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: Empowered through digital social media: exploring university students' perceptions and engagement with sustainability practices
items: Methodological evolution in educational technology research: a paradigm-sensitive narrative review of ICT integration studies
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: Artificial intelligence in education and science: imaginary threats or new opportunities?
items: Tutors' perceptions of ICTs in promoting computational thinking among pre-service teachers in Tanzanian colleges
items: Regional trends in the implementation of artificial intelligence in the system of teacher training in distance learning during martial law
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
items: Elements of a mobile learning environment
items: The evolution of cloud computing in education: from Hype Cycle to mainstream adoption (2012-2024)
items: Educational technology for gender mainstreaming in project management: Advances in training approaches and digital tools
items: Psychological safety of participants in the educational process during the COVID-19 pandemic: a comparative analysis of online learning
items: Media literacy education: strategies and challenges
items: Teaching logic programming: a review
items: Modern information and communication technologies in professional training of sociology students: Evolving needs and significance in the digital age
items: Integrated approach to the formation of information and digital competence in future primary school teachers
items: Digital learning environments and bioethical reasoning: A study of biology students' engagement with human enhancement ethics
items: Fostering scientific inquiry and STEM skills in higher education: A Ukrainian case study
items: STEM project design in computer microelectronics education
items: Enhancing teacher training for infographic creation and evaluation
items: Capabilities of the Canva web service for creating educational videos to improve the effectiveness of the educational process in flipped learning
items: Gamification as a tool for developing digital competence in higher education: Theory, practice, and implementation guidelines
items: Game simulators as educational tools for developing algorithmic thinking skills in computer science education
items: Generative artificial intelligence in teacher training: a narrative scoping review
items: Development of creative competencies in IT bachelors: Ukrainian experience in the context of post-war recovery

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: 2026-01-06
publication date: 2026-01-06
doi: 10.55056/cte.1085

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: 2025-10-25
publication date: 2025-10-25
doi: 10.55056/cte.1131

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: 2025-11-01
publication date: 2025-11-01
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: 2025-09-16
publication date: 2025-09-16
doi: 10.55056/cte.985

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: 2025-09-08
publication date: 2025-09-08
doi: 10.55056/cte.1140

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: 2025-07-27
publication date: 2025-07-27
doi: 10.55056/cte.902

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: 2025-06-11
publication date: 2025-06-11
doi: 10.55056/cte.982

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

Elements of a mobile learning environment
type: item
description: Research goals: to consider the possibility of using QR-codes in the learning process. Research objectives: to determine the advantages and disadvantages of using QR-codes, as well as the application of QR-codes in learning process. Object of research: mobile learning environment of higher education. Subject of research: technology of recognition and QR-codes as elements of the mobile learning environment. Research methods used: synthesis of existing research. Results of the research. It is noted that the technology of recognition and QR-codes can be attributed to elements of the mobile learning environment. Examples of the use of QR-codes in the learning process (hyperlink to media sources and resources, project activities, surveys and testing forms of gaming, covers educational materials, information booths, applications to educational facilities; identification). The main conclusions. Established that elements of the mobile learning environment (including technology development and recognition of QR-codes) have sufficient capacity in education. The use of QR-codes in the learning process activates the learning activities of students while allowing teachers to use new types of learning tasks.
subject: Cloud technologies of mobile learning
  topic: section
subject: mobile learning environment
  topic: keywords
subject: recognition technology of QR-codes
  topic: keywords
creator: Yu. V. Echkalo
rights: Copyright (c) 2022 https://creativecommons.org/licenses/by/4.0
date: 2014-03-20
publication date: 2014-03-20
starting page: 152
ending page: 157
doi: 10.55056/cte.199

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: 2025-04-06
publication date: 2025-04-06
doi: 10.55056/cte.952

Educational technology for gender mainstreaming in project management: Advances in training approaches and digital tools
type: item
description: In recent years, the concept of gender mainstreaming in project management has become more popular and in demand, while educational technology has emerged as a powerful tool for implementing gender training. This paper explores the intersection of educational technology, gender mainstreaming, and project management, with a particular focus on training approaches for ensuring effectiveness and gender-sensitivity in local development projects. We examine the evolution of digital tools and platforms for gender training, e-learning approaches to gender mainstreaming education, case studies of educational interventions, and evaluation metrics for technology-enabled gender training. The study presents a comprehensive analysis of how educational technology can enhance gender training in project management contexts, particularly within international donor programs supporting Ukrainian local communities' development. Our findings reveal that while blended learning approaches and virtual learning environments show promise, significant challenges remain in designing culturally appropriate, accessible technology-enhanced learning experiences that effectively promote gender equality in project management. The paper concludes with recommendations for educational institutions, project management organizations, and international development agencies to leverage educational technology for more effective gender mainstreaming in project management training.
subject: Articles
  topic: section
subject: educational technology
  topic: keywords
subject: gender mainstreaming
  topic: keywords
subject: project management
  topic: keywords
subject: e-learning
  topic: keywords
subject: gender training
  topic: keywords
subject: digital tools
  topic: keywords
subject: international development
  topic: keywords
subject: evaluation metrics
  topic: keywords
subject: blended learning
  topic: keywords
creator: Galina V. Berezhna
creator: Olena V. Aleinikova
creator: Oksana A. Kovtun
creator: Hanna B. Danylchuk
creator: Vitalina O. Babenko
creator: Pavlo P. Nechypurenko
rights: Copyright (c) 2025 Galina V. Berezhna, Olena V. Aleinikova, Oksana A. Kovtun, Hanna B. Danylchuk, Vitalina O. Babenko, Pavlo P. Nechypurenko https://creativecommons.org/licenses/by/4.0
date: 2025-03-21
publication date: 2025-03-21
starting page: 498
ending page: 544
doi: 10.55056/cte.669

Psychological safety of participants in the educational process during the COVID-19 pandemic: a comparative analysis of online learning
type: item
description: This paper examines the psychological safety of participants in the educational process during the COVID-19 pandemic, with a focus on the mass transition to distance learning. The study presents a comparative analysis of students’ assessments of online learning during the pandemic, highlighting the peculiarities of the psychological safety of the educational environment and its impact on students. The results reveal a statistically significant difference in the peculiarities of the psychological safety of participants in the educational process as to gender, age, and status. The survey of participants in the educational process presents the results as to their attitude to the peculiarities of learning under the conditions of the COVID-19. They testify to the deterioration of psychological safety in the educational environment of higher education institutions, and, accordingly, the subjective well-being of participants in the educational process in a pandemic. There was a decrease in the number of respondents with a positive attitude to distance learning and a willingness to work exclusively online.
subject: Articles
  topic: section
subject: psychological safety
  topic: keywords
subject: educational process
  topic: keywords
subject: COVID-19 pandemic
  topic: keywords
subject: online learning
  topic: keywords
subject: subjective well-being
  topic: keywords
creator: Olena I. Bondarchuk
creator: Valentyna V. Balakhtar
creator: Yuriy O. Ushenko
creator: Olena O. Gorova
creator: Iryna M. Osovska
creator: Nataliia I. Pinchuk
creator: Nataliia O. Yakubovska
creator: Kateryna S. Pavlenok
creator: Maksym V. Moskalov
rights: Copyright (c) 2025 Olena I. Bondarchuk, Valentyna V. Balakhtar, Yuriy O. Ushenko, Olena O. Gorova, Iryna M. Osovska, Nataliia I. Pinchuk, Nataliia O. Yakubovska, Kateryna S. Pavlenok, Maksym V. Moskalov https://creativecommons.org/licenses/by/4.0
date: 2025-03-21
publication date: 2025-03-21
starting page: 471
ending page: 497
doi: 10.55056/cte.427

Media literacy education: strategies and challenges
type: item
description: In the era of the information society, the abundance of information that we are exposed to is overwhelming. The quality, verifiability, and motivational orientation of this information vary widely, making it difficult to discern what is true and what is not. This is especially true in the context of the pandemic, where social isolation has made us more reliant on digital media for information. As a result, creating conditions for information security has become a primary task. One approach to solving this problem is media literacy education. Media literacy education is the process of teaching people how to critically analyze and evaluate media messages, as well as how to create their own media messages. It is an essential skill in today’s world, where we are constantly bombarded with information from a variety of sources. This article discusses strategies for introducing media education in international organizations. It analyzes the specifics of media education and media literacy in various aspects and examines the role of critical thinking in countering information aggression. Critical thinking is an essential tool for evaluating the quality and verifiability of information, and it is particularly important in countering the risks and dangers associated with establishing norms of social distance for the prevention of epidemiological threats.
subject: Articles
  topic: section
subject: media literacy
  topic: keywords
subject: media education
  topic: keywords
subject: critical thinking
  topic: keywords
subject: information security
  topic: keywords
subject: social distance
  topic: keywords
subject: pandemic
  topic: keywords
subject: digital media
  topic: keywords
creator: Iryna K. Pokulyta
creator: Olha V. Sotska
rights: Copyright (c) 2025 Iryna K. Pokulyta, Olha V. Sotska https://creativecommons.org/licenses/by/4.0
date: 2025-03-21
publication date: 2025-03-21
starting page: 426
ending page: 441
doi: 10.55056/cte.668

Teaching logic programming: a review
type: item
description: Logic programming constitutes a significant paradigm within computer science, offering a unique approach to programming based on formal logic rather than conventional imperative instructions. This review examines contemporary methodologies for teaching logic programming, spanning various paradigms including Prolog, Answer Set Programming (ASP), Datalog, and Constraint Logic Programming (CLP). Through a comprehensive analysis of literature, we identify effective pedagogical strategies, common obstacles faced by educators and students, and emerging trends in instructional techniques. Our findings reveal that visualization tools, problem-based learning, integration with other programming paradigms, and contextual application-based approaches demonstrate the most promise for enhancing student comprehension and engagement. Additionally, we explore cognitive challenges specific to declarative thinking, educational challenges related to curriculum integration, and motivational issues that affect student learning outcomes. This review offers evidence-based recommendations for practitioners and identifies promising directions for future research in logic programming education.
subject: Articles
  topic: section
subject: logic programming
  topic: keywords
subject: computer science education
  topic: keywords
subject: Prolog
  topic: keywords
subject: Answer Set Programming
  topic: keywords
subject: Datalog
  topic: keywords
subject: constraint logic programming
  topic: keywords
subject: declarative programming
  topic: keywords
subject: teaching methods
  topic: keywords
creator: Serhiy O. Semerikov
creator: Iryna S. Mintii
creator: Natalia V. Moiseienko
rights: Copyright (c) 2025 Serhiy O. Semerikov, Iryna S. Mintii, Natalia V. Moiseienko https://creativecommons.org/licenses/by/4.0
date: 2025-03-21
publication date: 2025-03-21
starting page: 399
ending page: 425
doi: 10.55056/cte.838

Modern information and communication technologies in professional training of sociology students: Evolving needs and significance in the digital age
type: item
description: This article presents a comprehensive analysis of the evolving landscape of information and communication technologies (ICT) in applied sociology, with a focus on their integration into the professional training of students. We examine the current state and future directions of digital tools for sociology education, including statistical software packages, digital data collection platforms, AI-assisted analysis tools, and data archiving systems. The comparative analysis encompasses both universal and specialized software products available on the market today, highlighting their advantages and disadvantages for empirical sociology research. We address how these technologies support quantitative and qualitative analysis, causal explanations, and social process forecasting. The paper also examines the impact of the COVID-19 pandemic on accelerating digital transformation in sociology education and explores the digital divide challenges in educational contexts. Critical digital pedagogy frameworks and contemporary learning theories are discussed as foundations for effective technology integration. We conclude that the core component of digital literacy for sociology specialists involves developing algorithmic thinking and the ability to select and implement appropriate technology solutions for various research needs. The paper offers strategic recommendations for sociology departments, instructors, software developers, and students to enhance the effectiveness of ICT integration in sociology education.
subject: Articles
  topic: section
subject: digitalization of sociology education
  topic: keywords
subject: information and communication technologies
  topic: keywords
subject: digital sociology
  topic: keywords
subject: statistical software packages
  topic: keywords
subject: digital divide
  topic: keywords
subject: critical digital pedagogy
  topic: keywords
subject: algorithmic thinking
  topic: keywords
creator: Liudmila V. Kalashnikova
creator: Alla S. Lobanova
creator: Iryna V. Hrabovets
creator: Liudmila S. Chernous
creator: Viktoria A. Chorna
creator: Yevhen O. Davydenko
rights: Copyright (c) 2025 Liudmila V. Kalashnikova, Alla S. Lobanova, Iryna V. Hrabovets, Liudmila S. Chernous, Viktoria A. Chorna, Yevhen O. Davydenko https://creativecommons.org/licenses/by/4.0
date: 2025-03-21
publication date: 2025-03-21
starting page: 381
ending page: 398
doi: 10.55056/cte.922

Integrated approach to the formation of information and digital competence in future primary school teachers
type: item
description: This article presents an expanded analysis of the experimental verification of an integrated approach to modernizing information and digital training of future primary school teachers. The research responds to the growing importance of digital competence in contemporary educational environments, particularly in light of the digital transformation of society. The study employed a comprehensive experimental design involving control and experimental groups of students at pedagogical colleges over a two-year period. The integrated approach encompassed all major forms of the educational process, including an author's elective course ``Modern Information and Digital Technologies in the Educational Process of Primary School''. Robust methodological support was developed, consisting of electronic teaching materials, interactive learning activities, and practical tasks embedded throughout the curriculum. Statistical analysis of cognitive, operational, and value components of students' information and digital (ID) competence confirmed the significant effectiveness of the integrated approach. The experimental group demonstrated markedly higher levels of digital competence formation across all measured dimensions. Beyond statistical validation, the research revealed how this approach better prepared future teachers for the challenges of online education during the COVID-19 pandemic. This study contributes to the theoretical understanding of digital competence formation in teacher education and provides practical insights for modernizing primary teacher preparation in the digital age.
subject: Articles
  topic: section
subject: integrated approach
  topic: keywords
subject: information and digital competence
  topic: keywords
subject: future primary school teachers
  topic: keywords
subject: digital training modernization
  topic: keywords
subject: educational process forms
  topic: keywords
subject: control and experimental groups
  topic: keywords
subject: pedagogical colleges
  topic: keywords
subject: cognitive component
  topic: keywords
subject: operational component
  topic: keywords
subject: value component
  topic: keywords
subject: COVID-19 pandemic
  topic: keywords
subject: digital transformation
  topic: keywords
creator: Olga G. Yaroshenko
creator: Olena D. Samborska
rights: Copyright (c) 2025 Olga G. Yaroshenko, Olena D. Samborska https://creativecommons.org/licenses/by/4.0
date: 2025-03-21
publication date: 2025-03-21
starting page: 312
ending page: 328
doi: 10.55056/cte.878

Digital learning environments and bioethical reasoning: A study of biology students' engagement with human enhancement ethics
type: item
description: This study examines how digital learning environments shape biology students' bioethical reasoning, focusing particularly on perceptions of biotechnological human enhancement. As technological advances in gene editing coincided with the global pandemic, both events catalyzed significant changes in biological education and highlighted the importance of bioethical understanding. Through a survey of 80 students at different educational levels, we explored how exposure to bioethical content in digital educational settings influenced students' ethical reasoning about emerging biotechnologies. Our findings reveal that students who experienced interactive and dialogic digital learning formats demonstrated more nuanced ethical positions, with greater recognition of social implications and potential risks of biotechnological enhancements. The research provides insights into how technological mediation of bioethics education shapes value formation in biology students and suggests strategies for effective digital pedagogical approaches when teaching complex bioethical topics. These findings have significant implications for technology-enhanced biology education during and beyond crisis periods, particularly for preparing future biologists to navigate complex ethical landscapes in their professional practice.
subject: Articles
  topic: section
subject: digital learning environments
  topic: keywords
subject: bioethical reasoning
  topic: keywords
subject: human enhancement
  topic: keywords
subject: biotechnology education
  topic: keywords
subject: genome editing
  topic: keywords
subject: ethical decision-making
  topic: keywords
subject: educational technology
  topic: keywords
subject: value formation
  topic: keywords
subject: interactive pedagogy
  topic: keywords
subject: biology students
  topic: keywords
creator: Elena V. Komarova
rights: Copyright (c) 2025 Elena V. Komarova https://creativecommons.org/licenses/by/4.0
date: 2025-03-21
publication date: 2025-03-21
starting page: 270
ending page: 284
doi: 10.55056/cte.765

Fostering scientific inquiry and STEM skills in higher education: A Ukrainian case study
type: item
description: This paper presents a case study of the scientific activities and STEM education initiatives implemented at the Department of Computer Sciences at Dmytro Motornyi Tavria State Agrotechnological University in Ukraine. The study examines how engaging students in research projects, scientific circles, and STEM-focused curricula can enhance their acquisition of technical skills, problem-solving abilities, and overall academic performance. Findings suggest that participation in these activities fosters a sense of responsibility, creativity, and teamwork among students while preparing them for successful careers in their chosen fields. The paper discusses the key components of the department's approach, including intelligent systems projects, robotics workshops, and industry collaborations, as well as the challenges and opportunities encountered in the implementation process. Recommendations are provided for adapting and scaling similar initiatives in other higher education contexts. The study underscores the importance of integrating scientific inquiry and STEM education into the undergraduate experience to cultivate a new generation of skilled and innovative professionals.
subject: Articles
  topic: section
subject: higher education
  topic: keywords
subject: research activities
  topic: keywords
subject: STEM education
  topic: keywords
subject: curriculum innovation
  topic: keywords
subject: skills development
  topic: keywords
creator: Dmytro V. Lubko
rights: Copyright (c) 2025 Dmytro V. Lubko https://creativecommons.org/licenses/by/4.0
date: 2025-03-21
publication date: 2025-03-21
starting page: 222
ending page: 234
doi: 10.55056/cte.925

STEM project design in computer microelectronics education
type: item
description: STEM education has emerged as a critical approach for developing 21st century skills in higher education students. This paper investigates the implementation of STEM project design in computer microelectronics education, focusing on the integration of virtual simulations using Tinkercad and physical implementation with Arduino microcontrollers. The research demonstrates how this dual approach enhances students' interdisciplinary skills through project-based learning. Drawing on the theoretical foundations of experiential learning, constructionism, and Technological Pedagogical Content Knowledge (TPACK), the study analyzes the stages of STEM project implementation from problem definition to final presentation. The research reveals that the combination of virtual modeling and physical prototyping creates a comprehensive learning environment that promotes critical thinking, problem-solving, and technical competencies. Assessment frameworks and implementation guidelines derived from this study provide valuable insights for educators seeking to integrate STEM approaches in technical education. The findings contribute to the broader understanding of effective STEM education methodologies while addressing the specific challenges of computer microelectronics instruction in higher education settings.
subject: Articles
  topic: section
subject: STEM education
  topic: keywords
subject: project-based learning
  topic: keywords
subject: computer microelectronics
  topic: keywords
subject: Arduino
  topic: keywords
subject: Tinkercad
  topic: keywords
subject: virtual simulation
  topic: keywords
subject: physical implementation
  topic: keywords
subject: higher education
  topic: keywords
subject: Technological Pedagogical Content Knowledge
  topic: keywords
subject: competency assessment
  topic: keywords
subject: dual-environment learning
  topic: keywords
subject: interdisciplinary education
  topic: keywords
creator: Halyna V. Tkachuk
creator: Pavlo V. Merzlykin
creator: Ivan I. Donchev
rights: Copyright (c) 2025 Halyna V. Tkachuk, Pavlo V. Merzlykin, Ivan I. Donchev https://creativecommons.org/licenses/by/4.0
date: 2025-03-21
publication date: 2025-03-21
starting page: 197
ending page: 221
doi: 10.55056/cte.929

Enhancing teacher training for infographic creation and evaluation
type: item
description: This study aims to develop an enhanced methodological framework for preparing pre-service teachers to create educational infographics and conduct expert evaluations of their effectiveness. Infographic creation is a complex multidisciplinary endeavor requiring both visual design skills and pedagogical knowledge. We present an updated training model built upon previous research (2015-2020) and enriched with recent advancements in digital competence frameworks, infographic design rubrics, and learning analytics. Our intervention consists of two complementary modules: "Infographics in Educational Activities" and "Expert Evaluation of E-tools' Quality". The experimental implementation involved 102 pre-service teachers, with quantitative results demonstrating significant improvements in infographic creation abilities and evaluation competencies in the experimental group across multiple measures. Key advancements include the integration of standards-based assessment frameworks, evolving technological tools for infographic creation, and alignment with digital competence frameworks for educators. This work contributes to the growing field of visual literacy in teacher education, addressing challenges in implementing complex visual representations within educational contexts while providing concrete methodological recommendations for teacher training programs.
subject: Articles
  topic: section
subject: infographic design
  topic: keywords
subject: teacher digital competence
  topic: keywords
subject: visual literacy
  topic: keywords
subject: expert evaluation
  topic: keywords
subject: educational technology
  topic: keywords
subject: data visualization
  topic: keywords
creator: Nadiia V. Olefirenko
creator: Nataliia O. Ponomarova
creator: Vira M. Andriievska
creator: Olena O. Gulich
creator: Andrii Y. Gaidus
rights: Copyright (c) 2025 Nadiia V. Olefirenko, Nataliia O. Ponomarova, Vira M. Andriievska, Olena O. Gulich, Andrii Y. Gaidus https://creativecommons.org/licenses/by/4.0
date: 2025-03-21
publication date: 2025-03-21
starting page: 185
ending page: 196
doi: 10.55056/cte.919

Capabilities of the Canva web service for creating educational videos to improve the effectiveness of the educational process in flipped learning
type: item
description: This paper examines the capabilities of the Canva web service for creating educational videos to enhance the effectiveness of flipped learning in higher education. The research addresses the challenges faced by Ukrainian educational institutions during times of crisis, including quarantine, war, and power outages, which have necessitated innovative approaches to education. Flipped learning, where students engage with instructional content independently before participating in interactive classroom activities, represents an increasingly significant pedagogical approach. The paper provides a comprehensive analysis of Canva's features for educational video creation, compares it with alternative tools, and offers step-by-step guidance for implementing Canva videos in Ukrainian educational contexts. Through detailed examination of technical integration with learning management systems, particularly Moodle, and consideration of best practices from international research, this paper presents practical strategies for educators. The findings suggest that Canva offers an accessible, versatile platform for creating engaging educational videos that can significantly enhance student engagement and learning outcomes in flipped learning environments, while addressing the specific challenges of the Ukrainian educational landscape.
subject: Articles
  topic: section
subject: flipped learning
  topic: keywords
subject: Canva
  topic: keywords
subject: educational videos
  topic: keywords
subject: e-learning
  topic: keywords
subject: information and communication technologies
  topic: keywords
subject: blended learning
  topic: keywords
subject: Ukrainian education
  topic: keywords
creator: Inna I. Kovtaniuk
creator: Olena Yu. Tarasova
creator: Iryna S. Zakarliuka
rights: Copyright (c) 2025 Inna I. Kovtaniuk, Olena Yu. Tarasova, Iryna S. Zakarliuka https://creativecommons.org/licenses/by/4.0
date: 2025-03-21
publication date: 2025-03-21
starting page: 108
ending page: 175
doi: 10.55056/cte.928

Gamification as a tool for developing digital competence in higher education: Theory, practice, and implementation guidelines
type: item
description: This paper explores the role of gamification as a means of developing digital competence among higher education students. In today's information-driven world, digital competence has become essential for both personal and professional success. The paper analyses the components of digital competence according to the DigComp 2.0 framework and examines how gamification principles can be effectively applied to develop these competencies. A detailed case study of PC Building Simulator implementation in an Informatics course is presented, demonstrating how this gamified approach addresses multiple dimensions of digital competence development. The integration of augmented reality technology further enhances the learning experience. Drawing on contemporary research, the paper offers implementation guidelines, explores cross-disciplinary applications, and outlines a future research agenda for gamification in higher education. The findings suggest that when thoughtfully designed and implemented, gamification approaches can significantly enhance students' motivation and engagement while systematically developing crucial digital competencies required in the modern professional landscape.
subject: Articles
  topic: section
subject: gamification
  topic: keywords
subject: digital competence
  topic: keywords
subject: higher education
  topic: keywords
subject: DigComp 2.0
  topic: keywords
subject: PC Building Simulator
  topic: keywords
subject: simulation-based learning
  topic: keywords
subject: augmented reality
  topic: keywords
subject: student engagement
  topic: keywords
subject: motivation
  topic: keywords
subject: educational technology
  topic: keywords
subject: informatics education
  topic: keywords
subject: cross-disciplinary applications
  topic: keywords
subject: implementation guidelines
  topic: keywords
subject: problem-solving skills
  topic: keywords
subject: digital literacy
  topic: keywords
creator: Liubov O. Titova
creator: Serhii S. Korniienko
creator: Pavlo V. Zahorodko
creator: Mykhailo V. Moiseienko
creator: Ivan I. Donchev
rights: Copyright (c) 2025 Liubov O. Titova, Serhii S. Korniienko, Pavlo V. Zahorodko, Mykhailo V. Moiseienko, Ivan I. Donchev https://creativecommons.org/licenses/by/4.0
date: 2025-03-21
publication date: 2025-03-21
starting page: 78
ending page: 107
doi: 10.55056/cte.927

Game simulators as educational tools for developing algorithmic thinking skills in computer science education
type: item
description: This paper presents an analysis of game simulators as educational tools for developing algorithmic thinking skills in computer science education. As computational thinking becomes increasingly important in modern education, innovative approaches to teaching programming and algorithmic concepts are essential. Game simulators offer an engaging and interactive alternative to traditional teaching methods, particularly in developing algorithmic thinking - a fundamental skill in computer science. Through a synthesis of current research and pedagogical theories, this paper examines various game simulators including Blockly Games, Rabbids Coding, Kodu Game Lab, 7 Billion Humans, and Minecraft Education Edition. We analyze their features, implementation strategies, and effectiveness in different educational contexts while providing a theoretical framework connecting gamification principles with educational psychology. The paper also addresses practical challenges in implementation and suggests directions for future research. Our findings indicate that game simulators, when effectively integrated into educational curricula, can significantly enhance student engagement, motivation, and algorithmic thinking skills across various educational levels.
subject: Articles
  topic: section
subject: computational thinking
  topic: keywords
subject: educational technology
  topic: keywords
subject: gamification
  topic: keywords
subject: block-based programming
  topic: keywords
subject: simulation-based learning
  topic: keywords
subject: educational games
  topic: keywords
subject: programming education
  topic: keywords
subject: learning analytics
  topic: keywords
subject: Minecraft Education
  topic: keywords
subject: Blockly Games
  topic: keywords
subject: Kodu Game Lab
  topic: keywords
subject: cognitive development
  topic: keywords
subject: scaffolding
  topic: keywords
subject: assessment strategies
  topic: keywords
subject: implementation models
  topic: keywords
subject: virtual learning environments
  topic: keywords
creator: Maksym S. Kovtaniuk
creator: Svitlana V. Shokaliuk
creator: Alexander N. Stepanyuk
rights: Copyright (c) 2025 Maksym S. Kovtaniuk, Svitlana V. Shokaliuk, Alexander N. Stepanyuk https://creativecommons.org/licenses/by/4.0
date: 2025-03-21
publication date: 2025-03-21
starting page: 19
ending page: 62
doi: 10.55056/cte.926

Generative artificial intelligence in teacher training: a narrative scoping review
type: item
description: The emergence of generative artificial intelligence (GenAI) has transformed various sectors, including education. This narrative scoping review examines how GenAI is being integrated into teacher training programs, exploring its applications, benefits, challenges, and implementation frameworks. By synthesizing findings from recent literature (2022-2025), we identify key themes including the development of AI literacy among teachers, the impact on pedagogical content knowledge, and ethical considerations in implementation. Our analysis reveals significant benefits of GenAI in enhancing teaching performance and facilitating personalized learning, while also highlighting challenges such as technical limitations, ethical concerns, and resistance to change. We identify gaps in current research, particularly in non-STEM subjects and ethical framework development, and suggest directions for future research to advance the responsible integration of GenAI in teacher education.
subject: Articles
  topic: section
subject: teacher education
  topic: keywords
subject: AI literacy
  topic: keywords
subject: pedagogical content knowledge
  topic: keywords
subject: instructional design
  topic: keywords
subject: professional development
  topic: keywords
subject: ethical implications
  topic: keywords
subject: educational frameworks
  topic: keywords
subject: pre-service teachers
  topic: keywords
subject: in-service teachers
  topic: keywords
subject: AI integration
  topic: keywords
subject: large language models
  topic: keywords
creator: Andrii O. Kolhatin
rights: Copyright (c) 2025 Andrii O. Kolhatin https://creativecommons.org/licenses/by/4.0
date: 2025-03-21
publication date: 2025-03-21
starting page: 1
ending page: 18
doi: 10.55056/cte.920

Development of creative competencies in IT bachelors: Ukrainian experience in the context of post-war recovery
type: item
description: This study examines the importance of developing creative competencies in bachelor's-level students in information technology within the Ukrainian educational context. In contemporary society, especially in the IT industry, non-standard thinking and creative approaches to problem-solving are highly valued. The research demonstrates that successful IT careers require developing competencies such as creativity, technical skills, leadership qualities, and teamwork abilities. The paper analyzes theoretical approaches to creativity, reviews current research on IT competency development, and examines the specifics of the Ukrainian IT educational landscape. Using data from employer interviews and labor market analysis, the study identifies key creative competencies demanded by the industry and assesses how these are being developed in higher education. The research highlights the transformative changes in the Ukrainian IT sector resulting from wartime conditions and discusses the critical role of creative IT competencies in post-war reconstruction. The findings suggest that integrating creative competency development into IT education is crucial for preparing professionals who can contribute effectively to technological innovation and economic recovery. This research offers valuable insights for curriculum development, pedagogical approaches, and policy considerations in IT higher education in Ukraine and similar contexts.
subject: Articles
  topic: section
subject: information technology
  topic: keywords
subject: IT professionals
  topic: keywords
subject: creativity
  topic: keywords
subject: IT education
  topic: keywords
subject: Ukraine
  topic: keywords
creator: Viktoriia V. Bolotina
creator: Tetiana A. Vakaliuk
creator: Natalia V. Moiseienko
creator: Ivan I. Donchev
rights: Copyright (c) 2025 Viktoriia V. Bolotina, Tetiana A. Vakaliuk, Natalia V. Moiseienko, Ivan I. Donchev https://creativecommons.org/licenses/by/4.0
date: 2025-03-21
publication date: 2025-03-21
starting page: 329
ending page: 349
doi: 10.55056/cte.924