CTE Workshop Proceedings
type: channel
description: CTE Workshop Proceedings is a Diamond Open Access peer-reviewed journal focused on the ways in which digital technology can enhance education. CTE Workshop Proceedings welcomes research papers on the pedagogical uses of digital technology where the focus is broad enough to be of interest to a wider education community: adaptive learning platforms, blended learning, cloud-based AI education applications, cloud-based e-learning platforms, tools and services, cloud-based learning environments, competency-based education platforms, design and implementation of immersive learning environments, digital transformation of education, educational data mining, emotion AI, immersive technologies, mobile learning, VR/AR gamification etc.
publisher: Academy of Cognitive and Natural Sciences
language: en
publication name: CTE Workshop Proceedings
issn: 2833-5473
items: Teacher evaluation reform under China's "Double Reduction" policy: a quasi-experimental study based on the multi-source process evaluation model
items: Providing scaffolding and feedback when reading authentic texts in the online lessons
items: Openness as a pedagogical affordance: free and open-weight large language models in the preparation of informatics teachers
items: Fixing the leaky pipeline: curriculum misalignment and STEM transition barriers in South Africa - a convergent mixed-methods study
items: Digital entrepreneurial practices in automobile-transport vocational education
items: Generative AI as a historical source: source criticism, citation integrity, and the jagged frontier of digital history
items: Learners' digital mobility: an evolutionary concept analysis and conceptual framework
items: Designing the content component of immersive blended science learning: a CAMIL-grounded framework refined and pre-validated by a simulated multi-model Delphi panel
items: Reporting AI in education research: a methodological audit of 2025-2026 publications against an adapted TRIPOD-LLM checklist
items: Classification of artificial intelligence tools for educational research by the criterion of research autonomy
items: Postgraduate education system as an environment for the development of digital competence of an art teacher
items: Behavioral analytics as FAIR impact proxies: a longitudinal study of Digital Library NAES of Ukraine (2012-2025)
items: Encyclopedic web resources and generative artificial intelligence: a methodological dimension
items: Digital transformation of education in Kryvyi Rih, Ukraine (2019-2025): a multi-framework comparative analysis of infrastructure development and digital learning ecosystems
items: When machines create, who takes responsibility? An ethical competence framework for graphic design education in the age of generative AI
items: Modelling information-communicative competence for AI-era designers
items: Methodological evolution in educational technology research: a paradigm-sensitive narrative review of ICT integration studies
items: Empowered through digital social media: exploring university students' perceptions and engagement with sustainability practices
items: Integrating ICT in science lessons to promote science teachers' competencies in Tanzania
items: Primary school teachers using mobile smartphone applications for professional development in Monduli District, Arusha Region
items: Regional trends in the implementation of artificial intelligence in the system of teacher training in distance learning during martial law
items: Tutors' perceptions of ICTs in promoting computational thinking among pre-service teachers in Tanzanian colleges
items: The evolution of cloud computing in education: from Hype Cycle to mainstream adoption (2012-2024)
items: Artificial intelligence in education and science: imaginary threats or new opportunities?
items: Educational game for conflict mediation training in wartime conditions using large language models
items: Pedagogical techniques of Earth remote sensing data application into modern school practice
items: A construction of course is in Moodle and use of Ejsapp for studies of physics
items: The results of implementation methods of using cloud technologies as tools of formation high school students’ research competencies in profile physics learning
items: Methodical aspects of usage of blended learning in studying the course «Methodology and Distance Learning Technologies» in institute of higher education
items: Acquiring and development of teachers’ e-competences in the system of qualification improvement

Teacher evaluation reform under China's "Double Reduction" policy: a quasi-experimental study based on the multi-source process evaluation model
type: item
description: China's "Double Reduction" policy aims to alleviate the burden on compulsory education, yet significant subject-based discrimination persists in teacher evaluation, with bonus proportions for non-main subject teachers approaching zero. This study integrates critical policy analysis with organizational justice theory to construct the Multi-Source Process Evaluation Model (MSPEM) and conducted a quasi-experimental study involving 277 teachers at a typical secondary school. The research employed mixed methods, integrating AHP-entropy combined weighting and SoftMax nonlinear allocation to realize multi-dimensional process evaluation across six dimensions (core teaching, social-emotional, technology integration, home-school collaboration, professional development, and student outcomes). Results show that MSPEM significantly weakened the association between subject attributes and bonuses (r = -0.116, 95% CI [-0.22, -0.01], p = 0.053), raising the bonus proportion for non-main subject teachers from 0% to 4.25%. The Gini coefficient decreased to 0.1744 (95% CI [0.168, 0.181], below the 0.20 fairness reference value), with an effect size d = -0.162 (small effect). This indicates improvement in distributive justice, though procedural justice and interactional justice still have room for enhancement. Robustness tests demonstrated high model stability. This study provides empirical support for teacher evaluation reform under the ``Double Reduction'' policy and offers a practical, actionable reference framework for educational evaluation practice. Future work can enhance the model's generalizability through multi-center validation.
subject: Articles
  topic: section
subject: Double Reduction policy
  topic: keywords
subject: teacher evaluation
  topic: keywords
subject: Multi-Source Process Evaluation Model
  topic: keywords
subject: quasi-experimental study
  topic: keywords
subject: distributive justice
  topic: keywords
creator: Xie Yang
rights: Copyright (c) 2026 Xie Yang https://creativecommons.org/licenses/by/4.0
date: 2026-03-21
publication date: 2026-03-21
starting page: 379
ending page: 394
doi: 10.55056/cte.1190

Providing scaffolding and feedback when reading authentic texts in the online lessons
type: item
description: A strategy of preparing and reading authentic texts in fully online classes in senior school is suggested. This strategy, based on cloud technology, provides scaffolding and feedback as students read authentic texts during online lessons. Preparing and activity stages are suggested, and possible cloud tools are analysed for each stage. The key idea of our approach is to organise feedback during silent reading with the use of specialised software that allows learners to underline some words by simply clicking them. Some examples of using this feedback are suggested for basic comprehension and then for intensive reading and content discussion. The proposed approach was implemented in the village secondary school, and the results are discussed
subject: Articles
  topic: section
subject: senior school
  topic: keywords
subject: cloud technologies
  topic: keywords
subject: L2 English learners
  topic: keywords
subject: reading competences
  topic: keywords
subject: education
  topic: keywords
subject: online classes
  topic: keywords
subject: the environment
  topic: keywords
creator: Oleksandr H. Kolgatin
creator: Nataliia V. Tuchyna
rights: Copyright (c) 2026 Oleksandr H. Kolgatin, Nataliia V. Tuchyna https://creativecommons.org/licenses/by/4.0
date: 2026-03-21
publication date: 2026-03-21
starting page: 343
ending page: 359
doi: 10.55056/cte.1457

Openness as a pedagogical affordance: free and open-weight large language models in the preparation of informatics teachers
type: item
description: In most school subjects a large language model is something a class consumes; in the preparation of informatics teachers it is something the class must be able to open, inspect, adapt, and govern - the very competencies the discipline obliges its graduates to teach. This dual relation makes the openness of free and open-weight models not a cost-driven substitute for proprietary services but the decisive pedagogical affordance. This conceptual, framework-building paper develops that claim from a structured review of a 202-record Web of Science pool, extended by targeted, DOI-verified supplementation. It re-conceptualizes openness as a vector of six affordances: four descend directly from the software freedoms to run, study, modify, and share - inspectability, adaptability, deployability with data sovereignty, and shareability with licensing - and two are reconstructions demanded by a stochastic, versioned artifact: reproducibility and governability. These affordances are arrayed against four enacted teacher roles - designer, facilitator, monitor, and evaluator - as a claim-graded openness-agency matrix whose every cell is marked as empirically evidenced, transferred from adjacent evidence, or argued as a proposition. Four deployment tiers, T0 through T3, locate where each affordance becomes actualizable; the decisive threshold is the T0-to-T1 transition, where a hosted endpoint gives way to a locally run model and three constrained affordances switch on together. A four-axis governance scaffold - configuration, boundaries, logging, and adjudication - makes deployment documentable and doubles as student-authored coursework. Five falsifiable propositions frame the framework for empirical test. The organizing maxim follows: model selection in teacher education is a curriculum decision, not a procurement decision.
subject: Articles
  topic: section
subject: open-weight large language models
  topic: keywords
subject: free software
  topic: keywords
subject: informatics teacher education
  topic: keywords
subject: pedagogical affordances
  topic: keywords
subject: teacher agency
  topic: keywords
subject: TPACK
  topic: keywords
subject: data sovereignty
  topic: keywords
subject: AI competency frameworks
  topic: keywords
creator: Vladyslav Ye. Velychko
rights: Copyright (c) 2026 Vladyslav Ye. Velychko https://creativecommons.org/licenses/by/4.0
date: 2026-03-21
publication date: 2026-03-21
starting page: 319
ending page: 342
doi: 10.55056/cte.1404

Fixing the leaky pipeline: curriculum misalignment and STEM transition barriers in South Africa - a convergent mixed-methods study
type: item
description: South Africa's Science, Technology, Engineering, and Mathematics (STEM) education pipeline continues to face critical attrition, particularly during the transition from secondary schooling to post-secondary engineering pathways. This study examines how subject streaming, especially the widespread placement of learners into Mathematical Literacy, affects preparedness for both Technical and Vocational Education and Training (TVET) and university-level engineering studies. Employing a convergent mixed-methods design within an interpretivist paradigm, the research integrated structured surveys, semi-structured interviews, and focus group discussions. Purposive and stratified sampling enabled representation across rural, peri-urban, and urban contexts, engaging 120 qualitative participants (policymakers, principals, and STEM lecturers) and 180 quantitative respondents (secondary learners, STEM teachers, and tertiary students). Thematic analysis identified five systemic challenges: (1) curriculum misalignment as a structural barrier, (2) curriculum tracking and exclusion through Mathematical Literacy, (3) teacher capacity deficits in STEM pedagogy, (4) institutional fragmentation and policy incoherence, and (5) persistent urban-rural inequalities in STEM access. Quantitative data corroborated these findings, with 72% of teachers reporting insufficient training and 63% of tertiary students indicating low preparedness for engineering studies. The study recommends systemic reforms, including vertical curriculum articulation, bridging programs, and sustained STEM teacher development, to reduce attrition and strengthen South Africa's STEM-to-engineering pipeline for the Fourth Industrial Revolution.
subject: Articles
  topic: section
subject: STEM education
  topic: keywords
subject: leaky pipeline
  topic: keywords
subject: Mathematical Literacy
  topic: keywords
subject: curriculum alignment
  topic: keywords
subject: engineering readiness
  topic: keywords
subject: teacher capacity
  topic: keywords
subject: 4IR
  topic: keywords
creator: Ivan Magadza
rights: Copyright (c) 2026 Ivan Magadza https://creativecommons.org/licenses/by/4.0
date: 2026-03-21
publication date: 2026-03-21
starting page: 360
ending page: 378
doi: 10.55056/cte.1135

Digital entrepreneurial practices in automobile-transport vocational education
type: item
description: The digitalisation of road transport and logistics is reshaping the work of automobile-transport college graduates, yet the pedagogical literature tends to catalogue digital tools rather than the entrepreneurial actions those tools should serve, and no evidence-based taxonomy links practice types to competence outcomes for this sector. This study derives such a taxonomy through a two-stage design: a PRISMA-ScR scoping review that maps a heterogeneous, cross-disciplinary evidence base, followed by best-fit framework synthesis that codes the extracted practices against an a-priori frame of entrepreneurial-competence areas and entrepreneurial-action stages. From an initial 320 records, 63 sources were retained; the 22 practice-exemplifying sources among them were classified into groups by two independent coding passes that agreed closely (Cohen's κ=0.94 for group assignment); as both passes were AI-generated, this indexes coding-scheme consistency rather than independent human-rater reliability. Four groups of digital entrepreneurial practice are distinguished: (1) project-based entrepreneurial, (2) technical-economic, (3) logistical-organizational, and (4) communicative-reflective practices. The first three are each supported by at least three independent sector or pedagogy studies; the fourth is warranted by the completeness of the entrepreneurial-action cycle together with cross-sector reflection and assessment scholarship, an evidential asymmetry we report rather than smooth over. The four groups span a coherent cycle of entrepreneurial action - a structure partly entailed by the analytic frame - and are mapped onto the EU EntreComp and DigComp frameworks and onto experiential and activity-learning theory. Two conceptual moves extend the taxonomy into a framework: a trace-reflection mechanism, in which each action leaves an inspectable digital artefact that mediates assessment and revision, and a two-dimensional practice-design space that positions each group again…
subject: Articles
  topic: section
subject: entrepreneurial competence
  topic: keywords
subject: digital entrepreneurial practices
  topic: keywords
subject: automobile-transport vocational education
  topic: keywords
subject: scoping review
  topic: keywords
subject: EntreComp
  topic: keywords
subject: DigComp
  topic: keywords
subject: experiential learning
  topic: keywords
subject: simulation and immersive learning
  topic: keywords
creator: Olena O. Lavrentieva
creator: Yelisiei V. Kyrylenko
rights: Copyright (c) 2026 Olena O. Lavrentieva, Yelisiei V. Kyrylenko https://creativecommons.org/licenses/by/4.0
date: 2026-03-21
publication date: 2026-03-21
starting page: 300
ending page: 318
doi: 10.55056/cte.1396

Generative AI as a historical source: source criticism, citation integrity, and the jagged frontier of digital history
type: item
description: Between the public release of ChatGPT in late 2022 and 2026, generative artificial intelligence (AI) moved from a computational novelty to a structural feature of historical scholarship, reshaping how primary sources are transcribed, described, analysed, and communicated. This article argues that the decisive methodological shift is not the automation of existing tasks but the arrival of a new kind of object for the historian's craft: the large language model (LLM) itself, which must be read as a historical source rather than trusted as a neutral instrument. Drawing on peer-reviewed evaluations, professional-society guidance, primary legal filings, and documented failure cases, the article develops three connected claims. First, generative models are best understood as an algorithmic cartography of the digitised record whose jagged frontier of competence maps which pasts have been absorbed into training data and which remain silent. Second, the same architecture that enables transcription of damaged manuscripts and large-scale corpus analysis also produces hallucinations and fabricated citations at rates incompatible with the evidentiary standards of the discipline; recent audits and accountability cases in scholarship, government, and the courts illustrate the stakes. Third, the responsible integration of these tools depends on extending traditional source criticism to the model, on non-negotiable verification of every reference, on cryptographic provenance and Indigenous data-governance frameworks, and on assessment redesign rather than prohibition. The article synthesises evidence across document analysis, public history, and pedagogy to propose a programme for a critically literate, symbiotic historical scholarship.
subject: Articles
  topic: section
subject: digital history
  topic: keywords
subject: generative artificial intelligence
  topic: keywords
subject: large language models
  topic: keywords
subject: source criticism
  topic: keywords
subject: hallucination and citation integrity
  topic: keywords
subject: handwritten text recognition
  topic: keywords
subject: AI literacy in history education
  topic: keywords
creator: Iryna A. Selyshcheva
rights: Copyright (c) 2026 Iryna A. Selyshcheva https://creativecommons.org/licenses/by/4.0
date: 2026-03-21
publication date: 2026-03-21
starting page: 289
ending page: 299
doi: 10.55056/cte.1438

Learners' digital mobility: an evolutionary concept analysis and conceptual framework
type: item
description: "Digital mobility" is increasingly used to describe learners in digitally transformed education, but the term is applied inconsistently and lacks an agreed definition, attribute set, and boundary. This study clarifies learners' digital mobility as a concept and distinguishes it from neighbouring constructs through an evolutionary concept analysis in the tradition of Rodgers, conducted on a purposive, maximum-variation sample of 51 sources retrieved from Semantic Scholar, Crossref, and the Wiley Online Library (primary window 2015-2026). Data were analysed by constant comparison, with an attribute retained as defining only where supported by at least three independent sources. Learners' digital mobility is defined as an evolving, context-sensitive capability to move purposefully, adaptively, critically, and ethically across digital tools, platforms, information spaces, learning communities, institutions, and cultures, carrying learning forward under changing conditions. Seven defining attributes were derived - (1) cross-context portability, (2) platform and tool fluidity, (3) self-regulated orchestration, (4) networked communication and collaboration, (5) critical information and data practice, (6) digital identity, safety, and ethical agency, and (7) adaptive resilience under disruption - together with micro-, meso-, and macro-level antecedents and a two-sided set of consequences. Mapping onto DigComp 2.2 shows that digital mobility extends beyond existing competence frameworks in cross-context portability and resilience, which they address at most implicitly, and a conceptual framework with eight propositions is proposed. Digital mobility is, therefore, a distinct learner capability, not reducible to digital competence or access, and its uneven distribution - "digital immobility" - is an equity question requiring policy attention.
subject: Articles
  topic: section
subject: digital mobility
  topic: keywords
subject: learners
  topic: keywords
subject: evolutionary concept analysis
  topic: keywords
subject: digital competence
  topic: keywords
subject: virtual mobility
  topic: keywords
subject: digital transformation of education
  topic: keywords
subject: educational resilience
  topic: keywords
subject: Ukraine
  topic: keywords
creator: Vasyl I. Kovalchuk
creator: Taras V. Kovalenko
creator: Andrii V. Kovalchuk
rights: Copyright (c) 2026 Vasyl I. Kovalchuk, Taras V. Kovalenko, Andrii V. Kovalchuk https://creativecommons.org/licenses/by/4.0
date: 2026-03-21
publication date: 2026-03-21
starting page: 271
ending page: 288
doi: 10.55056/cte.1435

Designing the content component of immersive blended science learning: a CAMIL-grounded framework refined and pre-validated by a simulated multi-model Delphi panel
type: item
description: Immersive technologies - virtual reality (VR), augmented reality (AR) and 360◦ video - are spreading through school science, yet teachers lack research-informed criteria for deciding what content to deliver immersively and how to embed it in blended lessons. Building on a prior conceptual analysis, this paper develops the content component of an immersive-learning methodology into an explicit design framework grounded in the Cognitive Affective Model of Immersive Learning (CAMIL). The framework was refined and stress-tested with a novel instrument: a simulated Delphi panel of fourteen large language models (LLMs) from eight model families and three providers, each adopting an expert persona, across three rounds (generative development, rating, and re-rating after anonymised feedback). The panel expanded the framework from eleven to fourteen content-design criteria and a VR/AR/360◦ modality-fit mapping. We report the exercise transparently, including its limits. Relevance ratings sat at a ceiling - every item was endorsed - so the content-validity indices are non-discriminating, and the panel, which also generated the items it rated, offers refinement and pre-validation, not independent validation. The informative signal lay in feasibility, where the panel discriminated sharply and, on re-rating, became markedly more pessimistic: full VR, differentiation and teacher orchestration were judged least feasible in real classrooms. We contribute (i) the refined framework and (ii) the simulated multi-model Delphi as a fast, fully logged but explicitly synthetic pre-validation method, whose affordances and limits for educational design research we analyse. No human participants or classroom data are involved; the LLM panel complements rather than replaces human expertise.
subject: Articles
  topic: section
subject: immersive technologies
  topic: keywords
subject: blended learning
  topic: keywords
subject: science education
  topic: keywords
subject: content design
  topic: keywords
subject: CAMIL
  topic: keywords
subject: virtual reality
  topic: keywords
subject: augmented reality
  topic: keywords
subject: simulated Delphi
  topic: keywords
subject: large language models
  topic: keywords
creator: Oleksandra M. Sokolyuk
rights: Copyright (c) 2026 Oleksandra M. Sokolyuk https://creativecommons.org/licenses/by/4.0
date: 2026-03-21
publication date: 2026-03-21
starting page: 256
ending page: 270
doi: 10.55056/cte.1415

Reporting AI in education research: a methodological audit of 2025-2026 publications against an adapted TRIPOD-LLM checklist
type: item
description: We audit how the use of artificial intelligence is reported in recent education research. From a harvest of 29 848 arXiv preprints and 543 articles in six education and education-technology journals (2025-2026), we coded 220 papers (127 arXiv + 93 journal) against a 19-item checklist adapted from the TRIPOD-LLM reporting guideline, plus descriptive and outcome items. Coding was performed by open-weight large language models (served through Ollama) from titles and abstracts, conservatively (an item not stated is coded 0); we report cross-model agreement (mean Cohen's κ = 0.53, raw agreement 87%) in place of inter-human reliability, and disclose the AI-coded method in full. Overall reporting compliance is low: the median paper reports 32% of the checklist items, and the lowest-compliance items are the cross-cutting accountability signals - funding and conflicts of interest, missing-data handling, calibration/fairness, compute and cost, and the human-in-the-loop protocol (each ≤ 7%). Reporting quantity does not differ between arXiv preprints and journal articles in the unadjusted comparison (equal medians; unadjusted odds ratio ≈ 1); what differs is composition - preprints document the model machinery while journal articles document the study context, and neither documents accountability. A modest journal advantage in quantity emerges only after adjusting for study design. Empirical design is the dominant predictor of how many items a paper reports. A within-paper preprint-vs-published comparison was planned but could not be conducted, as no eligible pairs exist. We contribute the TRIPOD-LLM-for-education checklist - to our knowledge the first reporting checklist derived from TRIPOD-LLM and calibrated for general (non-medical) education research - as a citable artefact, and call on education journals to require accountability reporting at submission.
subject: Articles
  topic: section
subject: artificial intelligence
  topic: keywords
subject: education research
  topic: keywords
subject: reporting quality
  topic: keywords
subject: TRIPOD-LLM
  topic: keywords
subject: PRISMA
  topic: keywords
subject: methodological audit
  topic: keywords
subject: reproducibility
  topic: keywords
subject: transparency
  topic: keywords
creator: Iryna S. Mintii
creator: Dmytro V. Verbovetskyi
creator: Ostap Yu. Sirenko
rights: Copyright (c) 2026 Iryna S. Mintii, Dmytro V. Verbovetskyi, Ostap Yu. Sirenko https://creativecommons.org/licenses/by/4.0
date: 2026-03-21
publication date: 2026-03-21
starting page: 236
ending page: 255
doi: 10.55056/cte.1397

Classification of artificial intelligence tools for educational research by the criterion of research autonomy
type: item
description: Existing frameworks classify AI tools for academic research by data type or functional role, leaving unanswered the question that most directly concerns research integrity: how much of the cognitive labour constitutive of scientific inquiry has been transferred to an algorithm? This paper proposes a classification built on a single criterion - research autonomy - defined as the degree to which a researcher retains control over the cognitive operations of scientific knowledge production. Five functional clusters form a spectrum from maximum to minimum research autonomy: (I) computational data analysis, where the algorithm performs only mathematically specified procedures; (II) content and discourse analysis, where it applies pre-validated category systems; (III) search and navigation, where it independently determines relevance; (IV) multimodal analysis, where it performs primary categorisation of pedagogical events; and (V) content generation and synthesis, where it generates text and proposes conceptual connections. For each cluster, the paper specifies educational research applications, characteristic methodological constraints, and ethical requirements. The framework supports three practical ends: methods reporting standards, cluster-differentiated institutional AI governance, and AI literacy curricula grounded in epistemic consequences.
subject: Articles
  topic: section
subject: artificial intelligence
  topic: keywords
subject: tool classification
  topic: keywords
subject: educational research
  topic: keywords
subject: research autonomy
  topic: keywords
subject: academic integrity
  topic: keywords
subject: research methodology
  topic: keywords
creator: Tetiana A. Vakaliuk
creator: Serhiy O. Semerikov
creator: Oleh M. Spirin
creator: Viacheslav V. Osadchyi
creator: Vasyl P. Oleksiuk
rights: Copyright (c) 2026 Tetiana A. Vakaliuk, Serhiy O. Semerikov, Oleh M. Spirin, Viacheslav V. Osadchyi, Vasyl P. Oleksiuk https://creativecommons.org/licenses/by/4.0
date: 2026-03-21
publication date: 2026-03-21
starting page: 221
ending page: 235
doi: 10.55056/cte.1357

Postgraduate education system as an environment for the development of digital competence of an art teacher
type: item
description: The article analyzes scientific approaches to interpreting the concepts of "digital competence" and "digital competence of an art teacher". It examines the core characteristics of digital competence as defined in domestic regulatory documents and explores various researchers' perspectives. Based on this analysis, the study identifies and describes the key components of a modern art teacher's digital competence: cognitive, operational-activity, and value-motivational. Digital competence is defined as a dynamic combination of knowledge, skills, and value orientations that enable teachers to effectively and critically utilize digital technologies in their professional artistic-pedagogical activities. The paper focuses on the primary areas of digital competence implementation based on the DigCompEdu framework and describes the experience of training art teachers through formal, non-formal, and informal education. Special attention is paid to the challenges art teachers face in developing digital competence, including infrastructure limitations, age-related barriers, and the impact of wartime conditions on Ukrainian education. The study analyzes the role of postgraduate education in developing art teachers' digital competence and establishes that the postgraduate educational environment facilitates continuous professional growth and fosters readiness to integrate digital technologies into artistic-pedagogical activities. The article discusses the implications of recent developments in artificial intelligence tools for art education and identifies directions for future research in the context of post-pandemic digital transformation and ongoing educational challenges in Ukraine.
subject: Articles
  topic: section
subject: postgraduate education system
  topic: keywords
subject: advanced training
  topic: keywords
subject: digital technologies
  topic: keywords
subject: digital competence
  topic: keywords
subject: art teacher
  topic: keywords
subject: DigCompEdu
  topic: keywords
subject: professional development
  topic: keywords
creator: Liudmyla H. Kondratova
rights: Copyright (c) 2026 Liudmyla H. Kondratova https://creativecommons.org/licenses/by/4.0
date: 2026-03-21
publication date: 2026-03-21
starting page: 206
ending page: 220
doi: 10.55056/cte.1355

Behavioral analytics as FAIR impact proxies: a longitudinal study of Digital Library NAES of Ukraine (2012-2025)
type: item
description: This longitudinal study analyzes fourteen years (2012-2025) of web analytics data from the Digital Library of the National Academy of Educational Sciences (NAES) of Ukraine to develop proxy indicators for monitoring the behavioral impact of FAIR-aligned repository design. Using Google Analytics metrics across three platform generations (Classic Analytics, Universal Analytics, and Google Analytics 4), we propose a conceptual mapping between behavioral metrics and FAIR principles while acknowledging significant limitations. The dataset encompasses 1.34 million active users in 2025, with traffic source analysis revealing sustained direct access patterns (86.6%) alongside declining organic search visibility (3.7%). Geographic distribution shows substantial international reach with 183 countries accessing resources, though the dominant share from non-Ukrainian sources (particularly China at 57.0%) raises questions about potential automated traffic. Device analysis demonstrates desktop dominance (94.6%) with limited mobile adoption (5.3%). The study identifies distinct phases: establishment (2012-2014), acceleration (2015-2021), and maturation (2022-2025), including crisis periods (COVID-19 pandemic, 2022 invasion). We propose a Key Performance Indicator framework using web analytics as proxy indicators for FAIR impact assessment, explicitly distinguishing between behavioral metrics and intrinsic FAIR compliance. This approach provides repository administrators with practical monitoring tools while recognizing the gap between usage patterns and data quality attributes.
subject: Articles
  topic: section
subject: FAIR data
  topic: keywords
subject: Google Analytics 4
  topic: keywords
subject: digital library
  topic: keywords
subject: web analytics
  topic: keywords
subject: longitudinal study
  topic: keywords
subject: Open Science
  topic: keywords
subject: Ukraine
  topic: keywords
subject: scientific data management
  topic: keywords
creator: Alla V. Kilchenko
creator: Svitlana M. Ivanova
creator: Tetiana L. Novytska
creator: Mykola A. Shynenko
rights: Copyright (c) 2026 Alla V. Kilchenko, Svitlana M. Ivanova, Tetiana L. Novytska, Mykola A. Shynenko https://creativecommons.org/licenses/by/4.0
date: 2026-03-21
publication date: 2026-03-21
starting page: 189
ending page: 205
doi: 10.55056/cte.1211

Encyclopedic web resources and generative artificial intelligence: a methodological dimension
type: item
description: This article addresses a critical gap in the methodological foundations for designing, operating, and developing encyclopedic web resources in the context of generative artificial intelligence (GenAI) integration. While existing research has examined GenAI's applications in information systems, a systematic framework for preserving epistemic quality in encyclopedic knowledge systems remains underdeveloped. We analyze the transformational impact of GenAI on the structure, functionality, and content of encyclopedic web resources as components of web-oriented automated information systems. We argue that GenAI functions not merely as an automation tool but as a factor fundamentally altering user-knowledge interaction patterns, necessitating reconceptualization of encyclopedic resources as human-machine intelligent systems. The article examines the principal methodological risks of GenAI adoption, with particular emphasis on information reliability degradation and cognitive engagement reduction in knowledge creation processes. These risks, we contend, directly affect the epistemic quality of encyclopedic content and demand specific quality assurance mechanisms. We propose a framework for ensuring epistemic quality structured around five criteria: justification, reliability, accuracy, verifiability, and consistency. Three complementary methodological approaches are outlined: a human-centered approach delineating roles between GenAI and experts; a hybrid approach defining GenAI integration scenarios; and a multi-level quality control approach emphasizing preventive mechanisms. We highlight the limitations of traditional post hoc peer review under conditions of widespread GenAI adoption. The proposed framework, we suggest, provides methodological foundations for developing encyclopedic web resources while maintaining their scientific and educational value. However, we acknowledge that this conceptual framework requires empirical validation through implementation in specific…
subject: Articles
  topic: section
subject: web-based information systems
  topic: keywords
subject: electronic encyclopedia
  topic: keywords
subject: artificial intelligence
  topic: keywords
subject: methodology
  topic: keywords
subject: web resources
  topic: keywords
subject: generative AI
  topic: keywords
subject: epistemic quality
  topic: keywords
creator: Valerii Yu. Bykov
creator: Olha P. Pinchuk
rights: Copyright (c) 2026 Valerii Yu. Bykov, Olha P. Pinchuk https://creativecommons.org/licenses/by/4.0
date: 2026-03-21
publication date: 2026-03-21
starting page: 174
ending page: 188
doi: 10.55056/cte.990

Digital transformation of education in Kryvyi Rih, Ukraine (2019-2025): a multi-framework comparative analysis of infrastructure development and digital learning ecosystems
type: item
description: Wartime digitization in Kryvyi Rih, Ukraine (2019-2025), reveals extensions to established education technology frameworks. Documentary analysis maps infrastructure deployment (11,614 Chromebooks, 150 Starlink units, universal xPON connectivity) and digital ecosystem development (Educational Portal with 15,409 publications, 100\% electronic journal adoption) against EU Digital Education Action Plan and UNESCO ICT Competency Framework indicators. Results show infrastructure investment with connectivity resilience unique to conflict contexts, but reveal limitations in applying standard frameworks to war-affected settings: device ratios remain below targets, and no outcome data link inputs to learning improvements. The case identifies boundary conditions for framework transferability and proposes resilience indicators missing from existing models.
subject: Articles
  topic: section
subject: digital transformation
  topic: keywords
subject: education digitization
  topic: keywords
subject: EU Digital Education Action Plan
  topic: keywords
subject: UNESCO ICT Competency Framework
  topic: keywords
subject: digital infrastructure
  topic: keywords
subject: learning ecosystems
  topic: keywords
subject: STEM education
  topic: keywords
subject: Ukraine
  topic: keywords
creator: Vita A. Hamaniuk
creator: Tetiana P. Kripak
rights: Copyright (c) 2026 Vita A. Hamaniuk, Tetiana P. Kripak https://creativecommons.org/licenses/by/4.0
date: 2026-03-21
publication date: 2026-03-21
starting page: 161
ending page: 173
doi: 10.55056/cte.989

When machines create, who takes responsibility? An ethical competence framework for graphic design education in the age of generative AI
type: item
description: When generative AI produces a racially stereotyped image, who is responsible - the developer, the platform, or the designer who delivers it to a client? This question, unanswerable within existing competency models, reveals an ethical rupture that generative AI has introduced into design practice. Unlike general AI literacy or digital ethics frameworks, which treat ethical competence as one component among several, the Ethical Information-Communicative Competence (EICC) model proposed in this paper positions ethical competence as a cross-cutting dimension that permeates all aspects of professional design activity - from information evaluation through communication to technology use and reflection. The paper maps the ethical challenge landscape of AI-driven design, develops EICC around five cross-cutting ethical challenges (bias, provenance, disclosure, intellectual property, and environmental impact) that manifest differently across professional domains, and defines proficiency in terms of ethical reasoning levels (compliance, deliberative, transformative) rather than skill acquisition stages. It further proposes TPACK-Ethical as a pedagogical architecture that integrates ethical knowledge into studio-based instruction, and reveals through gap analysis of the Ukrainian B2 Design standard that ethical competence is systematically absent from current standards. An integrative framework links EICC, TPACK-Ethical, and constructive alignment into a cyclical model for curriculum transformation.
subject: Articles
  topic: section
subject: ethical competence
  topic: keywords
subject: cross-cutting dimension
  topic: keywords
subject: EICC model
  topic: keywords
subject: TPACK-Ethical
  topic: keywords
subject: design education
  topic: keywords
subject: generative AI
  topic: keywords
subject: ethical reasoning
  topic: keywords
subject: competency standards
  topic: keywords
creator: Yuliia V. Yechkalo
rights: Copyright (c) 2026 Yuliia V. Yechkalo https://creativecommons.org/licenses/by/4.0
date: 2026-03-21
publication date: 2026-03-21
starting page: 143
ending page: 160
doi: 10.55056/cte.1278

Modelling information-communicative competence for AI-era designers
type: item
description: The rapid diffusion of generative artificial intelligence (AI) in design practice is transforming the professional competencies required of designers, yet the theoretical foundations guiding educational responses remain underdeveloped. A recent scoping review found that 73.7% of studies on generative AI in design education are entirely atheoretical, while domain-specific competency constructs for the AI era remain scarce. This conceptual paper proposes an integrative theoretical framework that (1) operationalises information-communicative competence (ICC) as a four-component construct for designers in the context of AI-driven professional transformation; (2) adapts the TPACK model to account for AI tools and studio pedagogy; and (3) identifies gaps when mapping national design competency standards to ICC. The study employs a conceptual analysis approach combining theory synthesis with framework adaptation. Terminological differentiation situates ICC among adjacent constructs (digital competence, ICT competence, information literacy, media competence). The framework is developed through systematic integration of TPACK, studio pedagogy theory, and competency-based education. ICC is operationalised as a four-component model comprising information-analytical, communicative, technological, and reflective components, each incorporating AI-specific descriptors. An adapted TPACK model reconceptualises Technological Knowledge to encompass prompt engineering, AI tool selection, and critical evaluation of AI outputs. A gap analysis of the Ukrainian B2 Design standard against ICC reveals systematic omissions in AI-related competencies across all four components. The integrative framework synthesises these three pillars into a coherent theoretical foundation for curriculum transformation. The proposed framework addresses the dominant atheoretical trend in generative AI design education research by providing a domain-specific theoretical architecture that can guide curriculum red…
subject: Articles
  topic: section
subject: information-communicative competence
  topic: keywords
subject: TPACK
  topic: keywords
subject: design education
  topic: keywords
subject: artificial intelligence
  topic: keywords
subject: studio pedagogy
  topic: keywords
subject: competency framework
  topic: keywords
subject: generative AI
  topic: keywords
creator: Oleksandr O. Musiienko
rights: Copyright (c) 2026 Oleksandr O. Musiienko https://creativecommons.org/licenses/by/4.0
date: 2026-03-21
publication date: 2026-03-21
starting page: 58
ending page: 75
doi: 10.55056/cte.1277

Methodological evolution in educational technology research: a paradigm-sensitive narrative review of ICT integration studies
type: item
description: This 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.
subject: Articles
  topic: section
subject: educational technology
  topic: keywords
subject: research methodology
  topic: keywords
subject: paradigm coherence
  topic: keywords
subject: design-based research
  topic: keywords
subject: learning analytics
  topic: keywords
subject: mixed methods
  topic: keywords
subject: methodological quality
  topic: keywords
subject: ICT integration
  topic: keywords
subject: narrative review
  topic: keywords
creator: Olena Yu. Tarasova
creator: Olena L. Pinska
creator: Halyna I. Alieka
creator: Natalia V. Moiseienko
rights: Copyright (c) 2025 Olena Yu. Tarasova, Olena L. Pinska, Halyna I. Alieka, Natalia V. Moiseienko https://creativecommons.org/licenses/by/4.0
date: 2026-03-21
publication date: 2026-03-21
starting page: 6
ending page: 26
doi: 10.55056/cte.1131

Empowered through digital social media: exploring university students' perceptions and engagement with sustainability practices
type: item
description: This study examines how social media enables Tanzanian university students to adopt sustainable practices. Using social cognitive theory and an explanatory sequential mixed-methods design, we address two research questions: (1) What are students' perceived social media empowerment factors and their engagement with sustainability practices? (2) How do these empowerment factors contribute to sustainability engagement? Descriptive analysis (n=510) revealed that social media serve as powerful tools for resource access (mean score=4.31, 94.12% positive), self-expression and control (mean score=4.09, 88.82%), and participation in virtual sustainability discussions (mean score=4.05, 83.33%). Structural equation modelling showed that self-expression and control were the strongest predictors of sustainability-related collaboration (β=0.797), community outreach (β=0.817), and behavioural change (β=0.827, p<.0001). Access to resources and support demonstrated moderate positive effects on all outcomes (β=0.482-0.537, p<.0001), while participation and engagement showed smaller but significant influences (β=0.122-0.136, p≤.003), underscoring their supplementary roles. Qualitative focus groups (n=12) highlighted peer validation as key to translating engagement into action, although information credibility and motivation gaps persist. The findings extend social cognitive theory by showing that digital feedback amplifies self-efficacy in resource-constrained contexts. Implications include integrating social media into Tanzania's digital education strategy and global Sustainable Development Goals frameworks, with emphasis on digital literacy and peer-supported action. This study bridges gaps in Tanzanian research, offering actionable insights for instructors and policymakers in the Global South.
subject: Articles
  topic: section
subject: digital tools
  topic: keywords
subject: digital empowerment
  topic: keywords
subject: social media
  topic: keywords
subject: university students
  topic: keywords
subject: sustainability practices
  topic: keywords
creator: Raymond Mutasingwa Bitegeko
creator: Abdallah Jacob Seni
rights: Copyright (c) 2026 Raymond Mutasingwa Bitegeko, Abdallah Jacob Seni https://creativecommons.org/licenses/by/4.0
date: 2026-03-21
publication date: 2026-03-21
starting page: 121
ending page: 142
doi: 10.55056/cte.1085

Integrating ICT in science lessons to promote science teachers' competencies in Tanzania
type: item
description: The 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.
subject: Articles
  topic: section
subject: ICT integration
  topic: keywords
subject: science teachers
  topic: keywords
subject: competencies
  topic: keywords
creator: Angelina Kanyabwoya
creator: Huruma Olofea Bwagilo
creator: Samweli Tumaini Mugaya
rights: Copyright (c) 2025 Angelina Kanyabwoya, Huruma Olofea Bwagilo, Tumaini Samweli Mugaya https://creativecommons.org/licenses/by/4.0
date: 2026-03-21
publication date: 2026-03-21
starting page: 92
ending page: 109
doi: 10.55056/cte.1066

Primary school teachers using mobile smartphone applications for professional development in Monduli District, Arusha Region
type: item
description: This 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.
subject: Articles
  topic: section
subject: challenges
  topic: keywords
subject: mobile smartphone
  topic: keywords
subject: professional development
  topic: keywords
subject: primary school teachers
  topic: keywords
creator: James James Makula
creator: Francis Kyambo William
creator: Festo Beda Nguru
rights: Copyright (c) 2025 James James Makula, Francis Kyambo William, Festo Beda Nguru https://creativecommons.org/licenses/by/4.0
date: 2026-03-21
publication date: 2026-03-21
starting page: 110
ending page: 120
doi: 10.55056/cte.985

Regional trends in the implementation of artificial intelligence in the system of teacher training in distance learning during martial law
type: item
description: The 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.
subject: Articles
  topic: section
subject: artificial intelligence
  topic: keywords
subject: neural networks
  topic: keywords
subject: digital competence of a teacher
  topic: keywords
subject: teacher training
  topic: keywords
subject: postgraduate education
  topic: keywords
subject: pedagogical technologies
  topic: keywords
subject: personalisation of learning
  topic: keywords
creator: Nataliia Osypova
creator: Olena Kokhanovska
creator: Iryna Zhorova
rights: Copyright (c) 2025 Nataliia Osypova, Olena Kokhanovska, Iryna Zhorova https://creativecommons.org/licenses/by/4.0
date: 2026-03-21
publication date: 2026-03-21
starting page: 42
ending page: 57
doi: 10.55056/cte.982

Tutors' perceptions of ICTs in promoting computational thinking among pre-service teachers in Tanzanian colleges
type: item
description: The 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.
subject: Articles
  topic: section
subject: information and communication technologies
  topic: keywords
subject: computational thinking skills
  topic: keywords
subject: tutors
  topic: keywords
subject: pre-service teachers
  topic: keywords
creator: Vicky Mrosso
creator: Placidius Ndibalema
creator: Abdon Ephrem
rights: Copyright (c) 2025 Vicky Mrosso, Placidius Ndibalema, Abdon Ephrem https://creativecommons.org/licenses/by/4.0
date: 2026-03-21
publication date: 2026-03-21
starting page: 76
ending page: 91
doi: 10.55056/cte.902

The evolution of cloud computing in education: from Hype Cycle to mainstream adoption (2012-2024)
type: item
description: This 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.
subject: Articles
  topic: section
subject: cloud computing
  topic: keywords
subject: education technology
  topic: keywords
subject: Hype Cycle
  topic: keywords
subject: technology adoption
  topic: keywords
subject: UTAUT
  topic: keywords
subject: digital transformation
  topic: keywords
subject: COVID-19
  topic: keywords
subject: Eastern Europe
  topic: keywords
creator: Olha V. Chorna
rights: Copyright (c) 2025 Olha V. Chorna https://creativecommons.org/licenses/by/4.0
date: 2026-03-21
publication date: 2026-03-21
starting page: 27
ending page: 41
doi: 10.55056/cte.952

Artificial intelligence in education and science: imaginary threats or new opportunities?
type: item
description: This 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.
subject: Articles
  topic: section
subject: artificial intelligence
  topic: keywords
subject: large language models
  topic: keywords
subject: ChatGPT
  topic: keywords
subject: academic integrity
  topic: keywords
subject: educational technology
  topic: keywords
subject: scientific research
  topic: keywords
subject: technological innovation in education
  topic: keywords
creator: Yaroslav Shramko
rights: Copyright (c) 2025 Yaroslav Shramko https://creativecommons.org/licenses/by/4.0
date: 2026-03-21
publication date: 2026-03-21
starting page: 1
ending page: 5
doi: 10.55056/cte.1140

Educational game for conflict mediation training in wartime conditions using large language models
type: item
description: Interpersonal 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.
subject: Articles
  topic: section
subject: mediation training
  topic: keywords
subject: conflict resolution
  topic: keywords
subject: large language models
  topic: keywords
subject: Gemini API
  topic: keywords
subject: wartime education
  topic: keywords
creator: Sophia V. Ilkova
creator: Pavlo V. Merzlykin
creator: Natalia V. Moiseienko
rights: Copyright (c) 2025 Sophia V. Ilkova, Pavlo V. Merzlykin, Natalia V. Moiseienko https://creativecommons.org/licenses/by/4.0
date: 2025-03-21
publication date: 2025-03-21
starting page: 63
ending page: 77
doi: 10.55056/cte.939

Pedagogical techniques of Earth remote sensing data application into modern school practice
type: item
description: The article dwells upon the Earth remote sensing data as one of the basic directions of Geo-Information Science, a unique source of information on processes and phenomena occurring in almost all spheres of the Earth geographic shell (atmosphere, hydrosphere, lithosphere, etc.). The authors argue that the use of aerospace images by means of the information and communication technologies involvement in the learning process allows not only to increase the information context value of learning, but also contributes to the formation of students’ cognitive interest in such disciplines as geography, biology, history, physics, computer science, etc. It has been grounded that remote sensing data form students’ spatial, temporal and qualitative concepts, sensory support for the perception, knowledge and explanation of the specifics of objects and phenomena of geographical reality, which, in its turn, provides an increase in the level of educational achievements. The techniques of aerospace images application into the modern school practice have been analyzed and illustrated in the examples: from using them as visual aids, to realization of practical and research orientation of training on the basis of remote sensing data. Particular attention is paid to the practical component of the Earth remote sensing implementation into the modern school practice with the help of information and communication technologies.
subject: Cloud technologies in STEAM education
  topic: section
subject: Earth remote sensing data
  topic: keywords
subject: aerospace images
  topic: keywords
subject: Geo-Information Science techniques
  topic: keywords
creator: Ihor V. Kholoshyn
creator: Iryna M. Varfolomyeyeva
creator: Olena V. Hanchuk
creator: Olga V. Bondarenko
creator: Andrey V. Pikilnyak
rights: Copyright (c) 2022 https://creativecommons.org/licenses/by/4.0
date: 2019-03-21
publication date: 2019-03-21
starting page: 391
ending page: 402
doi: 10.55056/cte.399

A construction of course is in Moodle and use of Ejsapp for studies of physics
type: item
description: The aim of this study is to develop a method of forming competencies in cloud physics oriented learning environment. Research tasks are an analysis of construction and functioning of electronic courses in Moodle and bringing in of the extraneous programs of worked out by means of programming of Java language. The object of research is a process of functioning of course in Moodle, and services that he gives to the teachers for the improvement of educational process from physics. The subject of research is the use of cloudy services of Moodle, for organization of scientific and educational activity. To achieve these objectives boule research methods used: analysis, generalization and systematization of studies on the use of standard and informal modules in Moodle. Results of the study: generalization and formulation, in relation to the use of Java – application in electronic courses.
subject: Cloud technologies for physics learning
  topic: section
subject: cloud computing
  topic: keywords
subject: ICT in teaching physics
  topic: keywords
subject: cloud-oriented learning environment
  topic: keywords
subject: Moodle
  topic: keywords
subject: Java-application
  topic: keywords
subject: EJSApp
  topic: keywords
creator: M. I. Sadovyy
creator: O. M. Tryfonova
creator: M. V. Khomutenko
rights: Copyright (c) 2022 https://creativecommons.org/licenses/by/4.0
date: 2015-03-20
publication date: 2015-03-20
starting page: 356
ending page: 360
doi: 10.55056/cte.292

The results of implementation methods of using cloud technologies as tools of formation high school students’ research competencies in profile physics learning
type: item
description: The purpose of this study is experimental verification of the methods of using cloud technologies as tools of high school students’ research competencies forming in profile physics learning. The main task is organization and implementation appropriate pedagogical experiment and processing of it’s results. The object of study is high school students’ research competencies forming in profile physics learning. The subject of study is using cloud technologies as tools of high school students’ research competencies forming in profile physics learning. Main research methods are pedagogical experiment and statistical methods. Profile physics learning is the base of innovation activity both in science and in engineering. That’s why forming of high school students’ research competencies in profile physics learning will further socio-economic development of society. Realization of the purpose and tasks of profile physics learning is impossible without taking into account the principle of flexibility. This principle implies, in particular, satisfaction of students’ individual needs by individual plans and programs in distant learning which is mainly realized by mediated interactions of distant participants of learning process in specialized environment which is functioning on the basis of modern psychological, pedagogical, information and communication technologies (ICT), such as cloud ICT of learning. In our opinion pedagogically reasonable implementation of cloud technologies in profile physics learning promotes the growth of high school students’ research competencies.
subject: Cloud technologies for physics learning
  topic: section
subject: cloud technologies
  topic: keywords
subject: profile physics learning
  topic: keywords
subject: research competencies
  topic: keywords
subject: pedagogical experiment
  topic: keywords
subject: methods of using cloud technologies as tools of high school students’ research competencies forming in profile physics learning
  topic: keywords
creator: O. V. Merzlykin
rights: Copyright (c) 2022 https://creativecommons.org/licenses/by/4.0
date: 2015-03-20
publication date: 2015-03-20
starting page: 342
ending page: 355
doi: 10.55056/cte.291

Methodical aspects of usage of blended learning in studying the course «Methodology and Distance Learning Technologies» in institute of higher education
type: item
description: The aim of this study is to examine the practical possibility of use of blended learning technologies in the learning process on the example of course «Methodology and Distance Learning Technologies» in institute of higher education. Objectives of the study is to prove theoretically the concept «blended learning» and to consider methodological features of practical use of blended learning in the learning process in learning the course «Methodology and Distance Learning Technologies». The object of research is the studying the course «Methodology and Distance Learning Technologies» using the blended learning. The subject of research is the methodical aspects of blended learning usage in studying the course «Methodology and Distance Learning Technologies» in institute of higher education. In this work the defined that practical application of blended learning in the educational process have an influence on the improvement of students’ knowledge quality, indicating of effectiveness and availability of blended learning usage.
subject: Cloud technologies of mobile learning
  topic: section
subject: blended learning
  topic: keywords
subject: information and communication technologies
  topic: keywords
subject: distance learning
  topic: keywords
subject: distance learning system «Kherson Virtual University»
  topic: keywords
creator: O. O. Gnedkova
rights: Copyright (c) 2022 https://creativecommons.org/licenses/by/4.0
date: 2014-03-20
publication date: 2014-03-20
starting page: 164
ending page: 176
doi: 10.55056/cte.201

Acquiring and development of teachers’ e-competences in the system of qualification improvement
type: item
description: Research goals: expansion of the IT component of system of teachers’ training. Research objectives: to provide guidance on the methodology of certain types of studies and scenario for building of seminar for teachers depending on the capabilities and desires of students and choice of e-Competences. Object of research: the system of qualification improvement. Subject of research: acquiring and development of teachers’ e‑competences in the system of qualification improvement. Research methods used: analysis of international standards, publications and educational process. Results of the research. In the paper it’s described the experience and practical results that was obtained in the training of teachers from Ukrainian HEI in the seminar of qualification improvement “Management of Distance Education”, which for many years is conducted at the Centre of Distance Education of National Technical University «Kharkiv Polytechnic Institute». The main objective of the seminar is to acquire its audience a set of e-competences that will enable them to start or speed up the implementation of the methodology and tools of e-learning in their departments. The seminar is based on a blended learning. The main conclusions. It’s shown that the chosen methodology, together with the use of numerous practical results of NTU "KPI" System of Distance Education, is optimal for achieving this goal.
subject: Cloud-based Learning Environments
  topic: section
subject: е-competence
  topic: keywords
subject: blended learning
  topic: keywords
subject: qualification improvement
  topic: keywords
subject: HEI teachers
  topic: keywords
creator: O. P. Suk
rights: Copyright (c) 2022 https://creativecommons.org/licenses/by/4.0
date: 2014-03-20
publication date: 2014-03-20
starting page: 62
ending page: 66
doi: 10.55056/cte.189