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Digital assessment and intervention strategies for teachers' occupational health during the COVID-19 pandemic
Full text linkThis study investigates teachers' occupational health challenges and intervention strategies during the COVID-19 pandemic in Ukraine. Using digital assessment methods via Google Forms, we surveyed 322 teachers from urban (62.7%) and rural (37.3%) schools to evaluate occupational health indicators before and during quarantine periods. Results reveal significant deterioration in teachers' psychological well-being, emotional regulation, and professional satisfaction during pandemic-related restrictions. Notably, teachers with over 10 years of experience showed more pronounced negative health impacts, as did those working in rural settings with limited digital infrastructure. The study identified critical needs for psychological support, revealing that 42% of female teachers and 25% of male teachers required professional health-related assistance during quarantine. Based on these findings, we developed a comprehensive framework for the Centre of Pedagogical Consulting that offers targeted digital intervention strategies, including webinars, online training, and remote psychological support services. This research demonstrates the essential role of digital technologies in both assessing and addressing teachers' occupational health challenges during educational disruptions, providing a model for integrating remote support services into educational systems facing similar crises
Enhanced utilization of information and communication technology in teaching environmental impact assessment
Full text linkThe increasing demand for experts capable of high-quality environmental impact assessment necessitates effective integration of information and communication technologies (ICT) in training ecology students. This paper presents a comprehensive methodology for utilizing ICT in the ``Environmental Impact Assessment'' course, detailing the implementation of various digital tools including the Padlet interactive whiteboard, Mindomo mind maps, Easel infographics, Google Drive, and Google Docs. The methodology encompasses both traditional in-person and remote learning environments, addressing the evolving educational landscape. Additionally, we analyze the alignment between academic ICT implementation and current professional EIA practice, highlighting how digital competencies developed through our approach prepare students for industry requirements. Building upon our previously established pedagogical framework, we introduce enhanced approaches incorporating emerging technologies and remote learning adaptations. Our tested methodology demonstrates significant improvements in students' informational literacy, practical skill acquisition, and professional competence development. This paper further explores future directions in ICT integration for environmental education, addressing evolving technological landscapes and changing industry needs
Artificial intelligence in education and science: imaginary threats or new opportunities?
Full text linkThis opinion paper, selected by the editorial board, is a translation of a blog post originally published in Ukrainian on the Kryvyi Rih State Pedagogical University website [1]. The author examines the integration of large language models, particularly ChatGPT, into educational and scientific practices, arguing against prevalent concerns about academic integrity violations and the erosion of traditional scholarly methods. Drawing parallels with historical resistance to technological innovations such as calculators and typewriters, the paper contends that artificial intelligence represents a tool for enhancing productivity rather than a threat to intellectual rigour. The author critiques current institutional responses, including AI detection systems and mandatory disclosure requirements, as misguided attempts to regulate what should be recognised as an emerging standard tool in academic work. The paper advocates for the organic integration of AI technologies into education and science, emphasising that these tools augment rather than replace human critical thinking and creativity. Ultimately, the author argues that the academic community should focus on teaching responsible and effective use of AI tools rather than attempting to restrict or stigmatise their application
Primary school teachers using mobile smartphone applications for professional development in Monduli District, Arusha Region
Full text linkThis study explored the challenges primary school teachers face in incorporating mobile smartphone applications into their professional development in Monduli District, Tanzania. Using a mixed-methods approach, the research combined quantitative data from structured questionnaires with qualitative insights from face-to-face interviews. 68 teachers, chosen through simple random and purposive sampling, participated from ten government primary schools. Quantitative data were analysed using descriptive statistics in SPSS, while qualitative data underwent thematic analysis to identify significant patterns. Results show that although mobile applications have the potential to support professional learning, their adoption is limited by several challenges, including restricted internet access (mean = 1.85), high data costs, a lack of digital training (mean = 1.66), and inconsistent access to development programmes. Interview responses highlighted the roles of school leadership, peer collaboration, and recognition in influencing teachers' utilisation of mobile tools. The study emphasises the necessity for context-specific interventions, such as enhancing digital infrastructure, providing affordable internet packages for educators, and offering regular, ongoing training programmes. The findings contribute to both local and global conversations on mobile learning, providing theoretical, practical, and methodological insights for education policymakers and stakeholders
Exploring the effectiveness of online learning tools and technologies while teaching Maritime English to future ship engineers
Full text linkMaritime English proficiency is crucial for future ship engineers to effectively communicate, operate, and ensure safety in the globalised marine industry. The study is devoted to analysing the integration of language and technical skills, highlighting their symbiotic relationship in the educational context. This paper explores the development of modern approaches to teaching Maritime English, emphasising continuous assessment and adapting teaching strategies. The assessment and evaluation methods were used to measure language proficiency, demonstrating the importance of ongoing assessment to monitor progress and adapt teaching strategies. Additionally, this article examines the influence of e-learning and digital resources, shedding light on advancements, challenges, and opportunities in Maritime English education. The importance of cross-cultural communication training is discussed, emphasising its role in preparing future ship engineers for an international working environment on a ship. Case studies, best practices, and lessons conducted at Kherson State Maritime Academy (KSMA), Ukraine, are shared to provide practical insights for teachers. The implications of international language proficiency regulations in the maritime industry are also addressed. By analysing the impact of these pedagogical approaches on ship engineers' safety and crisis management capabilities, this article highlights the tangible benefits of effective Maritime English education. For mobile learning app developers, the study suggests integrating features that promote collaborative learning, interactive assessments, and personalised feedback to optimise learning experiences. Overall, integrating online learning tools and technologies (e.g. Moodle LMS) presents a promising avenue for advancing Maritime English education and preparing future ship engineers for the challenges of the marine industry today
Tutors' perceptions of ICTs in promoting computational thinking among pre-service teachers in Tanzanian colleges
Full text linkThe current study explores tutors' perceptions of using information and communication technologies (ICTs) to develop computational thinking (CT) skills among pre-service teachers. The semi-structured interviews were conducted with purposively selected 4 principals and 20 tutors, and focus group discussions were held with 32 purposely selected pre-service teachers from 4 colleges, making a total of 56 participants. The findings revealed that tutors dominantly perceive CT as a digital literacy skill while ignoring the cognitive processes that underlie CT skills such as abstraction, algorithmic thinking, decomposition, and pattern recognition. Further, the findings show that tutors had limited understanding of identifying appropriate methods for developing CT, such as block-based programming tools. The study recommends that policymakers explicitly include CT and its aspects in the teacher education curriculum and conduct pilot testing of professional development training to foster CT skills using ICT among tutors
Game simulators as educational tools for developing algorithmic thinking skills in computer science education
Full text linkThis paper presents an analysis of game simulators as educational tools for developing algorithmic thinking skills in computer science education. As computational thinking becomes increasingly important in modern education, innovative approaches to teaching programming and algorithmic concepts are essential. Game simulators offer an engaging and interactive alternative to traditional teaching methods, particularly in developing algorithmic thinking - a fundamental skill in computer science. Through a synthesis of current research and pedagogical theories, this paper examines various game simulators including Blockly Games, Rabbids Coding, Kodu Game Lab, 7 Billion Humans, and Minecraft Education Edition. We analyze their features, implementation strategies, and effectiveness in different educational contexts while providing a theoretical framework connecting gamification principles with educational psychology. The paper also addresses practical challenges in implementation and suggests directions for future research. Our findings indicate that game simulators, when effectively integrated into educational curricula, can significantly enhance student engagement, motivation, and algorithmic thinking skills across various educational levels
Media literacy education: strategies and challenges
Full text linkIn the era of the information society, the abundance of information that we are exposed to is overwhelming. The quality, verifiability, and motivational orientation of this information vary widely, making it difficult to discern what is true and what is not. This is especially true in the context of the pandemic, where social isolation has made us more reliant on digital media for information. As a result, creating conditions for information security has become a primary task.One approach to solving this problem is media literacy education. Media literacy education is the process of teaching people how to critically analyze and evaluate media messages, as well as how to create their own media messages. It is an essential skill in today’s world, where we are constantly bombarded with information from a variety of sources.This article discusses strategies for introducing media education in international organizations. It analyzes the specifics of media education and media literacy in various aspects and examines the role of critical thinking in countering information aggression. Critical thinking is an essential tool for evaluating the quality and verifiability of information, and it is particularly important in countering the risks and dangers associated with establishing norms of social distance for the prevention of epidemiological threats
Modern information and communication technologies in professional training of sociology students: Evolving needs and significance in the digital age
Full text linkThis article presents a comprehensive analysis of the evolving landscape of information and communication technologies (ICT) in applied sociology, with a focus on their integration into the professional training of students. We examine the current state and future directions of digital tools for sociology education, including statistical software packages, digital data collection platforms, AI-assisted analysis tools, and data archiving systems. The comparative analysis encompasses both universal and specialized software products available on the market today, highlighting their advantages and disadvantages for empirical sociology research. We address how these technologies support quantitative and qualitative analysis, causal explanations, and social process forecasting. The paper also examines the impact of the COVID-19 pandemic on accelerating digital transformation in sociology education and explores the digital divide challenges in educational contexts. Critical digital pedagogy frameworks and contemporary learning theories are discussed as foundations for effective technology integration. We conclude that the core component of digital literacy for sociology specialists involves developing algorithmic thinking and the ability to select and implement appropriate technology solutions for various research needs. The paper offers strategic recommendations for sociology departments, instructors, software developers, and students to enhance the effectiveness of ICT integration in sociology education
Educational game for conflict mediation training in wartime conditions using large language models
Full text linkInterpersonal conflicts increase significantly during wartime, negatively impacting psychological well-being and social cohesion. This research introduces an innovative educational game that teaches mediation skills through interactive dialogue with characters generated by large language models (LLMs). The game features dynamically generated conflicts and personalized responses based on player actions, allowing users to practice mediation strategies in a safe, repeatable environment. We implemented the system using the Gemini 1.5 Flash LLM and conducted experiments to optimize model parameters and evaluate the effectiveness of different mediation strategies. Our results demonstrate that the compensation strategy proves most effective in our generated conflict scenarios. The system provides a quantitative method for evaluating mediation strategies, which has been impossible in real-world settings. This novel approach fills a significant gap in mediation education, offering an accessible tool for training mediators, particularly in conflict-affected regions such as Ukraine