Discipline Of Education Research Articles

Critical design futures thinking and GenerativeAI: a Foresight 3.0 approach in higher education to design preferred futures for the industry

Purpose The purpose of this study is to examine how integrating Foresight 3.0 (FS3.0) and the Critical Design Futures (CDF) framework into higher education can enhance students’ capacity to design preferred futures for the hospitality industry. Specifically, this study hypothesises that (H1) participation in a Digital Media Production module, underpinned by the CDF framework, bolsters students’ capabilities in designing innovative solutions for future‐oriented challenges in a Future of Hospitality-themed project. Additionally, (H2) the strategic integration of Generative AI (GenAI) tools with critical, design, and futures thinking skills within the CDF framework enhances students’ intellectual agility through iterative and dialogic interactions with GenAI tools. The methodology includes online surveys, multimodal and thematic qualitative analyses of students’ digital prototypes and reflections to study the effectiveness of FS3.0 and the CDF framework in cultivating future-ready graduates. Design/methodology/approach This study aims to explore the adoption of innovative tools and methodologies that anticipate future challenges while promoting proactive, solution‐oriented learning within higher education. The research investigates the integration of FS3.0 with the newly developed CDF framework within a Digital Media Production module tailored for the hospitality industry. FS3.0, by merging foresight with collective intelligence, fosters a collaborative, forward‐thinking educational paradigm that enhances students’ capacity to address complex, systemic, real‐world challenges. In this context, students engage in hands‐on activities, participating in intellectual sparring with GenAI tools–prompting, critiquing, and refining AI‐generated outputs–guided by the CDF framework. This approach aims to develop students’ creative confidence, critical competence, and futures flexibility (Patel et al., 2024). Findings Preliminary findings suggest that integrating FS3.0 and the CDF framework elevates students’ abilities to ideate and innovate effectively, particularly in developing solutions for industry‐specific challenges in the hospitality sector. The iterative, collaborative interaction with GenAI tools appears to enhance students’ intellectual agility, enabling them to flex their problem‐solving and creative thinking skills. Consequently, the study recommends establishing a collaborative learning space involving students, instructors, and industry stakeholders to continuously redesign innovation‐related modules based on the principles of collective intelligence and interdisciplinarity. Additionally, this study proposes a broader implementation of the FS3.0 and CDF approach across various educational disciplines to nurture innovative, forward‐thinking graduates who can navigate and innovate in complex environments. Originality/value This study contributes to higher education by demonstrating the value of integrating Foresight 3.0 and the Critical Design Futures (CDF) framework to equip students for an increasingly uncertain and complex world. The adoption of such innovative tools and methodologies enables students to anticipate and navigate future challenges effectively. Incorporating FS3.0 into educational curricula fosters a holistic perspective among students, encouraging them to think beyond present conditions and consider broader social, economic, and environmental contexts. This approach not only enhances students’ problem‐solving skills but also strengthens their resilience in facing multifaceted, real‐world challenges.

A Study on Teaching and Learning by Competition in New Business Studies in Sichuan Tibetan Areas

How to improve the level of students' professional knowledge integration is a systematic project, especially after the construction goal of the new business discipline is put forward, it is a very significant challenge to the teaching of the new business discipline. Based on the research background of the comprehensive and professional disciplinary competitions such as Internet+ innovation and entrepreneurship, and the participating student teams as the research object, this paper points out that there are problems such as insufficient cognition of the value of promoting learning by competition, insufficient new student sources for promoting learning by competition and insufficient digitization of the participating teams, etc., and puts forward the research plan of integrating the teaching concept of promoting learning by competition into the talent cultivation program, digitizing the teaching by competition under the cooperation between schools and enterprises, and improving the teaching ability of teachers by competition, with a view to improving the teaching ability of the new business discipline. The research program of enhancing teaching ability by competition for learning is proposed in order to realize the cultivation of students who can flexibly apply their knowledge of inter-disciplinary knowledge at the level of their majors.

Teaching Reform and Practice Based on Four Dimensions and One Penetration for Sensing and Detection Technology

Sensing and Detection Technology is a core course in engineering specialties. Traditional sensor teaching methods have obvious deficiencies in cultivating students’ ability. To better foster students’ comprehensive qualities, this study explored a 4D1P (Four Dimensions and One Penetration) teaching mode. We independently developed an industrial sensor teaching platform with intellectual property rights, integrating classroom and sensor experiments to address the disconnection between traditional sensor teaching and practical application. This mode combined the teaching platform with SPOC (small private online courses) and Rain Classroom teaching software, enriching classroom teaching and stimulating students’ interest. By applying industry-academia-research integration to sensor teaching, students’ horizons were broadened and their creative thinking enriched. The mode set up discussion-based learning in the classroom, making the class atmosphere lively. Throughout the teaching process, data-driven learning and teaching evaluation were consistently applied, allowing teachers to promptly understand students’ learning situations. Data shows that under the backdrop of the COVID-19 pandemic, students’ grades improved and they were satisfied with this teaching mode. This mode solves most current problems in university classroom teaching and significantly enhances students’ practical abilities. It also has certain significance for education in other disciplines.

Studying technical sciences without borders: We use the navigator for open educational resources. Part 1. The Russian experience

Introduction. The introduction of information and communication technologies into learning processes expands the possibilities of using information resources and becomes one of the priorities of the transforming higher education system. These changes are reflected in the trends in the development and application of open educational resources. However, the scale and fragmentation of data on the Internet, as well as the lack of open educational resources standards, makes the information retrieval process a difficult task and requires professional skills.Purpose setting. To determine the relevance and prospects for the development of sectoral open educational resources, it is necessary to analyze their role in the modern educational system. It is important to identify the possibilities of using open access research in technical sciences as one of the tools to eliminate social inequality in higher education. To identify and present arguments for the purpose of justifying the need to develop an industry-specific «Navigator on OER of Technical Sciences» (hereinafter referred to as the «Navigator»).Methodology and methods of the study. The research methodology covers the study and analysis of scientific papers devoted to the development of tools and initiatives in the field of open educational resources in technical sciences both in Russia and abroad. This study is also based on the method of oral questioning of students, postgraduates and teachers of technical disciplines at universities in Novosibirsk. Results. An array of scientific literature and web resources has been studied, providing free access to scientific and educational information in the field of research under consideration. Taking into account empirical data, the necessity of developing a «Navigator» on open educational resources in the system of higher technical education is justified (http://lib-os.ru/issledovatelyam/resursy/obrazovatelnye- resursy/navigator-oor-techn-nauk/).Conclusion. The study of technical sciences using open educational resources contributes to the effective improvement of professional level and allows you to be aware of current solutions to innovative activities in the field of knowledge under consideration.

Educational Studies, Pedagogy and Education as a Discipline

ABSTRACT This article continues the efforts of Gert Biesta and Jim Hordern to address the nature and organisation of educational studies as highlighted in a recent special issue titled ‘Educational studies today and for the future: threats, hopes, and collaborations’ in BJES (Volume 7, No. 5, 2023). The aim is to articulate a distinctive voice or language within the study of education, addressing contemporary challenges in the field. Invoking German Pädagogik and American educationalist Schwab’s theory of the Practical, this article makes a case for pedagogy as a distinctive discipline of education that has its own ways of thinking and theorising, centred on questions as to the purpose of education and the nature of educational practice. Furthermore, it asserts that pedagogy is a ‘practical’ discipline centred on understanding and developing educational practice. Conceived in this way, pedagogy can serve as a core and unifying component in educational studies, integrating the foundation disciplines and other subjects into the study of practice. It also functions as the ‘crowning’ discipline that organises foundation disciplines and related sources toward the professional education of teachers.

Integration of Personal Safety in Students Training on the Specialty “Civil Safety” at Technical Institutions of Higher Education

Security is considered a legitimate goal of every society. In recent years of the pandemic and then the war in Ukraine, the issue of the security paradigm has become particularly relevant. It prompts a revision of conceptual approaches to the formation of human personal security competencies and especially the mechanisms and ways of ensuring it in society and the state in the present conditions. Therefore, in theory, national and international security concepts are being developed, and more recently, individual, social, and global security. This indicates, among other things, a significant expansion of new dimensions of security when political independence, territorial integrity, and viability of the country, as well as the survival and development of its inhabitants, are at stake. Security in itself should have the status of a fundamental human right. Many publicly discussed security issues are related to technical solutions. Debates are underway not only about society's attitude to security, but also about what research and for what purpose it is conducting or has conducted in this direction. This also applies to the educational environment. The article defines and substantiates the principles of the formation of personal safety of students, provides an essential characteristic of the pedagogical process of formation of personal safety of students, considers the technology of formation of personal safety of students based on the competence approach, reveals the content of the competences of the individual in the sphere of life safety. The purpose of this article is to study the process of forming the personal safety of students in the system of professional education in higher technical institutions of a technical profile. The methodology on which the research is grounded is based on the methodological principles of systematicity and an interdisciplinary approach and includes the use of a complex of general scientific methods, namely explanation, comparison, classification, generalization, and systematization. Based on them, a model of forming students' competencies in the life safety field was built. Within the framework of our research, the following results were achieved: the views of scientists on the issue of the formation of security competencies among students in the new context of the construction of Ukrainian society in conditions of war were summarized; the principles of forming students' personal safety based on the competence approach are substantiated; tasks for the development of students' competencies in the field of life safety are formulated; a structural model of students' competencies and the process of their formation in the field of life safety was built. The conclusions allow us to state that the problem of security is complex and multifaceted, since conflicts, wars or unstable state structures often have not only local significance, but also global consequences due to a closely interconnected and globalized world. The formation of personal safety competencies in students as future specialists is important as a basis for self-preservation, self-development and self-improvement. For this purpose, educational professional programs of technical universities should include fundamental educational disciplines that will ensure the development of worldview principles of life safety and determine generally accepted safety needs and generally recognized safety mechanisms.

COURSE «MANAGING CONFLICTS IN CRISIS CONDITIONS» IN THE PROFESSIONAL TRAINING SYSTEM OF SPECIALTIES 053 «PSYCHOLOGY»

The article presents an analysis of the theoretical and methodological aspects of teaching the educational discipline «Managing conflicts in crisis conditions». The role of the academic discipline in the system of professional training of students who obtain a master's degree in the specialty 053 «Psychology is determined». The goal of the educational discipline is determined, which consists of acquiring competences in resolving conflicts, developing the ability to predict and control conflict situations in difficult life conditions, and promoting significant progress on the path of professional improvement. The dominant tasks of studying the discipline are highlighted: getting closer to the understanding of the professional necessity of in-depth study of the nature of the emergence and development of various conflicts; identifying the causes of conflicts; using different tactics, and conflict resolution technologies; mastering psychological techniques for getting out of conflict situations. It is noted that the educational material of the discipline «Managing conflicts in crisis conditions» is divided into two content modules, namely: 1. Basics of conflict theory; content module 2. Conflict management in crisis conditions. It is emphasized that the lectures on the discipline «Management of conflicts in crisis conditions» are conducted taking into account the problematic nature, dialogic communication, activation of the thinking and speaking activity of the master's students, namely: lecture-discussions with posing problematic questions, which help to direct the attention of the master's students to the key issues of the topic of the lecture session. A description of the tasks that master's students perform during practical classes is provided. An important place in the process of psychological training of future specialists in crisis psychology is given to the use of multimedia tools. It is proven that mastering the discipline «Management of conflicts in crisis conditions» by master's students is important in the professional formation of a specialist in crisis psychology, as it provides the necessary knowledge and skills to manage conflicts in difficult life situations and reduces the psychological suffering of people experiencing crises. We see the prospects for further study of the problem in the generalization of innovative approaches to improving the professional competence of future specialists in crisis psychology. Keywords: conflict, conflict management, specialist in crisis psychology, crisis, difficult living conditions, competencies, master's degree, independent work

The role of the O2O blended teaching model in improving the teaching effectiveness of physical education classes

Abstract The deep fusion of Internet technology and education is constantly pushing forward the reform of university education. Traditional educational ideas, concepts, and models cannot keep pace with the times, and hybrid teaching has become a new way of education in colleges and universities. To improve the teaching effect of physical education classes, the study used a blended teaching model and designed a teaching evaluation and performance prediction model under the blended teaching model based on an improved cluster analysis method and attention mechanism. The lab results indicated that under the blended teaching model, students’ performance increased by 12.89 points, and the level of skill mastery and proficiency increased by 26.52 and 28.55%, respectively, with grades more inclined to high score distribution. “Excellent” grade clustering increased by 77.71%, and “Good” grade clustering increased by 19.01%. The minimum error sum of squares of the improved clustering algorithm was 58.18 and 36.25% lower than the other two algorithms, and the clustering results were more relevant. The two-way attention mechanism algorithm predicted higher accuracy results and performed best on all four evaluation metrics, with a prediction accuracy of 98.23%, an accuracy of 98.42%, and an F1 value of 91.78%. This hybrid teaching model is more in line with the characteristics of the physical education teaching discipline, successfully cultivates students’ independent learning ability, stimulates students’ love for physical education courses, and achieves better teaching results.

Зміст та структура курсу методики викладання інформатичних дисциплін у закладах вищої освіти

The article examines the pedagogical aspects of implementing the methodology course for teaching informatics disciplines in master’s degree programs in informatics. It describes the structure and content of the Digital Competence Framework for Citizens (DigComp) introduced by the European Commission, as well as its practical application in education. The approaches to the informatics training of higher education students are analyzed. The principles and specifics of informatics as a general education discipline are defined. The content of the methodology course for teaching informatics disciplines is proposed, which is revealed through the topics of two content modules.

Exploring the role of online discussion forums in endorsing Egyptian undergraduates’ EFL learning

eLearning Management systems (eLMS) are software applications used in universities worldwide to implement specific educational goals. eLearning platforms have several features that support traditional Face to Face (FTF) teaching and provide valuable opportunities for independent, self-paced learning. One of these features is the Online Discussion Forums (ODFs). This research paper investigates the role of ODFs in endorsing English as a Foreign Language (EFL) learning by examining students' perceptions of its accessibility, peer/instructor interaction, assessment criteria, and discussion topics. The paper also investigates the influence of gender on students' perceptions of the role of ODFs. This is a non-experimental research design, and 108 Egyptian undergraduates completed a semi-structured questionnaire of five dimensions. Percentages of frequency were calculated and quantitatively analysed via the SPSS. Research findings revealed male and female students’ positive perceptions of using ODFs in their learning process. Results also revealed that students highly perceived choice of topics and assessment as crucial factors for successful learning via ODFs, followed by peer/instructor interaction and accessibility of the tool. Implications for further research include employing ODFs to improve project-based teaching in different disciplines.

Methodological support of the Masters’ research activities in the field «psychological and pedagogical education»

The article presents the experience of organizing Masters’ research activities in the field «psychological and pedagogical education» at the Samara National Research University. Gradually, students are involved in activities to obtain scientific knowledge from texts of various types in scientific work; comprehend the subject of scientific work, the subject of scientific activity and the levels of pedagogical research. Attention is drawn to the conditions for obtaining reliable scientific knowledge in the course of scientific research: methodological competence and methodological literacy of the Master. As a methodological support for the process of mastering the methodology of scientific activity in the field of pedagogical science, the content of educational disciplines is presented in the form of a set of tools, tasks on practical methodology.

PECULIARITIES OF TEACHING THE DISCIPLINE "ORTHOPEDIC DENTISTRY, INCL. IMPLANTATION" SPP DENTISTRY AT MILITARY CONDITION

In the conditions of rapid development of modern dentistry, the providing of high-quality dental services is extremely important and requires the presence of qualified specialists. Therefore, their acquisition of professional competences should take place starting from the student ranks. Educational discipline "Orthopedic dentistry, incl. implantation" OPP Dentistry is studied by students during 3-5 courses and ensures that students acquire integral, general and professional competencies for the future provision of high-quality dental consultations and services with the use and application of modern aesthetic orthopedic structures for the replacement of partial and complete defects of the dentition, as well as elimination of pathology, which contributes to the occurrence of defects in the hard tissues of the teeth. In addition, the process of examining patients in order to establish a diagnosis and draw up a treatment plan is important. Therefore, the application of the latest teaching methods includes a combination of both theoretical knowledge and practice and consolidation of acquired and properly mastered practical skills. The education of foreign students is of great importance, which, in connection with military actions and constant air alerts caused by the danger caused by the activity of enemy strategic aviation taking place in our country, is conducted in a mixed format (online for students who are at home (by border) and offline for foreign students living and studying in Ukraine) using innovative multimedia teaching methods. The constant and continuous development of modern technologies in the field of stomatology also requires the introduction of the latest training tools and methods associated with the use of modern methods and technological support. All these challenges today are combined with student education, which takes place under martial law and requires a special approach. Therefore, it is important to provide education seekers with proper professional and safe learning conditions, which will make it possible to fully and comprehensively provide a comprehensive complex of both theoretical and practical training of future dental specialists. Thanks to the Armed Forces of Ukraine and the clear consolidation and mutual cooperation of teachers and students, the learning process not only does not stop, but also continues to develop productively, making it possible to provide and provide a sufficient amount of professional competences under the condition of simultaneous and parallel objective control of the acquisition and consolidation of appropriate level of knowledge of students of all courses and areas of dentistry. The purpose of the study is directed to the organization and implementation of the latest teaching methods with the maximum use of modern equipment and methods while respecting life safety. Materials and methods. The Department of Orthopedic Dentistry of the Ivano-Frankivsk National Medical University implements the educational program "Orthopedic Dentistry, incl. implantation" SPP Dentistry in military time conditions, aimed at students' acquisition of integral, general and professional competencies for the future provision of high-quality dental services. Research results. They indicate the need to introduce the latest actions and methods of training in connection with the constant development of modern technologies in the branch of dentistry. The conclusions of this study indicate the presence of feedback from students who is interested and stimulated by a new approach in studying, combined with real clinical cases and modern methods of their treatment and orthopedic treatment.

Penerapan Karate dalam Sikap Disipilin dan Bertanggung Jawab Anak Sekolah Dasar

This study aims to explore the application of karate martial arts to the development of discipline and responsibility in elementary school children. Using qualitative research methods, the study involved participant observation, in-depth interviews with teachers, karate coaches, and parents, and analysis of documentation related to the application of karate. The results showed that participation in regular karate training contributed positively to the improvement of students' discipline and sense of responsibility. The discipline taught through training in karate helps children understand the importance of rules and consistency. In addition, the responsibility instilled through the cultivation of attitudes demonstrated in karate training strengthens their ability to take responsibility for their own actions. The implications of these findings suggest that karate can be an effective tool in the character education of primary school children, with the potential to enhance life skills that are important for their future development.

Force Measurement Standards Up to 1 MN and Above

The use of force measurements standards ensures testing of load and force sensors designed for measuring and studying large loads in rocket science, nuclear power plant construction, and testing of structural materials. The article provides an overview of the State Primary Standard of force GET 32–2011 of the Russian Federation in the range up to 1 MN, and also analyzes international experience in the field of reproduction of the unit of force with a value above 1 MN. The range of reproduction and composition of loads of the deadweight machine EU-100 from the composition of the State Primary Standard of force GET 32–2011 of the Russian Federation, deadweight machine of the Physical-Technical Federal Institute (PTB, Germany), deadweight machine of the National Institute of Standards and Technologies, deadweight machine of the Fujian Institute for Metrology (FPIM, China) and the deadweight machine of the Korea Research Institute of Standards and Science (KRISS, Republic of Korea) were assessed. The article is of scientific and practical interest to specialists in the field of reproduction of the unit of force of large values. The generalized experience can become the basis for research in the field of improving the standards of force. The review is also addressed to teachers and students of specialized disciplines of higher education.

Assessing Entrepreneurial Readiness in Teacher Education Graduates for Future Success

Entrepreneurship education is increasingly recognized as essential for cultivating an entrepreneurial mindset among students. The College of Teacher Education (CTE) at Mariano Marcos State University (MMSU) has integrated the "Entrepreneurial Mind" subject into its curriculum to equip future educators with vital entrepreneurial skills. This study assesses the entrepreneurial competencies, attitudes, and intentions of MMSU-CTE graduates who completed this subject. This study evaluates key competencies such as opportunity recognition, innovation, risk management, and leadership, alongside graduates' perceptions of the subject's effectiveness. Data were collected from 150 graduates via a structured questionnaire online and analyzed using descriptive and inferential statistics. Results indicate high proficiency in opportunity recognition, resource management, and innovation, but moderate levels in risk management and financial planning, suggesting areas for curricular enhancement. While 65% of graduates exhibit positive entrepreneurial attitudes, only 50% have strong intentions to start a business, highlighting the need for additional support mechanisms like mentorship and funding. Graduates reported significant improvements in entrepreneurial skills and confidence, validating the subject's integration. The study underscores the importance of entrepreneurship education in non-business disciplines and recommends curriculum enhancements, support mechanisms, broader implementation, and longitudinal research to optimize entrepreneurial readiness and drive innovation.

Teaching General Physical Training discipline in the format of distance learning

The issues of teaching the General Physical Training discipline in the distance learning format and the development of distance courses of sports disciplines in the period before the COVID-19 pandemic and the associated self-isolation were practically not studied. The contradiction between the active introduction of distance learning in modern universities and insufficient experience and methodological elaboration of this issue in relation to teaching sports disciplines causes the problem of maintaining the quality of teaching the General Physical Training discipline in the distance learning format. The purpose of the study is to develop methodological support, test and evaluate the effectiveness of teaching the General Physical Training discipline in the distance learning format. Students of the Faculty of Physical Training, Sports and Tourism of the Mari State University, 44 young men aged 17 to 19, participated in the study in the form of a pedagogical experiment. The results indicate that, in general, the development of physical qualities of students of the experimental group was no worse than in the control group, and the acquisition of theoretical knowledge of students of the experimental group was better than that of students of the control group. The acquisition of theoretical knowledge, the development of speed and flexibility of students during the transition to distance teaching of the General Physical Training discipline practically do not lose quality compared to full-time education, and solving the problems of developing strength, endurance and coordination abilities of students requires additional methodological work on the part of the teacher.

A A corpus-based study on the use of cohesive devices in the lesson plans of pre-service teachers

This study explores the use of cohesive devices in lesson plans (LPs) prepared by pre-service teachers across various subjects, specifically focusing on English, Math, and Biology majorships in a state university in the Philippines. The research highlights the prevalent use of personal references among English pre-service teachers, who favor the word "you" for its role in maintaining a second- and third-person perspective. In contrast, Math and Biology pre-service teachers predominantly employ nominal substitutions and conjunctions to enhance coherence in their LPs. The study also notes the absence of ellipsis in the analyzed LPs and identifies the predominant use of nominal substitution and extension conjunctions across subjects. By comparing the frequency and types of cohesive devices used, the research underscores the variations in linguistic strategies employed by pre-service teachers of different disciplines. The findings suggest a need for greater awareness and training on the effective use of cohesive devices to improve lesson planning and instructional clarity.

Norwegian pre-service teachers’ understanding of reflective rehearsals and democratic citizenship education: opportunities and challenges

AbstractImplementing democratic citizenship across disciplines in education requires careful consideration of how pre-service teachers are prepared to translate this concept into classroom practice. This study investigates Norwegian pre-service teachers’ understanding of reflective rehearsals as a model in teacher education for enhancing awareness of democratic citizenship education. Findings from focus group interviews with 24 participants reveal some opportunities offered by reflective rehearsals as a model for bridging theory and practice in teacher education. Reflective rehearsals are understood as a safe space for making fruitful errors, attempting change and developing professional judgement. Pre-service teachers express an increasing sense of ownership over their formation as becoming teachers. However, certain challenges are also discussed. Firstly, understanding democratic citizenship primarily as individual knowledge is problematic in teacher education, as it may separate pre-service teachers’ knowledge from their experience. Secondly, explicit dialogue concerning the connection between practice and educational purposes is needed. This article argues that reflective rehearsals could become a foundation for exploring the intersection of practice, theory and purpose, if this connection is made explicit and framed critically in teacher education.

Game-based Pedagogy in Teacher Training: Results of a Pilot Course

Game-based learning (GBL) and gamification can improve the learning experience of students by making learning more fun, interesting, and motivating. However, integrating games in practice is challenging for many teachers as it requires competences that not necessarily are part of their teaching repertoire. Game-based pedagogy (GBP) refers to the teaching methods and learning processes involved in learning with games. Research stresses the need for adequate professional development and teacher education on GBP. However, there is a lack of empirical knowledge on effective methods to prepare pre-service and in-service teachers for using game-based learning. The aim of our research is to gain insight into the design of effective GBP learning experiences for teachers. The guiding research question was: What design elements of a course on GBL impacted in-service teachers' GBP competences and teaching practice? We investigated this question in the context of a teacher education program in the Fall 2023. We conducted an empirical study in which a course on GBL was designed, implemented, and evaluated in practice. The participants were 16 in-service secondary teachers from different disciplines in secondary education, from which 13 agreed to participate in this study, and three course leaders. We investigated participants’ and course leaders’ experiences, participants’ competences in GBP, the impact on participants’ teaching practice and the way design elements contributed to it. The data consisted of participant reflections, transcripts from participants and course leaders’ interviews and answers to a questionnaire. The data was collected and analysed using quantitative and qualitative methods between January and April 2024. Results reveal that in-service teachers’ improved their competences on GBP and increased their use of GBL in practice. Qualitative data analysis provides insight into the course's design elements and on participants’ learning process. This study contributes to GBP-education by offering a possible design solution and framework for developing effective teacher education.

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

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