the modern system of teaching foreign languages in Kazakhstan. To achieve the tasks and goals set, methodological, psychological and pedagogical literature on the research problem was analyzed. The materials of the article will be useful for teachers of higher educational institutions conducting classes in professional mathematical courses for students in the field of technical education. In the future, more multilingual schools will operate in Kazakhstan, and higher education institutions will offer more multilingual specialties. This prospect is predetermined by one of the main tasks of the modern education of the republic ‒the formation of a specialist capable of interpersonal and intercultural communication at a high level

Vocational and Pedagogical Training of Future Bachelors in the Field of Transport at the Pedagogical Institutions of Higher Education under Modern Social and Economic Conditions

Intensive changes in social and economic conditions related to the development of labor markets and labor force require changes in the quality of training of specialists who possess not only special knowledge, but also certain qualities that ensure their competitiveness and professional mobility. This actualized the issue of modernizing the modern vocational and pedagogical education as a system of training teachers of vocational training, in particular, bachelors in the field of transport. The purpose of article is to analyse the theoretical and practical aspects of vocational and pedagogical training of future bachelors in the field of transport at the pedagogical institutions of higher education. Methods of research are analysis, systematization, observation and generalization. Results. It has been established that the vocational and pedagogical education of future bachelors in the field of transport is a special type of higher education, which is significantly different from the sectoral (engineering and technical, agricultural, economic) and actually pedagogical and is carried out in the system of vocational and pedagogical education. The specificity of vocational and pedagogical education consists in the training of staff for the implementation of educational programs of a professional orientation in the vocational education institutions of the I – II levels of accreditation. Conclusions. The key idea of integration and psychological and pedagogical training for the vocational and pedagogical education gives a possibility to prepare a professionally mobile specialist with the necessary qualifications. It is extremely important not to allow the priority of sectoral or pedagogical components in the content of vocational and pedagogical education, since both components are equivalents. In the near perspective of key tasks of vocational and pedagogical training are the implementation of integrated training of future bachelors in the field of transport; additional psychological and pedagogical training of graduates of specialized institutions of higher education or additional specialized training of graduates who have completed their studies in pedagogical institutions of higher education. We see further scientific studies in forecasting and projecting the development of the system of vocational and pedagogical education.

Вдосконалення комунікативного забезпечення діяльності викладача як фактор підвищення якості освіти

The article is devoted to the study and analysis of effective strategies for improving the communication skills of teachers in the higher education system. The authors consider the importance of interaction between teachers and students as a key aspect of a successful teaching-learning process and highlight the impact of quality communication on the overall level of the educational process. It is important to note that modern means of communication open up new opportunities for the implementation of the process of education. The article provides a detailed description and characteristics of the concept of communicative support in higher education institutions. The analysis of the scientific literature on the outlined topic has been carried out. The main types of communication support in institutions of higher education have been considered and their impact on improving the quality of education has been analyzed. The necessity to introduce new forms and methods of learning that contribute to the development of communicative competence of higher education students has been substantiated. The article analyzes modern approaches to improving the communicative interaction of teachers and students, considering pedagogical, technological and psychological aspects. Methods of increasing the effectiveness of teachers' communication with students are taken into account, including the use of interactive methods, the use of modern means of communication and the development of teacher empathy. Statistical data are provided that give an estimate of the popularity of certain forms of communication between teachers and students. Statistical analysis is carried out in the article. The main trends in the development of communicative support of the educational process are outlined. The article notes that increasing the level of communicative competence of teachers is a key factor in improving the quality of education. The recommendations and practical advice given in the article can serve as a basis for the development of the programs and trainings to improve the communication skills of teachers in higher education institutions.

Prospects and priorities of the cultural aspect in education

Relevance In modern conditions of world globalization, the issue of prospects and the search for priorities for the implementation of the cultural aspect in education in Kyrgyzstan has become one of the most important problems in improving its quality.Purpose. The purpose of the article is to substantiate and introduce a methodology for the formation of cultural competence of future teachers in higher educational institutions of Kyrgyzstan, as a guarantee of their readiness to carry out professional activities.Methodology. The basis of the methodological approach of the study is the substantiation and verification of the effectiveness of the methodology for the development of cultural competence in future teachers during their studies at a higher educational institution; empirical methods: analysis, comparison, systematization, survey, questioning, testing, modelling, and design; experiment � ascertaining and forming; methods of mathematical statistics: processing the final indicators of the formation of the level of readiness of teachers for the formation of cultural competence during their professional training in higher educational institutions.Results. The content of the concept �culturological competence of the future teacher� is determined; its signs and features are disclosed, a methodology for the development of cultural competence of future teachers in the context of professional training has been developed and implemented. During a pilot study, methodological tools have been developed to increase the readiness of future teachers for the formation of cultural competence during professional training, namely: the implementation of readiness components with selected methods for their formation and pedagogical conditions. After conducting an experimental study, promising directions for improving the methodology for developing the readiness of future teachers for professional activities were formed through the formation of cultural competence during preparation for professional activities in higher educational institutions of Kyrgyzstan.Conclusions. The practical value of the work lies in the development of a methodological system for improving the training of future teachers in Kyrgyzstan based on a competency-based approach.

ARTISTIC AND CREATIVE PROJECTS IN THE PROFESSIONAL AND PERSONAL DEVELOPMENT OF FUTURE TEACHERS OF FINE ARTS AND TECHNOLOGIES

The article is devoted to the professional and personal development of future teachers of fine arts and technology issues. Different views and approaches to defining the category “future teachers’ professional and personal development” are highlighted.
 The ways of effective implementation of the process of professional and personal formation of future teachers of fine arts and technologies are defined and characterized. These are educational, practice-oriented activities aimed at the students' personal activation, and their professional motivation; focus on professional and pedagogical activity, formation of active interest in it; and self-realization.
 Artistic and creative projects are considered as an effective means of professional and personal development of future teachers of fine arts and technologies.
 Its effectiveness and the need to introduce it into the educational process of institutions of higher pedagogical education have been proven: in classes on the study of professional disciplines; discipline of free choice; during industrial pedagogical practice in institutions of general secondary and extracurricular education; under the conditions of students’ participation in events that take place within the scope of work of creative laboratories of graduation departments.
 The experience of implementing artistic and creative projects as an effective means of professional and personal development of future teachers of fine arts and technologies at Poltava V. G. Korolenko National Pedagogical University is highlighted.
 It has been proven that involvement in the implementation of such projects contributes to the maximum use of personal abilities; creates conditions for self-realization of each participant; ensures the use of acquired knowledge in practice and public presentation of what has been achieved, and the result of this activity has significant applied and personal significance.
 Further research attention is needed to highlight the pedagogical conditions of the professional and personal development of future specialists in the art-pedagogical and educational-technological fields during pedagogical practice.

THE IMPLEMENTATION OF HRYHORII LEVCHENKO’S CREATIVE WORK IN FUTURE TEACHERS’ NON-FORMAL EDUCATION

The article is devoted to the significance of the creative work of the outstanding Ukrainian conductor, composer, arranger, and teacher Hryhorii Levchenko in the process of its implementation in the field of future teachers’ non-formal education. It is emphasized that non-formal, in particular, art education is a source of improvement of general and professional competencies of future specialists obtained in the process of formal education. The prominent teacher's life and creative activity motivates gifted youth to realize their artistic and pedagogical potential, and to develop their own artistic talents.
 Acquaintance with the artist’s life and professional path proves exceptional dedication to the chosen profession and is an example to follow.
 An important aspect of scientific, pedagogical, and artistic activity is the focus on the realization of the national, aesthetic, educational, and educational potential of the Ukrainian folk song, which has become dominant in the artist's work. It can be traced in his scientific works, research, compositional work, and activities as artistic director, and conductor of the Ukrainian folk choir “Kalyna” of Poltava V. G. Korolenko National Pedagogical University.
 H. Levchenko’s long-term systematic work on the organization and implementation of informal art education in a pedagogical institution of higher education contributes to the preparation of future teachers for educational work in secondary general and extracurricular education institutions.

Сучасний викладач закладу вищої освіти: виклики та інновації

In the 21st century, higher education is undergoing significant changes, and teachers are becoming key figures in this process. For a modern teacher, it is not enough to be able to adapt to the challenges of globalisation, technological progress, the development of intercultural communication and the development of critical thinking among higher education students, but it is necessary to anticipate all challenges in advance and become the initiator of changes in the educational environment. This article examines the role of the teacher in the 21st century and the need to implement innovative approaches to ensure quality education. This article is devoted to the analysis of the challenges faced by teachers in higher education institutions, as well as to the study of innovative approaches that can be used to effectively address these challenges. Through the study of concepts such as technological progress, globalisation, changes in approaches to learning, inclusiveness, competition, scientific activity, mental health of higher education students and administrative burdens, because all of these directions affect the professional activity of teachers in the modern educational environment. Undoubtedly, the teacher of a higher education institution is influenced by technological progress, namely, the integration of modern technologies into the educational process, associated with changes in approaches to learning and assessment. In addition, the teacher has to focus on the competitive environment in higher education, strategies for filling groups and retaining students. At the same time, not forgetting about scientific activity and combining it with the educational process. In the article, the figure of a modern teacher of higher education in the 21st century is considered through the prism of changes in pedagogical approaches, challenges that contribute to innovations and technologies, which, in turn, help to improve the educational process in a modern institution of higher education.

METACOGNITIVE CORRELATES OF SUBJECTIVE WELL-BEING OF UNIVERSITY TEACHERS IN BORDER REGIONS IN MODERN CONDITIONS

The article explores the relationship of metacognition characteristics with the components of subjective well-being of university teachers in border regions in modern conditions. In the introduction, the main theoretical concepts of metacognition and factors of subjective well-being are considered, the purpose of the study and the hy-pothesis are formulated. The sample of the study was 705 people (72% women) — teachers of higher educational institutions of the border regions (Donetsk and Lugansk regions). To study the characteristics of metacognition and well-being, the following methods were used: Shamionov R.M., Beskova T.V. Methods of diagnostics of subjective well-being of the person, the questionnaire “MCQ-30” by A.Wells, the method “Diff erential type of refl ection”, the questionnaire of self-assessment of metacognitive behavior by E.G. Denisova. According to the results of the cor-relation analysis, the presence of the relationship of the components of subjective well-being with the characteris-tics of metacognition was revealed. It is shown that the level of subjective well-being of residents of border regions in modern conditions is signifi cantly higher with a high level of development of metacognitive skills, systemic refl ection, supporting metacognitive schemes. Indicators that reduce the level of subjective well-being have been identifi ed. In particular, it was found that negative metacognitive patterns are most closely associated with a low level of subjective well-being. In conclusion, the conclusion is made about the signifi cant role of metacognitions in the formation and maintenance of the subjective well-being of residents of border regions in modern conditions.

USE OF INTERACTIVE TECHNOLOGIES FOR THE FORMATION OF A CULTURE OF PROFESSIONAL COMMUNICATION IN HIGHER EDUCATION ACQUIRES

The essence of the use of interactive technologies for the formation of a culture of professional communication among students is considered.
 The main classifications of types of interpersonal interaction are named. Two main types of interpersonal interaction are distinguished.
 In the field of education, methods and forms of teaching are divided into non-traditional and traditional. The task of teachers of higher education institutions is to choose such teaching methods and forms of education that would allow each student of education to show creativity and activity. That is, along with traditional methods and forms of education, there are specific ones that are discussed in the article.
 Despite the fact that interactive technologies require a significant amount of time for the training of both the student and the teacher, the result of such classes becomes an incentive for further work with these innovative teaching methods. The advantages of interactive technologies in comparison with traditional methods of the educational process are determined.
 The rules that, when observed, remove the manifestation of stiffness in communication, establish harmonious relationships between people, and create an attractive image for the interlocutor are analyzed.
 The main principles of interactive technologies are highlighted.
 Forms of formation in the educational process of an innovative higher school are shown.

The Application of Digital Multimedia Technology in the Innovative Mode of English Teaching in institutions of higher education

Abstract Innovative English teaching resources will inevitably result from the use of media technology in the classroom. This article will examine the new approach to teaching English in college from the standpoint of teaching resources. In order to establish a new mode of English teaching in higher education institutions based on personalized recommendation of teaching resources, this paper proposes two recommendation algorithms: one is content-based, and the other is collaborative filtering. The algorithm is enhanced by combining it with the design of multimedia English teaching resources. The influence of hit rate and MAE values prior to and following the cooperative filtering recommendation method is examined. The distinction between the pre-and post-test results of the experimental and control courses is analyzed and compared to conclude the examination of the impact of the novel model of teaching college English. The analysis indicates that the improved recommendation algorithm has a 4.85% higher hit rate than the traditional collaborative filtering algorithm. The improved recommendation algorithm is more accurate than the traditional recommendation algorithm, as suggested by this.

NON-TRADITIONAL METHODS OF COMMUNICATIVE-ORIENTED TRAINING OF FOREIGN LANGUAGE TEACHERS IN HIGHER EDUCATION INSTITUTIONS OF THE USA

The article deals with non-traditional methods of communicative-oriented teaching of future foreign language teachers in higher education institutions of the USA aimed at developing the ability to adequately express thoughts in a particular language. The main principle of communicative teaching is language activity. Participants in communication should learn to solve real and conditional tasks of joint activity with the help of a foreign language. In this case, learning takes place through activities, which are realized with the help of methodological techniques and exercises. Examples of non-traditional methods of communication in foreign classes at higher education institutions in the USA include the following types of tasks: communication games; communicative stimulations in role-plays and problem-solving; free communication (socialization). The purpose of communicative tasks is to encourage students to solve new communication problems with the help of language tools learned on the basis of the original polylogues. Particular attention is paid to the three-part form of performing communicative-oriented tasks (three-phase frame-work), which are performed in three stages: preparatory (pre-activity); executive (while-activity); final (post-activity). It is noted that an important role in the implementation of non-traditional methods is played by the informative competence of students, which includes: information "frames"; formed knowledge (schemata); language representation of the world in its foreign language form; background knowledge; general knowledge. It is established that special attention should be paid to communicative skills when using non-traditional methods of communication for future teachers in foreign classes at higher education institutions in the USA. The article analyzes students' communication skills, which are divided into the following blocks: 1. Requirements for learning to speak. Fields of communication and topics (ability to communicate with peers). 2. Dialogic speech (different types of dialogues, questioning, exchange of opinions, information, etc.) 3. Monologue speech (statements, retelling of what has been heard, seen or read, etc.) Each of the three blocks involves the development of certain communication skills. The authors have considered several examples of non-traditional methods of communicative-oriented teaching of future foreign teachers in higher education institutions of the USA, namely: "sketch", "role play", "round table", "discussion".

Mind maps as an effective tool in “Practical English language course”

The article considers the issue of using mind maps in the Practical English course. It is emphasised that they help to structure, analyse, understand and memorise the necessary material. With their help, teachers can explain a new topic, systematise information, exercise control, summarise what they have learned, encourage communication, and create supports. This study aimed to consider the concept of “mind maps” and to highlight the possibility of their application in the study of the educational component “Practical English Language Course”. Research methods includes analysis, systematization, and generalization of scientific research, as well as abstraction, idealization, and logical-structural analysis of the use of mind maps in the educational process. It is noted that this tool is also effective for a student, in particular, for systematizing knowledge, for preparing for classes, for test control, etc. The student can actively participate in the educational process, participating together with the teacher in the development of mind maps. The article states that one of the main uses of mind maps is to create visual schemes or diagrams to represent and organize ideas, vocabulary, grammatical structures, or thematic concepts. In the “Practical English Language” classes, students of higher education can use mind maps to create a schematic representation of the studied material, to activate speaking skills, to work with lexical material, with grammatical material, with text material, to present the results of project activities, to conduct brainstorming storming, discussion, debate, etc. Teachers adapt the use of mind maps according to the specific needs and preferences of their students, which promotes active learning, development of critical thinking and effective communication in the classes. The article emphasizes that in classes you can use ready-made mind maps presented in textbooks or on posters, prepare your own samples for class in the form of presentations or reference notes, in the process of presenting the material, build them in class, organize various types of individual and group activities of students with using ready-made mind maps. Their advantages in use by both teachers and students of higher education are indicated. The practical significance of the research is that its results can be used in the process of professional training of future philologists and English language teachers in higher education institutions, as well as for the preparation of scientific and methodological support using mind maps and in the self-educational activities of students

ФОРМИРОВАНИЕ ТОЛЕРАНТНОСТИ УЧАЩИХСЯ В ПРЕПОДАВАНИИ ЭПОСА «МАНАС»

In teaching the epic "Manas" to students of upper grades of secondary schools, the work of analyzing the epic is considered in the article in order to solve the problems that should form students to tolerance. Its relationship with ethnopedagogy will be revealed during the analysis of the work. What situations are taken into account when connecting the problem with the epic is related to the content of the work to be done in the lesson. If the epic is properly analyzed, the level of ethnopedagogical education of students will be raised. The obtained results contribute to the improvement of the process of teaching the epic "Manas" in high schools, strengthening the applied and practical direction of teaching, and the successful implementation of the principles of pedagogical education, such as the purposeful formation of vital skills. The article will theoretically and practically help teachers of Kyrgyz language and literature of general educational Kyrgyz secondary schools, teachers of higher educational institutions.

DIGITAL COMPETENCE OF FOREIGN LANGUAGE TEACHERS OF HIGHER EDUCATION INSTITUTIONS

This article addresses the l issue of digital competence of foreign language teachers of higher educational institutions. Digital competence plays an important role in the successful teaching and learning of foreign languages. The study presents findings on the digital competence of foreign language teachers before the COVID-19 pandemic and examines how crisis-induced changes have influenced their professional development. The research explores various aspects of digital competence among foreign language teachers, including knowledge of computer programs, application of Internet resources, integration of multimedia tools in the educational process, and effective use of digital tools for evaluation and student collaboration. The authors also research the existing training programs for teachers on digital technologies and suggest methods for organizing effective training courses on digital competence for foreign language educators. The article highlights the challenges encountered by teachers when incorporating digital tools into their work, such as limited resources, apprehension towards new technologies, and restricted access to educational platforms. Conclusions are drawn on the significance of digital competence for foreign language teachers and its impact on students’ foreign language proficiency, motivation, and engagement in the educational process. In conclusion, the article emphasizes the importance of continuous professional development for foreign language teachers in the realm of digital competence. It also underscores the necessity of creating a supportive environment that encourages the seamless integration of digital technologies in higher education institutions. Overall, the article contributes to the study of digital competence of foreign language teachers and the integration of digital tools into higher education.

Ameliorating emergency Web-enabled teaching in higher education institutions and implications for future emergencies

PurposeThis study aims to investigate the contextual challenges of emergency Web-enabled teaching from instructors’ point of view and their future preference for online education.Design/methodology/approachA total of 165 instructors from various public and private universities and university colleges in Malaysia participated in this online survey. Data were analyzed using multiple regression.FindingsThe significant challenges for future preference for online education in terms of their relative importance were supporting learners, effectiveness, disadvantages and advantages of emergency Web-enabled teaching.Originality/valueThis study discusses theoretical, practical and public policy implications for the future of teaching in higher education due to the COVID-19 public health emergency.

Підготовка майбутнього вчителя фізики до формування дослідницької компетентності учнів із застосуванням інформаційно-комунікаційних технологій

The article discusses the topical issue of developing the research abilities of primary and high school students in the context of implementing a conceptual pedagogical model aimed at training physics teachers. The article analyzes the development of physical education and the possibilities of using information and communication technologies to achieve didactic goals, in particular the use of ICT tools, computer equipment, digital and cloud technologies, digital measuring complexes and systems, electronic resources, STEM technologies, and others. It is analyzed and found that «e-learning» is becoming an increasingly important component of the higher education system due to innovative technologies that expand its scope and significance. This leads to the introduction of a hybrid model of education, where the main emphasis is on e-learning, and traditional learning is gradually decreasing. In this regard, the article proposes a methodological system for the development of information and communication competencies in students studying physics in pedagogical institutions of higher education. The main purpose of this system is to develop methodological competencies of future physics teachers. Among the functions of the system are methodological, which promotes the use of professional concepts and theoretical knowledge of physics in the educational process; professionally oriented, which implements the content of physical knowledge in the practical side of learning; integrative, which promotes a systematic understanding of physical aspects; developmental, aimed at developing students' thinking, activity and creativity; prognostic, which focuses on the further development of the methodological system. The article proposes the content of the methodological system, which takes into account the content components of general physics, theoretical physics, methods of teaching physics and special courses. The possibility and feasibility of implementing the developed methodological system in the educational process, taking into account pedagogical, organizational and methodological conditions, are discussed.

The perceptions of lecturers about blended learning at a particular higher institution in South Africa

The purpose of this research is to analyse the support that lecturers need to be able to implement a blended learning approach successfully. Blended learning is now seen as an approach that can create engaging learning environments, to enhance students’ self-directed learning and improve the whole learning experience. The study investigated the perceptions of thirteen lecturers, at a particular higher education institution, regarding the advantages and challenges of blended learning in South Africa. A qualitative research design was chosen for this study because it enabled the authors to explore the theme in detail. Semi-structured open-ended interviews were conducted to collect the necessary data from the lecturers, who were chosen through the use of homogenous purposeful sampling. The data collected were coded, using the induction method. This helped to reveal relevant codes, which were categorised. A literature review was conducted, in which recent research on this topic was analysed and used to correlate the findings of the field research of this study. This study reports on the actual views and experiences of the participants. The research findings and relevance for teaching in higher education institutions are discussed. The conclusion is that, for such an approach to be successful, lecturers would require support from management, more training, improved professional development, as well as reliable technology and internet connections. In addition, lecturers would require additional time to implement such an approach.