Educational Dimension is a Diamond Open Access peer-reviewed journal focused on the research on education, learning and training, and applications of theories and philosophies used in the sciences of learning and adjacent sciences. The Educational Dimension occupies contributions in all aspects of learning theories, learning technologies and tools, paradigms and models. The main problematic field of the journal is the current and future issues of modern pedagogical science: psychological and pedagogical, philosophical, and socio-cultural aspects of education, learning and training, modern theories, technologies and teaching aids, the emergence of which is determined by globalization, integration processes, social transformations, humanitarian and scientific and technological development. There is an urgent general need for principled changes in postclassic education elicited by current theories, models, tools, services, networks and communications. Educational Dimension welcomes research papers, systematic reviews, and meta-analyses that include clear research questions, a framework of analysis, and conclusions that reflect the paper's aims.
The Google Lens analyzing quality: an analysis of the possibility to use in the educational process
Biology is a fairly complicated initial subject because it involves knowledge of biodiversity. Google Lens is a unique, mobile software that allows you to recognition species and genus of the plant student looking for. The article devoted to the analysis of the efficiency of the functioning of the Google Lens related to botanical objects. In order to perform the analysis, botanical objects were classified by type of the plant (grass, tree, bush) and by part of the plant (stem, flower, fruit) which is represented on the analyzed photo. It was shown that Google Lens correctly identified plant species in 92.6% cases. This is a quite high result, which allows recommending this program using during the teaching. The greatest accuracy of Google Lens was observed under analyzing trees and plants stems. The worst accuracy was characterized to Google Lens results of fruits and stems of the bushes recognizing. However, the accuracy was still high and Google Lens can help to provide the researches even in those cases. Google Lens wasn’t able to analyze the local endemic Ukrainian flora. It has been shown that the recognition efficiency depends more on the resolution of the photo than on the physical characteristics of the camera through which they are made. In the article shown the possibility of using the Google Lens in the educational process is a simple way to include principles of STEM-education and “New Ukrainian school” in classes.
Copyright (c) 2019 Viktor B. Shapovalov, Yevhenii B. Shapovalov, Zhanna I. Bilyk, Anna P. Megalinska, Ivan O. Muzyka https://creativecommons.org/licenses/by/4.0
Assessing the influence of socio-demographic characteristics on teachers' resilience in Tanzania: A study of selected secondary schools in Morogoro Municipality
This study explored how socio-demographic factors affect teachers' resilience in selected secondary schools in Morogoro Municipality, Tanzania, using a mixed-method approach. Data were collected from 238 participants via questionnaires and interviews and analyzed with SPSS version 25. Key statistical methods, including binary logistic regression and chi-square tests, were employed to examine the relationships between socio-demographic variables and resilience that were measured by teachers' resilience scale. The findings highlighted significant correlations between resilience levels and factors such as education, media exposure, and marital status. About half of the teachers showed high resilience, while the other half demonstrated low resilience, indicating diverse coping abilities. Teachers with higher educational qualifications and greater exposure to educational media exhibited better resilience and adaptive strategies. The study emphasizes the need for reforms in educational institutions and policies to enhance professional development and media access, ultimately aiming to improve teachers' resilience in Tanzanian secondary schools.
Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0
Parents' demographic characteristics and their involvement in student retention in Kwimba District, Tanzania
Students whose parents are actively involved in their education are more likely to develop a positive attitude toward schooling and to persist in their studies. A significant challenge affecting student retention in schools is the lack of parental involvement in their children's education. This study explores the relationship between the demographic characteristics of parents and their participation in promoting student retention in secondary schools within Kwimba District. Data were gathered using a questionnaire administered to 126 respondents, selected through simple random sampling. To analyze the data, the Mann-Whitney U Test and Kruskal-Wallis Test were employed to assess the relationships among various demographic factors of the respondents, including gender, age, education level, marital status, and employment status. The results revealed that there was no significant correlation found between home-based parental involvement for student retention in secondary schools and the parent's age, gender, or marital status. The findings indicate a significant correlation between parents' work status and their children's educational attainment. These results underscore the importance of parental involvement in enhancing student retention, highlighting the necessity for targeted interventions to promote such engagement. Increased parental participation, particularly in home-based educational activities, has the potential to substantially decrease dropout rates and improve attendance, ultimately leading to better educational outcomes. The study suggests that parents, regardless of their educational backgrounds or employment statuses, should be encouraged to actively support and motivate their children in academic pursuits to enhance their retention in school.
Pedagogical conditions for soft skills development in future officers: evidence from the National Guard of Ukraine during wartime
This study investigates the effectiveness of pedagogical conditions for developing soft skills among future officers of the National Guard of Ukraine (NGU) during wartime. Through a mixed-methods approach combining quantitative and qualitative methodologies, we examined the development of essential military leadership competencies in a 12-month pedagogical experiment at the Kyiv Institute of NGU. The study involved 132 participants divided into experimental (n=64) and control (n=68) groups, with the experimental group receiving enhanced soft skills training through specialized pedagogical interventions. Results demonstrate significant improvements in the experimental group across multiple competency areas, including communication skills (31% increase), critical thinking (23%), teamwork (31%), lifelong learning (64%), professional ethics (31%), and leadership abilities (33%). Statistical analysis using the χ2 criterion confirmed the significance of these improvements at the 0.05 level. The findings suggest that structured pedagogical interventions, particularly those integrating combat experience and mentorship approaches, can effectively enhance military officers' soft skills development. This research contributes to the growing body of evidence supporting the importance of systematic soft skills training in military education, especially during periods of active conflict. The study's implications extend beyond the Ukrainian context, offering insights for military education programs globally while highlighting the need for continued research into long-term skill retention and cross-cultural applications.
Praxeological tales as an innovative media product for fostering successful personalities in primary school pupils
This study aims to substantiate the technology of forming a successful personality in primary school pupils through implementing media education, focusing on using praxeological tales. The research methods include theoretical analysis of literary sources, modelling, and empirical techniques such as observation, questionnaires, surveys, and experiments. The results show that praxeological tales, which reflect the basic rules and factors of achieving success, can be an effective, innovative media product in shaping successful pupils. The proposed technology model incorporates praxeological tales and other media education tools and techniques. An experimental study involving control and experimental groups of primary school pupils demonstrated that the percentage of children with a high level of successful personality development increased from 9.6% to 23.1% in the experimental groups. In contrast, the percentage of low levels decreased from 42.3% to 20.2%. The findings suggest that forming successful personalities in primary school through media education using praxeological tales can help increase pupils' media literacy, develop key life competencies, and prepare children for future self-realisation.
Copyright (c) 2024 Hryhorii V. Tereshchuk, Iryna I. Kuzma, Oleksandra I. Yankovych https://creativecommons.org/licenses/by/4.0
Effect of written corrective feedback in research writing competence of non-education students
This research addressed several key problems: the extent of use of teachers' feedback strategies, the effects of WCF on students' performance, and the significant correlation among the variables. A quantitative descriptive research design was used, and 153 participants were surveyed through the messenger platform and Google Forms. Research findings indicate that among the four types of written corrective feedback (WCF), direct feedback was the most frequently employed strategy by teachers, while focused feedback was the least utilised. Furthermore, results indicate that students value reflective learning facilitated by teachers' written corrective feedback, especially in error recognition and constructive feedback responses, as non-education students displayed positive attitudes toward receiving feedback. The study also revealed a positive correlation between WCF and research writing performance, regardless of age, gender, or degree program, with relatively low values at 0.022, 0.003, and 0.005, respectively, using partial eta squared. Additionally, significant correlations were observed between students' GPAs in research courses and the impact of WCF, revealing a disparity in GPAs between Research 1 and Research 2. As direct, unfocused, and indirect written corrective feedback showed a statistically significant relationship in the extent of use of teachers' written corrective feedback, focused feedback shows no significant correlation. The findings emphasise the importance of evaluating different written corrective feedback strategies to enhance students' research writing outcomes. Findings call for the strategic use of written corrective feedback based on the specified needs and level of performance of non-education students. Furthermore, students, teachers, and the institution are to work hand in hand to create a culture of continuous improvement of students in research writing and academic performance through written corrective feedback.
Benchmarking in online maritime education: tracing the evolution of assessment in electronic educational environments
The paper is devoted to the analysis of the evolution process of assessment practices in online maritime education within electronic educational environments (EEEs). It is highlighted that with the increasing popularity of EEEs worldwide, especially amid the COVID-19 pandemic, online education has become a crucial tool for ensuring continued access to learning. It is mentioned that despite the growing importance of e-learning platforms, there remains a gap in understanding best practices, trends, and innovations in assessment methods within this context. A comparison analysis of the most popular e-learning platforms is conducted in the study. The benefits of Moodle while online maritime education are mentioned in the article. The results of the study showed that Moodle has many tools and instruments for future ship engineers who want to study maritime English. The study also found that Moodle offers flexibility, interactivity, and efficiency in evaluating students' learning progress and outcomes with the help of these tools and instruments. This work highlights that while Moodle's assessment tools are effective, teachers can enhance the teaching and learning experience for both themselves and their cadets.
The teachers' ban or permission of smartphone use in Algerian secondary school classrooms
Over the past few years, smartphones have grown exponentially in popularity, especially in education. As part of a new pedagogical trend, many educational institutions are integrating smartphones into the classroom as a learning tool. This paper investigates students' different use of smartphones during lessons, both with and without their teacher's permission. The study also examines the duration of smartphone use by students in these two cases. A quantitative research design was employed, and data from a random sample of 195 students in the Setif district (east of Algeria) was collected using a questionnaire. The data was analyzed using descriptive statistics in SPSS v26. The findings revealed that 97.4% of students own a smartphone, and 77% use it daily for more than three hours. Only 27.2% of teachers allow their students to use smartphones during lessons. The findings also indicated that 60% of learners spent more than 10 minutes using their smartphones during lessons without the teacher's permission for non-educational purposes. Additionally, 23% of learners spent more than 10 minutes using their smartphones during lessons with the teacher's permission for educational purposes. The study concluded that there is a link between the amount of time learners spend on their smartphones in classrooms and teacher decisions. Learners use their smartphones more for non-educational purposes if the teacher does not allow them to use them for educational purposes. The most important recommendation is to understand how students use and think about their smartphones.
Tasks with parameters: a digitized approach
Technological and methodological aspects of using freeware software, such as GeoGebra, Wolfram|Alpha, Maxima, SageMath and GRAN1, for solving tasks with parameters, are presented in the article. Criteria were defined for selection of computer mathematics system (CMS) to solve tasks with parameters, including plotting a graph of a function given in explicit and implicit forms, using a parameter in a function’s analytical definition, and automatically changing the graph of a function depending on the parameter value; ability to changing the parameter step change; plotting of a tangent and a normal to a curve at a point; ability to change the scale; determination of the coordinates of the intersection of graphs of functions; obtaining an analytical solution. In the article, some examples were presented for graphic and analytical tasks that used CMS parameters. GRAN1 and GeoGebra are recommended to use for plotting and analyzing of the graphs.
Copyright (c) 2024 Yurii V. Horoshko, Tetiana V. Pidhorna, Petro F. Samusenko, Hanna Y. Tsybko, Ihor A. Tverdokhlib https://creativecommons.org/licenses/by/4.0
Using artificial intelligence tools for automating the assessment of future computer science teachers' work
This paper examines the problem of automated testing of modified programming tasks for future computer science teachers. It is recommended that GitHub Copilot be used to generate tests based on the code. This approach makes it possible to solve the following tasks: reducing the time and effort required for manual checking of programming tasks completed by students; promoting better assimilation of the material of the relevant disciplines by students; promoting the development and improvement of students' skills in algorithmisation and programming; compliance by students with academic integrity; effective use of GitHub Copilot to generate baseline tests to test modified programming assignments completed by students; ensuring the flexibility and scalability of the approach to the development of various training courses in programming; development of students' software product testing skills. In the process of research, we found the following disadvantages of using the GitHub Copilot system for generating basic tests: GitHub Copilot does not always generate perfect code or tests; for complex tasks, GitHub Copilot may require additional correction of the generated code. Therefore, it is important to check and refine the generated tests carefully, if necessary. Therefore, at the moment, we recommend using GitHub Copilot as a template generator for writing tests. The proposed approach is a promising solution for facilitating the verification of modified programming tasks and increasing the effectiveness of the education process of future informatics teachers. The conducted research opens up new prospects for effective improvement of the verification of modified tasks performed by students and the generation of tests for verification. In particular, the integration of the proposed system based on GitHub Copilot with learning management systems (LMS) and automated task verification systems. Another area of research could be exploring the possibilities of using other tools for generating tests instead of GitHub Copilot or combining them in order to obtain better results.
Copyright (c) 2025 Oleksandr M. Spazhev, Oksana V. Klochko https://creativecommons.org/licenses/by/4.0
Online course as a means of developing master's professional competencies: results of a pedagogical experiment
The article proposes a solution to a scientific problem, which is to substantiate the feasibility of using online courses in the professional training of masters in the pedagogical university, to develop an online course and experimentally test its effectiveness as a means of developing the professional competencies of masters in the speciality 014~Secondary Education (Mathematics). The author used the following methods of scientific research: pedagogical experiment, observation (for systematic perception and analysis of learning activities, motivation and personal growth of students in the context of blended learning), testing (to determine the level of logical thinking and development of students’ professional competences), questionnaire (to monitor the ergonomics and efficiency of the online course and the Mathematics teacher’s e-portfolio), expert evaluation of the developed online course, and methods of mathematical statistics (for proper processing of experimental data and verification of the online course’ effectiveness). The results of the control stage of the study indicate a positive trend in the development of mathematical, information and educational, methodological, psychological and pedagogical, and professional and technological competencies of students in the experimental group. The final test of the online course was chosen as a tool for determining the level of mathematical competencies of the masters in the experimental group. The reliability of the assessment of the masters’ professional competencies was confirmed by testing the hypothesis of the normal distribution of test results according to the Shapiro-Wilk test. In addition, a close correlation between students' academic achievement level in an online course and the level of logical thinking development was substantiated using the Student’s t-test. Prospects for further research include the development of online courses on Mathematics teaching methods with an emphasis on methodical, professional, and technological competencies; a detailed study of the impact of the latest information technologies (artificial intelligence, virtual and augmented reality, web programming, etc.) on the development of students’ information and educational professional competences in distance and blended learning.
speciality 014 Secondary Education (Mathematics)
Copyright (c) 2024 Ruslan Yu. Kaluhin https://creativecommons.org/licenses/by/4.0
Teaching WebAR development with integrated machine learning: a methodology for immersive and intelligent educational experiences
Augmented reality (AR) and machine learning (ML) are rapidly growing technologies with immense potential for transforming education. Web-based augmented reality (WebAR) provides a promising approach to delivering immersive learning experiences on mobile devices. Integrating machine learning models into WebAR applications can enable advanced interactive effects by responding to user actions, thus enhancing the educational content. However, there is a lack of effective methodologies to teach students WebAR development with integrated machine learning. This paper proposes a methodology with three main steps: (1) Integrating standard TensorFlow.js models like handpose into WebAR scenes for gestures and interactions; (2) Developing custom image classification models with Teachable Machine and exporting to TensorFlow.js; (3) Modifying WebAR applications to load and use exported custom models, displaying model outputs as augmented reality content. The proposed methodology is designed to incrementally introduce machine learning integration, build an understanding of model training and usage, and spark ideas for using machine learning to augment educational content. The methodology provides a starting point for further research into pedagogical frameworks, assessments, and empirical studies on teaching WebAR development with embedded intelligence.
Copyright (c) 2024 Serhiy O. Semerikov, Mykhailo V. Foki, Dmytro S. Shepiliev, Mykhailo M. Mintii, Iryna S. Mintii, Olena H. Kuzminska https://creativecommons.org/licenses/by/4.0
The growth of cyberbullying among youth in higher learning institutions: a bibliometric analysis
Cyberbullying has become one of the misconducts among the youth due to an increased use of the internet in the educational context. The bibliometric analysis was carried out to determine the global trends in the evolution of cyberbullying among the youth in higher learning institutions (HLIs). The analysis involved 1073 research articles published between 2008 and 2022 retrieved from the Dimensions scientific database. The VOSviewer 1.6.20 software was used to establish visualisation networks. The results indicate a rapid growth of research articles on cyberbullying from 2019 to 2022, where most HLIs migrated to virtual teaching due to the outbreak of COVID-19. The developed countries had high rates of research publications and strong collaboration patterns in cyberbullying. The results also indicate factors such as harsh parenting and moral disengagement to be the causes of cyberbullying. The analysis shows that publications on cyberbullying from developing countries are very low compared with their developed counterparts. Examining the trends in cyberbullying among youth in HLIs offers new insights into the prevalence, forms, and concerns of cyberbullying within this specific population of HLIs. This study enhances our understanding of cyberbullying consequences and broadens our knowledge about how increased autonomy among youth in using technology immorally can fasten the growth of cyberbullying in HLIs. This study informs the development of appropriate intervention strategies within HLIs that promote digital safety and citizenship. HLIs can also utilise the findings to develop rules and regulations that address cyberbullying within their institutions. Conducting a systematic review of the effective prevention and intervention strategies on cyberbullying employed by HLIs in different contexts may provide more insights into shaping youth in promoting digital safety.
Copyright (c) 2024 Placidius M. Ndibalema https://creativecommons.org/licenses/by/4.0
Teachers' digital competency in using digital lesson content for teaching and learning in secondary schools in Zanzibar
Teachers' digital competence has been emphasised for improving quality education at all levels worldwide. In Zanzibar, the educational policy adopted digital lesson content (DLC) for teaching and learning in ordinary secondary schools. The study investigated the teachers' digital competence and factors that affect their use of DLCs for teaching and learning. One fifty-four (154) secondary school teachers from Wete district were given 5-point Likert Scale questionnaires. Inferential and descriptive statistics were used to analyse the collected data with the help of SPSS version 25. The study found that the teachers' digital competence is high for using it in teaching and learning. Also, it was observed that the digital competence of the teachers was significantly associated with their attitude and in-service training. The paper concludes that using DLCs in third-world countries takes work. However, it is possible if the government and private sectors, such as NGOs, invest seriously in secondary school levels. Also, it recommends that responsible leaders distribute digital devices and plan regular in-service training for teachers on integrating DLCs at secondary schools to cope with the global vision of 2025. Last, the paper recommends further study considering a large sample size of secondary schools in Zanzibar through random sampling techniques.
Copyright (c) 2024 Ali Juma Hamad, Placidius M. Ndibalema, Kulwa Yohana Matalu https://creativecommons.org/licenses/by/4.0
Translating the realities of a German fairy tale as a means of improving translation competence
The article deals with the work with the text of a German fairy tale as a means of improving translation competence, a set of exercises and tasks related to the translation of reality with linguistic and cultural specificity from German into Ukrainian and Russian, the concept of reality and its characteristics are defined, the classifications of realities by structural and thematic component are presented. The study identifies the peculiarities of using translation methods of reality with linguistic and cultural specificity based on folk and literary German fairy tales. The importance and complexity of achieving equivalence and adequacy in the process of translation of realities are substantiated. The difficulties in translating realities are identified because realities belong to the group of culture-specific vocabulary with no direct analogues in the target language and are directly related to the specific cultural phenomena of a particular people. The realities with linguistic and cultural specificity found in German fairy tales have been identified and analysed. A comparative analysis of the ways of translating realities with language and cultural specificity has been carried out, and it has been determined that the most widespread ways of translation are generic matching, calibration, functional analogy, and transcription. The study results are summarised, and the prospects for further research are outlined.
Copyright (c) 2025 Valentyna Karpiuk, Yuliya Kazhan, Kristina Korystova https://creativecommons.org/licenses/by/4.0
Didactic foundations of forming mathematical competence of secondary school students in learning the syntax of the Ukrainian language
Developing a competent personality involves conceptualising the content of language education. In implementing the New Ukrainian School reform, many problematic issues arise regarding the practical reorientation to new standards. Special attention needs to be paid to the organisation of the educational activities of male and female students, in which their integrated ability to apply acquired knowledge in life situations is formed. The research of linguists is focused on developing interconnected ways of combining the subject and key competencies of learners, which contribute to their successful socialisation in society. Considering educational requirements makes it necessary to highlight the methodological potential of forming mathematical competence as a component of linguistic personality. The following methods were used to solve the outlined tasks: analysis and synthesis of scientific research, induction and deduction to determine the categorical concept and substantiation of the theoretical and methodological foundations of the problem. The article analyses modern approaches and principles of language learning, particularly Ukrainian syntax. The concept of "mathematical competence of secondary school students in learning the syntax of the Ukrainian language" has been interpreted. The system of didactic tools for forming students' mathematical competence has been organised. The results of the conducted research are the basis of the professional activities of the lexicographer in the lessons in the preparation of harmoniously developed students of general secondary education institutions.
mathematical competence of secondary school students in learning the syntax of the Ukrainian language
approaches and principles of learning the syntax of the Ukrainian language
Copyright (c) 2024 Liubov I. Artemenko https://creativecommons.org/licenses/by/4.0
Stakeholders' perspectives on parental engagement in Tanzanian pre-primary schools: Exploring opportunities and challenges
The purpose of this study was to explore the stakeholders' perspectives on parental engagement in pre-primary schools in Nzega District, Tanzania. This study, therefore, explored how stakeholders define parental engagement and identify behaviours that are indicative of it. The study was qualitative, and a phenomenological design was adopted. It consisted of six focus group sessions with a total of 34 parents. A semi-structured interview was conducted with five pre-primary school teachers, four head teachers and five chairpersons of the school committees in the six selected schools. It deployed Braun and Clarke \cite{braun2006using} six steps of qualitative data analysis. Results showed that there was a slight variation within and between stakeholder groups on how they define and experience parental engagement. To enhance common understanding, participants felt the need to enhance parents' competencies to support their children's learning at home and in school. This study, therefore, recommends the need for intervention programmes that will empower parents to effectively engage in their children's learning opportunities at home and in pre-primary schools.
Influence of sociocultural factors on the reading habits and well-being of postgraduate students
This study examines how personal reading preferences, abilities, and cultural influences shape the reading habits and well-being of postgraduate students in a Nigerian tertiary institution. Using a descriptive survey design, data was collected from 310 students through questionnaires. Findings reveal that personal preferences strongly influence reading format choices, with 50.3\% of respondents agreeing and 24.9\% strongly agreeing (mean = 3.85, SD = 0.99). In contrast, peer and societal pressures have a weaker influence (mean = 2.37 and 2.42, respectively). Students exhibit high proficiency in using both digital (mean = 3.86, SD = 0.90) and physical reading materials (mean = 3.91, SD = 0.88), but they face greater challenges with digital platforms (mean = 2.58, SD = 1.16) compared to physical materials (mean = 2.31, SD = 1.07). Environmental factors significantly impact reading choices (mean = 3.27, SD = 1.05), while cultural influences elicit mixed responses (mean = 2.86, SD = 1.11). Religion emerges as a strong motivator for reading habits (mean = 3.77, SD = 1.06). Regression analysis establishes a significant association between individual factors and reading habits and well-being (R = 0.465, p = 0.000). Key predictors include personal preference (β = 0.069, p = 0.001), physical reading due to upbringing (β = 0.070, p = 0.000), and belief in the benefits of digital platforms (β = 0.070, p = 0.001). Based on these insights, the study recommends that universities and libraries develop bibliotherapy programs that prioritize personal preferences and provide diverse reading materials. Acknowledging the limitation of self-reported data, future research could incorporate objective measures such as digital reading logs to enhance accuracy and depth.
Ukraine as a field of conflict of linguistic and ethnic identities with didactic suggestions for German as a foreign or second language (DaF/DaZ)
In the first part of our contribution we present a brief overview of the history of Ukraine with a focus on national identity and the founding myth of Vladimir (claimed by Ukrainians and Russians) as well as a history of the Ukrainian and the Russian language in the territory of Ukraine. The second part consists of a mixed methods (quantitative and qualitative) analysis of the answers to a questionnaire sent online to Ukrainians and answered by 160 respondents in 2023. The key complex are the questions concerning the use of Ukrainian and Russian as perceived by the Ukrainian population and the attitudes towards these two languages after the beginning of the war in 2023. In the third part we present didactic suggestions for classes in German as a foreign or second language on the basis of the answers to our questionnaire and a text on Wladimir/Volodymir. The tasks use ChatGPT, Google Forms, Mentimeter, LearningApps and Zumpad for the exercises.
The musical-creative and pedagogical activity of Solomiya Krushelnytska: contribution to the development of Ukrainian music education
This article examines the musical-creative and pedagogical activity of the prominent Ukrainian opera singer Solomiya Krushelnytska (1872-1952) and her contribution to developing Ukrainian music education in the first half of the 20th century. Utilising theoretical approaches to studying personality within the cultural-historical context, we explore Krushelnytska's life path as an example of combining artistic activity and pedagogical practice. The research analyses biographical materials, students' memoirs, and critical reviews of the singer's performances. The results show that Krushelnytska significantly contributed to popularising Ukrainian vocal art internationally and played an essential role in developing vocal pedagogy in Ukraine. Her pedagogical principles, grounded in her personal experience and methods of the Italian vocal school, promoted the formation of new generations of Ukrainian opera performers.
Copyright (c) 2025 Valentyna V. Bielikova https://creativecommons.org/licenses/by/4.0
Strategies employed by the head teachers in the implementation of competence-based curriculum in public primary schools in Bagamoyo, Tanzania
This study examined strategies employed by the head teachers in implementing a competence-based curriculum (CBC) in public primary schools in Bagamoyo District, Tanzania. The study adopted a qualitative research approach, with a case study research design, for the purpose of determining in-depth information regarding the implementation of CBC. The study involved 10 participants, thus head teachers. Interviews, observation and documentary reports were used to collect field data. The data were analysed thematically. The findings reported that the head teachers employed various strategies to support teachers in adapting to CBC in public primary schools, namely improving in-service teacher training, teaching and learning materials, the teaching and learning environment, teaching and learning resources, as well as facilitating the relationship between school and community. However, some challenges were noted to hinder the effective implementation of CBC, including a lack of resources, a large number of students in the classroom, and a lack of competent teachers to implement CBC effectively. The study concludes that it is important for the head teachers to devise numerous strategies that could be used for effectively implementing CBC in primary schools. The study recommends that the government, private sectors, and non-governmental organisations ensure the availability of teaching and learning resources, enough teachers, and a good learning environment, as well as training about implementing CBC for all primary school teachers.
Assessment of student-teachers' digital competencies across educational aspects: the current status and areas for improvement
In the present digital age, improved teacher digital competencies are increasingly becoming an important component of teachers' qualifications. The purpose of this study was to investigate the digital competencies level of student-teachers and probe the areas for improvement. The subject of this study was undergraduate student-teachers in their final year of Bachelor of Education degree programmes from the College of Education at one of the public Universities in Tanzania. Purposive and convenience sampling techniques were employed to get a sample of 549 participants. The study employed the UNESCO ICT Competency Framework for Teachers (ICT CFT) as a theoretical framework. The study employed a quantitative approach and descriptive cross-sectional design. Data were collected through an online survey that included six competency areas linked to teachers' professional practices. Data analysis procedures included descriptive and inferential analysis. The findings revealed that student-teachers perceived their digital competencies as moderately higher at the knowledge acquisition level and moderately low at the knowledge deepening level of ICT CFT. The results also demonstrated that student-teachers were more competent in integrating technology in educational aspects that are indirectly linked to teaching (e.g. teacher professional learning, and organization and administration) and less competent in educational aspects that are directly linked to classroom teaching (e.g. pedagogy, and curriculum and assessment). The study further established a positive and statistically significant association between student-teachers' digital competencies and knowledge acquisition and knowledge deepening levels. The results of the present study signify the importance of developing student-teachers' digital competencies across all educational aspects. However, in order to guarantee technology integration in classroom teaching, it is recommended that teacher education programmes focus more on improving student-teachers' digital competencies in competency areas that are directly linked to classroom pedagogical practices.
Copyright (c) 2025 Raymond Mutasingwa Bitegeko, Godlove Lawrent, Juhudi Cosmas https://creativecommons.org/licenses/by/4.0
Importance of learning styles in teaching and learning during the COVID-19 pandemic: A critical review of recent studies
The COVID-19 pandemic has necessitated a shift toward online education, making it more critical than ever to understand the impact of learning styles on teaching and learning. This critical review examined recent studies on the topic and highlights the significance of catering to individual learning styles to optimize student performance in diverse educational settings. From all the articles, four main concepts emerged: implementing effective teaching strategies for diverse learners, identifying and using learning styles to cater to student's individual needs, supporting students with individualized needs during remote instruction, and evaluating and assessing student learning in an online environment. Schools and teachers could identify students' learning styles using various tools. They could also use these learning styles to fit their teaching strategies in the class and the assessments. Teachers used a variety of educational tools and artificial intelligence for individualized instruction. The review concluded that educators incorporated various teaching methods and technologies to accommodate students' learning preferences and foster meaningful engagement in virtual classrooms, particularly during these challenging times.
Implementation of open educational resources in the context of student-centred approach
The article outlines pedagogical technologies for teaching environmental engineering in online learning systems of higher education using open educational resources (OER) with a student-centred approach. A technology integrating OER, including educational videos, online explanations for practical work, modular testing, and e-textbooks, was experimentally tested. The proposed technology was evaluated using a control and experimental group design at two universities. Statistical analysis using Pearson's chi-squared test showed a significant improvement in learning outcomes for the experimental group exposed to OER (χ2=45.55, p<0.01). The results demonstrate that a student-centred approach leveraging OER is a promising method to enhance the learning of complex subjects like environmental engineering. This study addresses a gap in empirical research on discipline-specific applications of OER. The findings are discussed in the context of recent literature highlighting the benefits of OER for accessibility, engagement, and learning outcomes in higher education. Recommendations are provided for the effective integration of OER by instructors and institutions.
Early grade pupils’ development of Mathematics skills: Perceived challenges and culturally relevant strategies for parental involvement
The current study investigated challenges facing parental involvement and culturally relevant strategies for improving parental involvement in the development of mathematics skills among grade two pupils. A phenomenological qualitative design was employed. A semi-structured interview was used to gather data from 12 early-grade teachers and ten heads of schools. Focused group discussion (FGD) was used to collect data from 63 parents. Thematic analysis procedures guided the data analysis procedure, which was aided by pivotal analysis. The study findings revealed that teachers focused on parents’ negative attitude towards the subject while parents reported lack of time and economic hardship as factors affecting their participation in engaging in children’s mathematics learning. However, all participants agreed that parents’ mathematics knowledge is a factor that affects their involvement. Regardless of the participants’ category, the provision of interactive mathematics homework and communication through parents’ meetings (group and individuals) were regarded as the best strategies for involving parents in learners’ development of mathematics skills. The study concludes that the parents agree with the critical role of their involvement despite the challenges facing parental involvement. Therefore, the study recommends that awareness programs and the use of interactive mathematics homework activities are critical to improved parental involvement in their children’s learning.
Copyright (c) 2024 Datius Titus Mutangira, Pambas Basil Tandika, Geraldina Edward https://creativecommons.org/licenses/by/4.0
Pedagogical technologies for teaching environmental engineering in the online learning system of higher education institution
The article outlines the pedagogical technologies for teaching environmental engineering in the online learning system of higher education institutions. There are proposed ways of developing educational technologies for teaching environmental engineering: active and collaborative learning, individualisation of training, use of video and audio materials, using electronic tools for evaluation of educational results, development of digital literacy, implementation of interactive online courses and professional communication and mentoring. There are presented the use of these technologies in the different aspects of environmental engineering, such as analysing water quality parameters, soil quality assessment, studying waste management practices, and studying the integration of renewable energy into the practice through virtual labs, online tests, video lectures, and collaborative projects. The proposed pedagogical technologies for teaching environmental engineering in the online learning system of higher education institutions were tested in the educational process. The Student's t-test was used for statistical calculation of the obtained experimental data. At the end of the experiment, there is a statistically significant difference between the mean values of the experimental and control groups. It can be claimed that the use of pedagogical technologies for teaching environmental engineering in the online learning system of higher education institutions is perspective.
Social engineering as a component of professional competence in information security of future computer science teachers
The article considers the actual problem of information security - social engineering. The authors investigate what social engineering is and its main methods, including phishing, vishing, baiting, and pretexting, and analyze the educational programs of the speciality "014.09 Secondary Education (Informatics)" regarding the availability of relevant competencies. The article analyzes data on the components of professional competencies in information security and social engineering of the leading educational institutions of the USA, the EU, and Ukrainian higher education institutions; based on the analyzed data provided in general, the relationship between training in cyber security and social engineering. The authors also explore the role of future computer science teachers in protecting students from the threats of social engineering. They note that a critical factor in this protection is teaching students to recognize and eliminate social engineering threats and how to protect their sensitive information.
professional competence in information security
Enhancing combat readiness via evidence-based pedagogical innovations in National Guard of Ukraine officer training
This study examines the effectiveness of innovative pedagogical conditions in enhancing combat readiness among future officers of the National Guard of Ukraine (NGU). Utilising a quasi-experimental design, we implemented and evaluated a set of pedagogical interventions integrating recent combat experience into officer training at the Kyiv Institute of the National Guard of Ukraine. The study involved 74 trainee officers divided into experimental (n=35) and control (n=39) groups. Results demonstrated significant improvements in the experimental group across functional, psychological, and reflective components of combat readiness, with increases of 43%, 25%, and 32%, respectively, in high-level readiness. These findings underscore the importance of rapidly integrating field experiences into military education, offering valuable insights for enhancing officer training in dynamic conflict environments. The study contributes to the broader understanding of adaptive military education strategies and provides a framework for implementing evidence-based training reforms in military institutions globally.
Educational technology for the formation of project competence for engineering students
Project competence is essential to the professional education of engineering students. It synchronously affects all three components of future professional activity, forming the ability to be creative, carry out scientific research and apply modern technological solutions. However, there often is a lack of attention to master projecting in educational programs, especially for junior undergraduate students. The article describes the developed educational technology for organising project-based learning (PjBL) in the actual educational process conditions to mould engineering students' project competence. It was based on incorporating a short module dedicated to mastering the basic principles of PjBL into the existing curriculum. During the module, students developed, executed and publicly defended their projects. The choice of topic was up to the students, provided the project was dedicated to waste management. The mastery of the seven PjBL essential elements was considered an indicator of the level of project competence formation. Conducting research in the current educational process put forward strict limitations regarding the project execution time, their permanent adjustment through feedback, and timely evaluation. Short daily surveys via Google Forms devoted to each lesson topic let one organise permanent feedback between the teacher and students. The effectiveness of the applied technology was evaluated by two more detailed surveys at the beginning and after the end of the training. The understanding of PjBL elements was noticeably improved. The improvement was statistically significant for four elements, while for the remaining three, it was borderline.
Copyright (c) 2024 Liudmyla V. Hapon-Baida, Tetiana M. Derkach https://creativecommons.org/licenses/by/4.0
Examination of the relationship between authentic assessment and generic competencies among undergraduate science student-teachers in Tanzanian universities
This paper investigates the relationship between authentic assessment tools and the acquisition of generic competencies among undergraduate science student-teachers in Tanzanian universities. Employing a quantitative research approach, data were gathered through questionnaires and document reviews. A sample of 231 undergraduate science student-teachers was selected using stratified proportional random sampling. The collected data underwent analysis using a multiple linear regression model. Results revealed a significant relationship between authentic assessment tools and generic competencies, with variations in generic competencies accounting for 50 per cent of the variations in authentic assessment tools. The study underscores the necessity of establishing an authentic assessment policy within universities to ensure its comprehensive implementation.