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The impact of interactive multimedia on young learners' achievement and academic behaviour in the classroom in the context of student-centred learning
Full text linkThis era is characterized by the extensive use of technology tools, particularly in education. In this study, we evaluated young learners' academic achievement and academic behaviour degree in the classroom using interactive multimedia tools such as Canva, Powtoon, and learning games. The study utilized a mixed-method approach, including a pre- and post-test to assess achievement and a questionnaire to evaluate the academic behaviour of learners. This study examined whether there was a significant difference between the outcomes of teaching through interactive multimedia learning materials and the academic behaviour of learners after the intervention. The sample consisted of 35 primary-level students (ages 8 to 9) from Midad Private School. The collected data were analyzed using SPSS version 26, employing t-tests, means, and standard deviations. The results show that interactive multimedia tools, such as Canva, Powtoon, and educational games, are able to make a significant impact on the education process. These tools effectively improve young learners' academic achievement, as evidenced by significant improvements in post-test scores compared to pre-test scores. Furthermore, interactive multimedia enhances cognitive engagement and self-regulation among students. Study recommendations focused on the importance of using multimedia tools and training teachers to use ICT in education
Methodological evolution in educational technology research: a paradigm-sensitive narrative review of ICT integration studies
Full text linkThis narrative review critically examines the methodological landscape of educational technology and ICT integration research through the lens of evolving educational paradigms. Utilising Scopus AI's analytical capabilities, this paper examines how shifts from behaviourist to constructivist to connectivist paradigms have fundamentally reshaped research methodologies in the field. The review identifies methodological strengths, persistent weaknesses, and critical gaps in current EdTech research, proposing a paradigm-conscious methodological framework that aligns research approaches with underlying philosophical assumptions about learning, technology, and educational management. Drawing on sources spanning 2010-2025, the analysis documents the emergence of design-based research, learning analytics, mixed methods, and AI-enhanced approaches while identifying concerning patterns including theoretical thinness, paradigm-method incoherence, quality limitations, and the systematic overestimation of technology effects. The review contributes a comprehensive mapping of paradigm-methodology relationships, a comparative analysis of contemporary methodological approaches, quality criteria across research traditions, and practical guidelines for paradigm-coherent research practice. Implications for researchers, doctoral training, and the field's methodological development are discussed, with an emphasis on achieving "principled diversity" - the embrace of multiple approaches united by shared commitments to rigour, transparency, and the improvement of technology-enhanced learning
Educational technology for gender mainstreaming in project management: Advances in training approaches and digital tools
Full text linkIn recent years, the concept of gender mainstreaming in project management has become more popular and in demand, while educational technology has emerged as a powerful tool for implementing gender training. This paper explores the intersection of educational technology, gender mainstreaming, and project management, with a particular focus on training approaches for ensuring effectiveness and gender-sensitivity in local development projects. We examine the evolution of digital tools and platforms for gender training, e-learning approaches to gender mainstreaming education, case studies of educational interventions, and evaluation metrics for technology-enabled gender training. The study presents a comprehensive analysis of how educational technology can enhance gender training in project management contexts, particularly within international donor programs supporting Ukrainian local communities' development. Our findings reveal that while blended learning approaches and virtual learning environments show promise, significant challenges remain in designing culturally appropriate, accessible technology-enhanced learning experiences that effectively promote gender equality in project management. The paper concludes with recommendations for educational institutions, project management organizations, and international development agencies to leverage educational technology for more effective gender mainstreaming in project management training
Development of creative competencies in IT bachelors: Ukrainian experience in the context of post-war recovery
Full text linkThis study examines the importance of developing creative competencies in bachelor's-level students in information technology within the Ukrainian educational context. In contemporary society, especially in the IT industry, non-standard thinking and creative approaches to problem-solving are highly valued. The research demonstrates that successful IT careers require developing competencies such as creativity, technical skills, leadership qualities, and teamwork abilities. The paper analyzes theoretical approaches to creativity, reviews current research on IT competency development, and examines the specifics of the Ukrainian IT educational landscape. Using data from employer interviews and labor market analysis, the study identifies key creative competencies demanded by the industry and assesses how these are being developed in higher education. The research highlights the transformative changes in the Ukrainian IT sector resulting from wartime conditions and discusses the critical role of creative IT competencies in post-war reconstruction. The findings suggest that integrating creative competency development into IT education is crucial for preparing professionals who can contribute effectively to technological innovation and economic recovery. This research offers valuable insights for curriculum development, pedagogical approaches, and policy considerations in IT higher education in Ukraine and similar contexts
Integrated approach to the formation of information and digital competence in future primary school teachers
Full text linkThis article presents an expanded analysis of the experimental verification of an integrated approach to modernizing information and digital training of future primary school teachers. The research responds to the growing importance of digital competence in contemporary educational environments, particularly in light of the digital transformation of society. The study employed a comprehensive experimental design involving control and experimental groups of students at pedagogical colleges over a two-year period. The integrated approach encompassed all major forms of the educational process, including an author's elective course ``Modern Information and Digital Technologies in the Educational Process of Primary School''. Robust methodological support was developed, consisting of electronic teaching materials, interactive learning activities, and practical tasks embedded throughout the curriculum. Statistical analysis of cognitive, operational, and value components of students' information and digital (ID) competence confirmed the significant effectiveness of the integrated approach. The experimental group demonstrated markedly higher levels of digital competence formation across all measured dimensions. Beyond statistical validation, the research revealed how this approach better prepared future teachers for the challenges of online education during the COVID-19 pandemic. This study contributes to the theoretical understanding of digital competence formation in teacher education and provides practical insights for modernizing primary teacher preparation in the digital age
Regional trends in the implementation of artificial intelligence in the system of teacher training in distance learning during martial law
Full text linkThe study is devoted to analysing regional trends in introducing artificial intelligence (AI) into the in-service training system of teachers in the Kherson region of Ukraine in the context of distance learning during martial law. The study's originality lies in identifying specific regional features of the use of AI in the educational process in emergency conditions and developing targeted in-service training programmes adapted to the challenges of wartime. The study aims to identify effective ways to integrate artificial intelligence technologies into the teacher training system and develop their information and digital competence in distance learning. The research methodology included a comprehensive analysis of the regulatory framework, scientific and methodological literature, and a survey of teachers on their readiness for professional development in AI implementation. The study results revealed the main advantages (access to data-based resources, personalisation of the educational process, automation of assessment, creation of interactive learning environments, use of virtual assistants, etc.) and disadvantages (lack of teacher training, ethical issues and technical limitations) of using artificial intelligence in the educational process. Based on the study of AI tools, the content lines of the advanced training programmes "Artificial Intelligence in the Educational Process" and "Neural Networks in Education" of 30 hours (1 ECTS credit) were developed. The study's findings can serve as a basis for developing regional strategies for introducing AI into the educational process, including training, infrastructure development, and cooperation between educational institutions and technology companies
Psychological security in the digital classroom
Full text linkThe rapid digitalization of education, accelerated by the COVID-19 pandemic, has transformed how teachers engage with information and communication technologies (ICT). This study empirically investigates the psychological security of higher education teachers (N = 59) as they navigate between traditional (classroom, offline) and distance (online) learning environments. Using a mixed-methods approach combining associative techniques, semantic field analysis, and statistical evaluations, we examined teachers' emotional perceptions and subjective safety assessments across learning modalities. Results revealed significant differences in how teachers associate with distance versus traditional learning, with the former evoking primarily ICT-related and negative emotional associations, while the latter elicited communication-focused and positive associations. Notably, our analysis uncovered a complex relationship between emotional perception and psychological security that varied based on the time spent engaged in online teaching. Teachers with moderate online engagement (6-18 hours weekly) demonstrated the most positive associations with distance learning but paradoxically reported feeling less secure in this environment. Conversely, those with extensive online teaching loads (>18 hours) developed increasingly neutral emotional responses while reporting similar security levels across both modalities. The findings suggest that psychological security in digital learning environments is shaped by complex interactions between technological engagement, interpersonal communication opportunities, and individual differences among educators. These insights have important implications for developing institutional support systems, balanced teaching schedules, and targeted psychological interventions for educators navigating increasingly digital educational spaces
Fostering scientific inquiry and STEM skills in higher education: A Ukrainian case study
Full text linkThis paper presents a case study of the scientific activities and STEM education initiatives implemented at the Department of Computer Sciences at Dmytro Motornyi Tavria State Agrotechnological University in Ukraine. The study examines how engaging students in research projects, scientific circles, and STEM-focused curricula can enhance their acquisition of technical skills, problem-solving abilities, and overall academic performance. Findings suggest that participation in these activities fosters a sense of responsibility, creativity, and teamwork among students while preparing them for successful careers in their chosen fields. The paper discusses the key components of the department's approach, including intelligent systems projects, robotics workshops, and industry collaborations, as well as the challenges and opportunities encountered in the implementation process. Recommendations are provided for adapting and scaling similar initiatives in other higher education contexts. The study underscores the importance of integrating scientific inquiry and STEM education into the undergraduate experience to cultivate a new generation of skilled and innovative professionals
Enhancing understanding of population genetics through automated modeling and simulation
Full text linkUnderstanding population genetics concepts, particularly the Hardy-Weinberg equilibrium law, presents significant challenges to students at various educational levels. Our research addresses methodological and practical limitations in teaching these concepts through educational model experiments. We document the evolution of an instructional approach for studying the Hardy-Weinberg law, progressing from material models with manual calculations to a fully automated simulation system. The enhanced methodology allows for substantial increases in model population size and facilitates both technical and biological replication in the educational context. Through iterative design and testing with undergraduate students between 2015-2023, we demonstrate that automated modeling significantly enhances students' conceptual understanding by visualizing abstract genetic-evolutionary processes. Our approach overcomes traditional experimental limitations of mass sampling and replication while making complex population-level phenomena accessible to students. Survey results indicate improved comprehension of genetic equilibrium concepts, with increasing student engagement in exploring evolutionary mechanisms. This work contributes to the theoretical integration of computational modeling and science education by establishing a pedagogical framework that connects abstract genetic concepts to their practical application, promoting deeper scientific literacy through guided simulation experiences
Learning styles-based approach for enhanced e-resource integration in ecological education
Full text linkThis paper explores optimizing electronic resources in teaching ecological chemistry aligned with students' educational preferences to develop sustainability competencies. We employ an approach to select e-resources based on individual learning preferences, teaching styles, and discipline content. The R. Felder and B. Soloman model was used to study learning preferences of students at Kryvyi Rih State Pedagogical University majoring in chemistry and informatics and students at Kyiv National University of Technologies and Design majoring in industrial pharmacy. Most students in both groups demonstrate visual, sensing, active, and sequential learning preferences. Based on these profiles, didactic materials for the ``Ecological chemistry of the lithosphere'' topic were developed. We propose expanding ecological chemistry curriculum by incorporating environmental pollution of medicinal plants, which aligns with the prevailing sensitive learning style while strengthening ecological competencies needed for sustainable development. This approach connects to recent frameworks like GreenComp by fostering sustainability values, embracing complexity, and envisioning sustainable futures. Through balanced development of different cognitive functions, students become more adaptable to technological advancement, open to diverse information sources, and capable of processing information without resistance - key competencies for transformation toward sustainability