CTE Workshop Proceedings
Not a member yet
447 research outputs found
Sort by
Enhancing mathematical modelling education at agricultural universities: A comparative study of dynamic vector diagrams using GeoGebra
Full text linkThis research investigates the effectiveness of visualisation techniques in teaching mathematical modelling fundamentals to agricultural university students. We examine the hypothesis that dynamic vector diagrams representing mechanical motion characteristics (velocity, acceleration, and force) enhance student learning outcomes. The study compares three instructional approaches: using Excel spreadsheets, utilising GeoGebra dynamic geometry software, and employing both tools simultaneously. Our methodology involved 167 engineering students divided into three homogeneous groups, each completing identical modelling tasks concerning projectile motion under various conditions. Results demonstrate that students who simultaneously employed Excel and GeoGebra with dynamic vector diagram visualisation achieved significantly higher academic performance (mean score 78.25) compared to those using either Excel (73.36) or GeoGebra (73.85) exclusively. Statistical analysis through ANOVA confirms these differences are significant (p=0.010613). We observed that Excel users demonstrated stronger quantitative analytical skills, while GeoGebra users excelled in qualitative assessment tasks. This research extends previous findings on visualisation in mathematical education and provides practical insights for enhancing STEM education in agricultural universities through appropriate technology integration
Generative artificial intelligence in teacher training: a narrative scoping review
Full text linkThe emergence of generative artificial intelligence (GenAI) has transformed various sectors, including education. This narrative scoping review examines how GenAI is being integrated into teacher training programs, exploring its applications, benefits, challenges, and implementation frameworks. By synthesizing findings from recent literature (2022-2025), we identify key themes including the development of AI literacy among teachers, the impact on pedagogical content knowledge, and ethical considerations in implementation. Our analysis reveals significant benefits of GenAI in enhancing teaching performance and facilitating personalized learning, while also highlighting challenges such as technical limitations, ethical concerns, and resistance to change. We identify gaps in current research, particularly in non-STEM subjects and ethical framework development, and suggest directions for future research to advance the responsible integration of GenAI in teacher education
Teaching logic programming: a review
Full text linkLogic programming constitutes a significant paradigm within computer science, offering a unique approach to programming based on formal logic rather than conventional imperative instructions. This review examines contemporary methodologies for teaching logic programming, spanning various paradigms including Prolog, Answer Set Programming (ASP), Datalog, and Constraint Logic Programming (CLP). Through a comprehensive analysis of literature, we identify effective pedagogical strategies, common obstacles faced by educators and students, and emerging trends in instructional techniques. Our findings reveal that visualization tools, problem-based learning, integration with other programming paradigms, and contextual application-based approaches demonstrate the most promise for enhancing student comprehension and engagement. Additionally, we explore cognitive challenges specific to declarative thinking, educational challenges related to curriculum integration, and motivational issues that affect student learning outcomes. This review offers evidence-based recommendations for practitioners and identifies promising directions for future research in logic programming education
Gamification as a tool for developing digital competence in higher education: Theory, practice, and implementation guidelines
Full text linkThis paper explores the role of gamification as a means of developing digital competence among higher education students. In today's information-driven world, digital competence has become essential for both personal and professional success. The paper analyses the components of digital competence according to the DigComp 2.0 framework and examines how gamification principles can be effectively applied to develop these competencies. A detailed case study of PC Building Simulator implementation in an Informatics course is presented, demonstrating how this gamified approach addresses multiple dimensions of digital competence development. The integration of augmented reality technology further enhances the learning experience. Drawing on contemporary research, the paper offers implementation guidelines, explores cross-disciplinary applications, and outlines a future research agenda for gamification in higher education. The findings suggest that when thoughtfully designed and implemented, gamification approaches can significantly enhance students' motivation and engagement while systematically developing crucial digital competencies required in the modern professional landscape
STEM project design in computer microelectronics education
Full text linkSTEM education has emerged as a critical approach for developing 21st century skills in higher education students. This paper investigates the implementation of STEM project design in computer microelectronics education, focusing on the integration of virtual simulations using Tinkercad and physical implementation with Arduino microcontrollers. The research demonstrates how this dual approach enhances students' interdisciplinary skills through project-based learning. Drawing on the theoretical foundations of experiential learning, constructionism, and Technological Pedagogical Content Knowledge (TPACK), the study analyzes the stages of STEM project implementation from problem definition to final presentation. The research reveals that the combination of virtual modeling and physical prototyping creates a comprehensive learning environment that promotes critical thinking, problem-solving, and technical competencies. Assessment frameworks and implementation guidelines derived from this study provide valuable insights for educators seeking to integrate STEM approaches in technical education. The findings contribute to the broader understanding of effective STEM education methodologies while addressing the specific challenges of computer microelectronics instruction in higher education settings
Digital learning environments and bioethical reasoning: A study of biology students' engagement with human enhancement ethics
Full text linkThis study examines how digital learning environments shape biology students' bioethical reasoning, focusing particularly on perceptions of biotechnological human enhancement. As technological advances in gene editing coincided with the global pandemic, both events catalyzed significant changes in biological education and highlighted the importance of bioethical understanding. Through a survey of 80 students at different educational levels, we explored how exposure to bioethical content in digital educational settings influenced students' ethical reasoning about emerging biotechnologies. Our findings reveal that students who experienced interactive and dialogic digital learning formats demonstrated more nuanced ethical positions, with greater recognition of social implications and potential risks of biotechnological enhancements. The research provides insights into how technological mediation of bioethics education shapes value formation in biology students and suggests strategies for effective digital pedagogical approaches when teaching complex bioethical topics. These findings have significant implications for technology-enhanced biology education during and beyond crisis periods, particularly for preparing future biologists to navigate complex ethical landscapes in their professional practice
The evolution of cloud computing in education: from Hype Cycle to mainstream adoption (2012-2024)
Full text linkThis paper presents a longitudinal analysis of cloud computing adoption in educational contexts from 2012 to 2024, examining how these technologies have progressed through Gartner's Hype Cycle stages to become mainstream educational tools. Building upon initial research conducted in 2012, we integrate recent scholarly developments to construct a comprehensive framework for understanding cloud technology integration in education. Through systematic analysis of adoption patterns, we identify regional variations between Eastern European and Western educational institutions, highlighting how the COVID-19 pandemic accelerated cloud adoption trajectories. Our original contribution includes the development of an integrated Cloud Education Readiness Framework (CERF) that synthesizes elements from Technology Acceptance Model, UTAUT, and Hype Cycle perspectives. The results reveal that while cloud technologies have largely reached the plateau of productivity in Western educational contexts, Eastern European institutions demonstrate distinctive adoption patterns characterized by later adoption timelines but accelerated implementation during the pandemic period. Security, privacy concerns, and institutional readiness remain significant barriers to adoption, while the integration of AI and edge computing represents the emerging frontier. This research provides valuable insights for educational leadership, technology planners, and policy makers seeking to optimize cloud technology investments and implementation strategies in diverse educational environments
Integrating ICT in science lessons to promote science teachers' competencies in Tanzania
Full text linkThe study examines the integration of ICT in science lessons to develop the competencies of science teachers in diploma teacher colleges in Tanzania. A multiple-case study research design was employed to capture the views and experiences of 66 participants. Data was analysed using thematic analysis. Results from the interview, focus group discussion, observation and documentary review revealed that the integration of ICT in science lessons is limited. The limited integration of ICT is due to inadequate skills, limited administrative support, and the inadequate delivery of ICT materials when needed, as well as improper conditions for ICT materials. The study concludes that, despite the availability and tutors' willingness to use ICT in teaching and learning science subjects, its application in classrooms is still unimpressive. Therefore, student-teachers are likely to remain incompetent in science subjects. The study recommends the use of ICT materials in science lessons, the provision of indoor training, and the timely procurement of ICT materials
Psychological safety of participants in the educational process during the COVID-19 pandemic: a comparative analysis of online learning
Full text linkThis paper examines the psychological safety of participants in the educational process during the COVID-19 pandemic, with a focus on the mass transition to distance learning. The study presents a comparative analysis of students’ assessments of online learning during the pandemic, highlighting the peculiarities of the psychological safety of the educational environment and its impact on students. The results reveal a statistically significant difference in the peculiarities of the psychological safety of participants in the educational process as to gender, age, and status. The survey of participants in the educational process presents the results as to their attitude to the peculiarities of learning under the conditions of the COVID-19. They testify to the deterioration of psychological safety in the educational environment of higher education institutions, and, accordingly, the subjective well-being of participants in the educational process in a pandemic. There was a decrease in the number of respondents with a positive attitude to distance learning and a willingness to work exclusively online
Enhancing teacher training for infographic creation and evaluation
Full text linkThis study aims to develop an enhanced methodological framework for preparing pre-service teachers to create educational infographics and conduct expert evaluations of their effectiveness. Infographic creation is a complex multidisciplinary endeavor requiring both visual design skills and pedagogical knowledge. We present an updated training model built upon previous research (2015-2020) and enriched with recent advancements in digital competence frameworks, infographic design rubrics, and learning analytics. Our intervention consists of two complementary modules: "Infographics in Educational Activities" and "Expert Evaluation of E-tools' Quality". The experimental implementation involved 102 pre-service teachers, with quantitative results demonstrating significant improvements in infographic creation abilities and evaluation competencies in the experimental group across multiple measures. Key advancements include the integration of standards-based assessment frameworks, evolving technological tools for infographic creation, and alignment with digital competence frameworks for educators. This work contributes to the growing field of visual literacy in teacher education, addressing challenges in implementing complex visual representations within educational contexts while providing concrete methodological recommendations for teacher training programs