Educational Dimension is a Diamond Open Access peer-reviewed journal focused on the research on education, learning and training, and applications of theories and philosophies used in the sciences of learning and adjacent sciences. The Educational Dimension occupies contributions in all aspects of learning theories, learning technologies and tools, paradigms and models. The main problematic field of the journal is the current and future issues of modern pedagogical science: psychological and pedagogical, philosophical, and socio-cultural aspects of education, learning and training, modern theories, technologies and teaching aids, the emergence of which is determined by globalization, integration processes, social transformations, humanitarian and scientific and technological development. There is an urgent general need for principled changes in postclassic education elicited by current theories, models, tools, services, networks and communications. Educational Dimension welcomes research papers, systematic reviews, and meta-analyses that include clear research questions, a framework of analysis, and conclusions that reflect the paper's aims.
Investigating Business English vocabulary learning strategies employed by 2nd-year students of Annaba Higher School of Management Sciences
This study aimed to unpack Business English vocabulary learning strategies, the effect of non-mastery of vocabulary learning strategies on the four language skills, and the difficulties encountered in learning Business English vocabulary among 2nd-year students of Annaba Higher School of Management Sciences. Forty (40) students responded to the Google Forms questionnaire. Adopting a Friedman test to compare the frequency of use of cognitive and meta-cognitive strategies such as extensive reading, memorisation, note taking, dictionary use, speaking aloud and listening to media. The analysis revealed a statistically significant difference in usage frequency (χ2 = 16.37, p = 0.022). Descriptive SPSS analysis revealed that the non-mastery of Business English vocabulary affected the participants' four language skills: speaking, writing, listening and reading. SPSS Pearson correlation analysis revealed a very weak positive correlation (r = 0.131) between two variables: the effect of non-mastery of Business English vocabulary on speaking skill and the effect of mastery of Business English vocabulary on reading skill. Cochran's Q test revealed significant statistical results (Q = 25.98, p < 0.001) regarding the difficulties participants encountered when learning Business English vocabulary, such as understanding Business English terms, spelling, and pronouncing new terms. The study suggests that teachers should identify students' preferred Business English vocabulary learning strategies to guide them in using those strategies efficiently for enhancing their English language mastery and communication proficiency.
Copyright (c) 2025 Fethi Guerid https://creativecommons.org/licenses/by/4.0
The environmental and logistical factors affecting the implementation of vocational skills curriculum in folk development colleges in Tanzania
This study investigated enhancing vocational skills curriculum implementation in folk development colleges (Mara, Tanzania). Utilising a mixed research approach and a convergent parallel design, data were collected from 468 participants, including 384 students, 21 tutors, 58 folk development college (FDC) graduates and two (2) industry officials. The results indicate that the prevailing inadequacy of the learning environment is significant, with respondents expressing dissatisfaction with physical conditions, including insufficient tools, inadequate sanitary facilities, and damaged infrastructure. These environmental deficiencies impede the delivery of quality vocational education and highlight a pressing need for targeted policy interventions. The results indicate a disconnect between the skills taught in FDCs and those required in the workforce, exacerbated by the inability to update training programs in response to technological advancements. By fostering an educational environment prioritising infrastructural integrity and curriculum relevance, policymakers can significantly bridge the gap between intended and actual skill attainment, ultimately enhancing the effectiveness of vocational training in Tanzania.
Copyright (c) 2025 Frenk Josephat, Rose Ephraim Matete, Fortunata Kapasy Pembe https://creativecommons.org/licenses/by/4.0
Effective teacher-parent communication strategies for enhancing children's learning in early-grade classes: a cross-contextual study
Teacher-parent communication is vital for improving children's learning at school and in their home environment. However, its practice is faced with varied challenges. Therefore, the study explored barriers to teacher-parent communication and proposed strategies to strengthen it, aiming to support children's learning in the early grades in Tanzania. This study employed a qualitative research approach, underpinned by a phenomenological design. Data were gathered through focus group discussions with 60 parents and in-depth interviews with 30 teachers and 10 head teachers who were purposefully selected. Thematic analysis was employed in the data analysis process. The results indicated multiple barriers to effective teacher-parent communication. These included teacher-related factors, such as the use of technical language and negative attitudes toward parents; parent-related challenges, including limited communication skills, prior negative school experiences, socioeconomic constraints, and inflexible schedules. Others included school administration issues, involving inadequate planning for school-community communication and pupil-related factors, such as a lack of trust in teachers and unrealistic expectations regarding parent communication. Therefore, effective communication requires collaborative efforts among teachers, administrators, and parents. Key strategies include fostering trust, using accessible language, respecting diverse perspectives and involving parents in classroom and school activities. Others involve providing engagement opportunities through workshops, seminars, and shared decision-making. The study concludes that teacher-parent communication depends on joint efforts from all key stakeholders (teachers, parents, pupils and school administration) involved in children's learning. It, therefore, recommends that each part play an active role in enhancing communication.
Copyright (c) 2025 Datius Titus Mutangira, Pambas Tandika, Geraldina Edward https://creativecommons.org/licenses/by/4.0
Tanzanian pupils' perspectives on the "Don't Touch Me" song: recall, demonstration and understanding of a police-led sexual violence awareness intervention
Child sexual violence (CSV) is a critical issue in Tanzania, with reported cases rising significantly. This qualitative study examines the perspectives of Tanzanian pupils on the "Don't Touch Me" song, which was used by Police Gender and Children's Desk officers in a child sexual violence awareness intervention in Chamwino District. Guided by Albert Bandura's social learning theory, the research explores pupils' ability to recall and demonstrate the song, investigating its influence on their understanding of CSV and bodily autonomy. Through focus group discussions, interviews, and documentary reviews, the findings reveal that pupils effectively recalled and demonstrated the song, thereby enhancing their understanding of bodily autonomy, identifying private areas, and recognising inappropriate touch in this regard. Besides, the intervention equipped them with self-protection strategies meanwhile reinforcing the importance of consent. In conclusion, these results highlight the effectiveness of creative interventions in improving children's understanding of CSV. Future research should investigate the long-term effects of such programs and compare them with other educational approaches to refine child protection strategies.
Copyright (c) 2025 Joyce Exusper Nemes, Leticia Rwabishugi https://creativecommons.org/licenses/by/4.0
Developing four reading comprehension skills through multiple intelligences: Anunciata Approach (AAp)
The current study aims to determine the effectiveness of the Anunciata Approach (AAp) in developing four reading comprehension skills: identifying details, noting emotions, sequencing events, and making predictions. The AAp is a multiple intelligence (MI) based activity that aims to improve not only the reading comprehension skills of the students but also their familiarity with Biblical stories and the moral values they contain. To determine the effectiveness of the AAp, the kindergarten pupils at Colegio Anunciata received the AAp reading class for 30 minutes for 45 days. The data were then properly documented, methodically analysed and subjected to rigorous interpretation processes. The results revealed that the general effectiveness of the AAp is significant, with a large effect size of 0.68 in developing the four reading comprehension skills. Hence, the AAp can be highlighted as a medium for developing the four reading comprehension skills utilising the Biblical stories as a springboard and facilitated by MI-based activities. This study suggests that MI-based activities can effectively improve reading comprehension skills in young learners. Given the limited number of participants, it is recommended that this study be conducted with a larger sample size to enhance the reliability of the findings.
Copyright (c) 2025 Regina M. Ramos https://creativecommons.org/licenses/by/4.0
Development of pre-reading skills through the implementation of a competency-based approach among pre-primary children in Tanzania: The case of Songea Municipality
Despite numerous initiatives by the government and non-governmental organisations aimed at eradicating illiteracy in Tanzania, a significant proportion of primary students continue to struggle with reading. This study explored the strategies adopted by teachers to enhance pre-reading skills among pre-primary students within the framework of the competency-based approach, as well as the values they associated with these strategies. The study employed a qualitative phenomenological research design. The study involved twenty-three participants, including 15 pre-primary teachers and eight headteachers. Data were collected through classroom observations and semi-structured interviews and were analysed using thematic analysis. The teachers used pictures, songs, plays, dances, roleplaying, flashcards, grouping and talking classrooms to develop pre-reading skills. It was revealed that the values they put on these strategies include the development of creativity and confidence, connecting sounds and meaning, embodying social roles, fostering active participation and retention, and improving independent learning skills. Pictures, songs, roleplay, and interactive classroom discussions were used to develop pre-reading skills. They associated these strategies with benefits such as developing confidence through independent learning, connecting sounds and meanings, enhancing understanding of the text through imitation of social roles, fostering participation, making learning interactive, increasing vocabulary, and developing creativity. However, most activities involved the whole class, with less attention given to the individual needs of learners, who could benefit from paired and individualised activities. The teachers generally expressed a positive attitude towards the competency-based approach, suggesting that it fosters curiosity and participation; however, their knowledge of competency-based approaches was limited. Teacher training for early childhood education programmes should include modules on inclusive and differentiated teaching strategies. In collaboration with NGOs and the private sector, the government should provide schools with more teaching and learning resources tailored to pre-reading development. There is a need to invest in affordable and accessible novel technologies to support early childhood education.
Copyright (c) 2025 Festo Nguru, Maria John Ally https://creativecommons.org/licenses/by/4.0
Examining tutors' understanding of inquiry-based learning in teaching and learning practices in Tanzanian teachers' colleges: a reflection of 7E instructional model
The recent educational reforms in Tanzania advocate for the integration of inquiry-based learning (IBL) methods in pre-service teacher colleges. A critical factor in this integration is how tutors conceptualise IBL. The study is grounded on the 7E instructional framework coupled with the hermeneutic phenomenological research design in order to examine tutors' conceptualisation of IBL within the 7E instructional model in teaching and learning process. Data were collected from 56 participants through interviews and focus group discussions. Thereafter, the inductive thematic analysis was used to develop themes and categories, the findings of which revealed that tutors' conceptions with regard to IBL predominantly relied on the elicitation phase, specifically on prompting curiosity. Besides, tutors had limited knowledge of explanation, elaboration, exploration, and evaluation. However, the findings revealed that principals had relatively lower knowledge compared to tutors. In general, the limited awareness of the participants appears to be influenced by slight variations of meaning in some of the phases, such as the elaboration and extension phases. Furthermore, the study recommends an intervention study to create tutors' understanding of the IBL method in addition to the merging of elaboration and extension phases.
Copyright (c) 2025 Vicky Mrosso, Placidius Ndibalema, Abdon Ephrem https://creativecommons.org/licenses/by/4.0
Determinants of instructors' attitudes toward competency-based curriculum in Tanzanian technical education and training: a correlational study
Instructors play a crucial role in implementing a competency-based curriculum (CBC), and their attitudes are a significant factor for successful execution. However, their attitudes toward CBC in Tanzanian technical education and training (TET) institutions are unknown. Specifically, this study investigated the predictive power of institutional factors (physical resources, management ethos, professional development), CBC attributes (relative advantage, complexity, observability, and compatibility), and instructors' profiles on attitudes toward CBC in Tanzania TET institutions. A quantitative correlational research design was employed to generate data. Stratified and simple random sampling techniques were used to select the study areas, TET institutions, and instructors. A total of 337 instructors from 50 TET institutions across three regions - Mwanza, Dodoma, and Arusha - participated in the study. Data were collected through a structured questionnaire and analysed using descriptive statistics, Pearson correlation and hierarchical regression. Findings revealed that institutional factors, CBC attributes, and instructors' profiles, especially age, teaching experience and CBC training, significantly predict instructors' attitudes toward the CBC. However, gender, education level, and promotion rank were not statistically significant predictors. The study recommends capacity building for instructors, establishing a collaborative network for curriculum planning between TET institutions and regulatory bodies, and effective resource allocation and infrastructure improvements. These provide the foundation for enhancing instructors' attitudes while improving CBC implementation by focusing on key principles, addressing systemic challenges, and improving educational outcomes in Tanzania's TET sector.
Copyright (c) 2025 Lilian Otieno, Calvin Swai, Huruma Olofea Bwagilo https://creativecommons.org/licenses/by/4.0
Strategies for addressing reading comprehension difficulties in English among Standard Six pupils in Tanzania
This study explored strategies for effectively addressing reading comprehension difficulties among Standard Six pupils in Tanzania. The study was conducted in Kongwa District in Dodoma Region, and data was collected qualitatively from 37 participants, where nine (9) were English teachers, 10 head teachers, eight (8) Ward Education Officers (WEOs), and 10 External School Quality (SQ) assurers. Data was collected through interviews and documentary review. The findings reveal that teachers employed group reading, repeated reading, vocabulary teaching, and guided reading as interactive strategies to enhance pupils' learning comprehension. It was also found that using motivation, appropriate reading materials, technology, assessment and feedback, teaching and learning materials, and using English as the medium of instruction significantly enhances reading comprehension. However, it was found that a lack of a supportive school environment, Internet connectivity, and limited access to English reading materials hindered effective reading comprehension among pupils. It is argued in this study that teachers need to use interactive methods to improve pupils' reading comprehension and fluency in English, and ESQ assurers need to ensure that assessment and feedback are provided to schools. For this to be a reality, the government has to ensure that schools have reading materials, computers, overhead projectors, televisions (TVs), Internet connectivity, and an electrical power supply. Nevertheless, creating conducive and supportive environments at both school and home for pupils to practice the language and providing resources for ESQ assurers remains imperative.
Copyright (c) 2025 Ebby Ngonyani, Rose Ephraim Matete, Johaiven Joel Kashaigili https://creativecommons.org/licenses/by/4.0
The implementation of the transformational leadership style in primary schools for enhancing the pupils' academic performance in Tanzania
In this study, we investigated the implementation of transformational leadership style (TLS) in primary schools to enhance pupils' academic performance in Tanzania. A mixed-methods approach and convergent parallel research design were employed. Data was gathered through questionnaires and interviews. The study involved 382 participants, comprising 356 primary school teachers, 14 head teachers, and 12 ward education officers (WEOs). The results were analysed using descriptive statistics, including frequencies and percentages. Results reveal that the TLS was integrated into school management practices as head teachers inspired and empowered teachers to work hard to improve pupils' academic performance. The results also indicate that head teachers frequently motivate and foster respect and a collaborative culture. However, the results indicate poor parental and community members' involvement in school development plans. The key argument in this study is that for effective engagement of parents and community members in school development plans, capacity building is needed to orient them on the necessity of supporting the schools. The head teachers, parents, and community members need training for this to be a reality.
Copyright (c) 2025 Vicent Boniface Kayombo, Rose Ephraim Matete, Majiyd Hamis Suru https://creativecommons.org/licenses/by/4.0
Enhancing teachers' resilience in Tanzania: Insights from selected secondary schools in Morogoro Municipality
This study investigated factors fostering teachers' resilience in selected secondary schools in Morogoro Municipality in Tanzania. The research utilized a mixed research approach with a convergent parallel design. Both probability and non-probability sampling techniques were employed to select participants. Data were collected through questionnaires and interviews, and analysis was conducted thematically for qualitative and statistical data using SPSS version 25 for quantitative data where binary logistic regression and chi-square test were used to examine the relationship and association of protective factors and the exhibited teachers' resilience. The results of the study unveiled a noteworthy connection between protective factors and the resilience of teachers. The analysis indicated that the degree of resilience exhibited by teachers was statistically significant in relation to certain protective factors, namely mentorship and guidance, as well as work-life balance. The statistical analysis revealed a p-value of 0.001 for both factors, indicating a high probability that these factors play a vital role in fostering resilience among teachers compared to other factors that were excluded in the model. Based on the findings, the study recommends that educational institutions and policymakers should prioritize the implementation of mentorship and guidance programs for teachers, as well as enhance initiatives that promote a healthy work-life balance. Therefore, investing in mentorship programs and promoting guidance support systems, as well as creating policies that promote work-life balance, can contribute to the overall well-being and resilience of teachers as a whole. The study concludes with the existence of a relationship between protective factors and resilience development among teachers.
Copyright (c) 2025 Edgar Costantine, Juma Saidi Mwinjuma, Joyce Nemes https://creativecommons.org/licenses/by/4.0
Overview of Agile frameworks in Computer Science education
This paper explores the application of Agile frameworks in education to enhance the learning process. The lack of a generalized approach to Agile in education prompted an analysis and comparison of various frameworks, including Scrum, eduScrum, Agile Learning Loops (ALL), and other Scrum-based approaches. The Agile Manifesto was also reinterpreted for educational settings. The review highlights the differences and similarities among these frameworks in terms of their suitability for education, support for classic increments, project-based approach, documentation, technological stack, and role distribution. The analysis concludes that while Agile is increasingly used in education, there is no standardized methodology. The reviewed frameworks offer valuable insights, but their implementation requires experimentation and adaptation to individual educational contexts.
Copyright (c) 2023 Pavlo V. Zahorodko https://creativecommons.org/licenses/by/4.0
Online lecture strategies for quality training of future primary school teachers
The purpose of the study is to determine the features of online lectures, essential characteristics and possibilities of implementing strategies for their implementation in the training of future primary school teachers. The research was conducted with students of the first (bachelor's) and second (master's) levels of higher education in the speciality 013 Primary education of one of the state universities of Ukraine. For its implementation, the analysis of literature was carried out in the direction of scientific research, which made it possible to determine the conceptual apparatus and theoretical basis of this study. Based on this, strategies for quality training of future primary school teachers were determined. What found practical implementation in the construction of the structure of the online lecture, which will contribute to its effective conduct. Based on the generalization of practical experience for each of the structural parts of the online lecture, means, tools and techniques that promote active interaction, student involvement and reflection have been selected and organized. We see prospects for further research on this topic: in the development and improvement of existing strategies and structures of online lectures for effective training of future primary school teachers; in the study of the impact of online lectures on academic achievement and motivation of students; in the development and implementation of new technologies and tools to improve the quality of online lectures. The results of the study can be used by scientists, teachers of higher education institutions, academic leaders and managers to ensure high-quality and effective training of future primary school teachers in the online environment.
training of future primary school teachers
Copyright (c) 2023 Olha O. Vasko, Oksana S. Bilier https://creativecommons.org/licenses/by/4.0
Adaptive learning concept selection: a bibliometric review of scholarly literature from 2011 to 2019
The article describes the bibliometric analysis of scientific literature on adaptive learning in social sciences. With the selected documents, a cluster analysis was carried out according to the co-occurrence of keywords. As a result, the keywords were divided into five clusters, including ones associated with computer-aided instruction, engineering education, basic didactic principles, and individualized learning. The most interrelated keywords, primary keywords, and the chronological limits of the research were also determined from 2011 to 2019.
Copyright (c) 2023 Liliia O. Fadieieva https://creativecommons.org/licenses/by/4.0
An overview of Maritime English teaching and its principles, with a focus on practical applications and best practices online
The paper is devoted to using innovative technologies in the professional training of future ship engineers. It highlights the need for tutors to make lessons interesting and exciting and to create a situation where every cadet can be active. The research emphasises that the main target of maritime education today is not just to accumulate knowledge and skills but to prepare cadets as independent subjects of educational activity who can learn and upgrade their knowledge. The article describes the benefits of digital technologies for online maritime education and training, including various videoconference services. It also discusses the psychological theory of learning based on the psychology of human relationships, which is crucial to interactive learning technologies. The paper concludes by describing various technologies for information visualisation, such as cloud technologies and gamification, and recommends tools like Mentimeter, Aha Slides, and Poll Everywhere for collaborative work and knowledge exchange. The research also suggests that using whiteboard resources during Maritime English lessons can serve cadets as a visual platform for displaying essential Maritime English vocabulary, supporting interactive discussions, conducting simulated exercises and role-playing scenarios.
Copyright (c) 2023 Alona Yurzhenko, Olena Diahyleva, Olena Kononova https://creativecommons.org/licenses/by/4.0
A teenager's psychological potential actualizing model in the children's health and recreation facility developmental environment
The article is devoted to an empirical study of the intersubjective interaction nature influence in the children's health and recreation facility developmental environment on the individual's psychological potential manifestation specifics in adolescence. The teenager's psychological potential actualizing model was developed and tested based on the research. The aim of the study is to research the development and implementation specifics of the teenager's psychological potential actualization model in temporary developmental environment children's groups. The adolescents' psychological potential specific manifestations structural characteristics study was conducted in 2017-2022. 2022 teenagers participated in the experiment on a voluntary basis and anonymously. Methods. The study has a longitudinal cyclical nature. Quantitative assessment methods were used: sociometric survey (J. Moreno) and emotional intelligence assessment (N. Hall); and qualitative assessment: a stories-narratives "My Potential" hermeneutic study. Theoretical analysis methods, scientific material synthesis and systematization according to the research aim, obtained results quantitative and qualitative assessment comparative methods were also used. Results. The study showed actualizing the adolescent's psychological potential introducing effectiveness technology into the children's health and recreation facility developmental environment. The intersubjective interaction developmental environment is organized to increase the emotional intelligence level, improve the individual's social status in the group, which activates the adolescent's psychological potential components development (motivational, behavioural, emotional and value), according to the development social situation and through the leading activities implementation. Conclusions. The adolescent's psychological potential actualization model application has been developed and substantiated. Forms and methods of developmental work with teenagers according to the competence approach are outlined. There are significant results in the adolescent's psychological potential increasing indicators regarding the components direction.
teenagers' life spheres (emotional, motivational, behavioural, interpersonal communication, physical condition)
teenagers' motivational potential in educational activities
Copyright (c) 2023 Tetyana I. Svatenkova, Oleksandr V. Svatenkov https://creativecommons.org/licenses/by/4.0
Principles and tools of designing effective e-simulators for primary school students
This paper examines the use of e-simulators as an effective tool for developing study skills in young learners in primary school. The advantages of e-simulators are discussed, including providing variable and unique tasks, immediate assessment, adjustable difficulty, and elements of competition and gaming. The paper outlines fundamental principles for designing effective educational e-simulators, such as generating interest, providing visual appeal and positive emotional background, encouraging critical thinking, allowing learner control, utilising personal devices, providing assistance and verifying results. Examples of e-simulators created by teachers-in-training using standard software tools like Microsoft Office and specialised design environments are provided. The capabilities of well-designed e-simulators can help ensure successful knowledge and skill acquisition by primary school students. Teachers can use the design principles and tools discussed to create customised e-simulators tailored to the needs of their students and lessons.
Copyright (c) 2024 Nadiia V. Olefirenko, Vira M. Andriievska, Nataliia O. Ponomarova, Olena O. Gulich, Lyudmila P. Ostapenko https://creativecommons.org/licenses/by/4.0
Mobility in socio-educational and technical systems: an integrative model for the information society
This study aims to elucidate the state of research on mobility within socio-educational and technical systems through a comprehensive analysis of primary sources. The methodology employed includes the examination of primary sources, followed by their generalization and systematization, culminating in the synthesis of models. The findings are threefold: Firstly, we trace the evolution of the concept of mobility through scientific literature spanning the 19th to 21st centuries. Secondly, we offer interpretations of various types of mobility within socio-pedagogical and technical discourses. Lastly, we propose an integrative model of mobility tailored for the information society. Our research contributes to the field by providing a theoretical grounding for the interrelation of different types of mobility within socio-pedagogical and technical systems. The practical significance of this study lies in its introduction of new sources on the topic of mobility into scientific discourse.
Copyright (c) 2023 Mykola I. Striuk, Andrii M. Striuk, Serhiy O. Semerikov https://creativecommons.org/licenses/by/4.0
A methodological framework for using cloud-based mobile mathematical environments in higher education
This research aims to develop a methodology for utilizing cloud-based technologies in the teaching of higher mathematics. The study tasks involve identifying the features of mobile mathematical environments as tools for cloud-based technologies, developing a mobile mathematical environment specifically designed to support mathematics learning for students in economic disciplines, and formulating a methodology for employing the mobile mathematical environment. The research focuses on the process of teaching higher mathematics to students in economic disciplines. The subject of investigation encompasses the use of cloud-based learning technologies in the teaching of higher mathematics. The research methods employed include studying, summarizing, and systematizing scientific, methodological, and psycho-pedagogical literature; analyzing current educational standards and curricula; conducting targeted pedagogical observations, testing, and surveys; and analyzing the experience of using cloud-based learning technologies in the teaching of higher mathematics. The findings analyze the main features of mobile mathematical environments as tools for cloud-based technologies. The ``Higher Mathematics'' mobile mathematical environment, designed to support the learning of higher mathematics for students in economic disciplines, is examined. Elements of the methodology for utilizing the ``Higher Mathematics'' mobile mathematical environment in the teaching of higher mathematics are identified. The study identifies instructional formats through which the implementation of the ``Higher Mathematics'' mobile mathematical environment occurs in the teaching of higher mathematics. The main conclusions and recommendations emphasize that the use of the ``Higher Mathematics'' mobile mathematical environment in the teaching of higher mathematics enables students to master the necessary educational material and contributes to the development of cognitive activity, the formation of independent work skills, and the consolidation and systematization of knowledge.
Copyright (c) 2023 Kateryna I. Slovak https://creativecommons.org/licenses/by/4.0
MOOCs: an insider’s perspective on a novel educational method with historical, organizational, participatory, and evaluative aspects
This research investigates the role and conditions for the utilization of Massive Open Online Courses (MOOCs) in the modern educational system. The study aims to identify the evolutionary stages in the development of MOOCs, highlight the tools employed in their organization, determine the roles of the learning participants within MOOCs, and analyze the outcomes of implementing MOOCs. The research focuses on the development and proliferation of MOOCs in both global and domestic educational practices. The subject of investigation encompasses the conditions for using MOOCs in worldwide and national educational contexts. The research methodology includes analyzing regulatory acts, government programs, scientific publications, articles, monographs, and materials from scientific conferences and seminars. The findings explore the history of MOOC creation and dissemination, tracing the evolutionary transition from open content to open learning processes. The concept of a "personal learning environment" is examined, highlighting the social services involved in its formation. Practical achievements, experimental evidence, and statistical data on organizing the learning process within open distance courses are analyzed. The main conclusions and recommendations emphasize that MOOCs represent a new and underexplored method of education, incorporating novel approaches and social services that are constantly evolving. Successful implementation requires addressing key issues such as selecting and evaluating open content, assisting students in organizing activities with open content, and more. Additionally, broader questions arise, including the suitability of certain subjects for open distance courses, the integration of MOOCs into traditional teaching approaches, and the necessary pedagogical skills for conducting open distance courses.
Copyright (c) 2023 Vladimir N. Kukharenko https://creativecommons.org/licenses/by/4.0
Improving blended learning in higher technical education institutions with mobile and cloud-based ICTs
This research aims to refine the model of blended learning in higher technical education institutions using cloud-based information and communication technologies (ICTs). The study objectives include determining the role of cloud technologies among contemporary ICTs, analyzing the utilization of cloud technologies in traditional, online, and blended learning, and augmenting the blended learning model with mobile and cloud technologies. The research focuses on the implementation of ICTs in the higher education system of Ukraine. The subject of investigation encompasses the use of cloud technologies and other ICT learning tools in traditional, online, and blended learning. The research methods employed involve analyzing educational programs, monographs, dissertations, articles, conference materials, and online resources. Additionally, targeted pedagogical observations, interviews with educators and students, and analysis of teachers' practical experiences are conducted. The findings emphasize that among various ICTs available for instructional purposes, cloud technologies stand out as facilitators of harmonious integration between the components of traditional education and technology-mediated learning. A promising approach to organizing the learning process, referred to as blended learning, involves the integration of traditional, distance, electronic, mobile, and cloud technologies. The study explores the model of blended learning in higher mathematics education for students in technical institutions, leveraging innovative ICTs. The primary conclusions and recommendations highlight the prevailing trend of transitioning towards blended learning in higher education and the need for further development of cloud technologies in instructional settings. Cloud technologies are particularly valuable for fostering student autonomy, enabling distance learning, and facilitating collaborative research, thereby supporting ongoing monitoring of learning outcomes and timely adjustments to optimize learning experiences.
information and communication technologies
Copyright (c) 2023 Natalya V. Rashevska, Nataliia M. Kiianovska https://creativecommons.org/licenses/by/4.0
Assessing the effectiveness of research and academic staff's scientific activity: definition of criteria and indicators
This paper highlights the crucial need to establish clear criteria and indicators for assessing the effectiveness of the scientific activity of research and academic staff. By carefully examining different dimensions of research activity, this study identifies and describes a comprehensive set of criteria and relevant indicators. These include involvement in project competitions (preparation, participation, and student engagement), scholarly publication outputs (journals, conferences, monographs, and student mentoring), scientometric measures (indexing and citations), altmetric considerations (digital repositories, online presence, and social media impact), expert contributions (peer review, committee participation, editorial roles, and conference organization), and representative scholarly achievements (dissertation defense, academic and honorary titles, awards, supervision, international engagement, and language skills). It is emphasized that these identified criteria can be categorized into publication and dissemination, exploitation, and impact on the academic community. By using this comprehensive framework, educational institutions can effectively assess the quality, impact, and contribution of the activities of research and academic staff, thereby promoting research excellence and educational progress.
Copyright (c) 2023 Serhiy O. Semerikov, Oleg M. Spirin, Tetiana A. Vakaliuk, Iryna S. Mintii, Svitlana M. Ivanova, Oleksandr M. Shymon https://creativecommons.org/licenses/by/4.0
Exploring the landscape of STEM education and personnel training: a comprehensive systematic review
This article focuses on the generalization of foreign experiences in implementing STEM education and places particular emphasis on the areas of professional training for future teachers of STEM disciplines. By conducting bibliometric analyses of sources from Scopus (93 sources) and Web of Science (42 sources) scientometric databases, four clusters were identified using VOSviewer: 1) STEM education and training; 2) teacher training and primary education; 3) surveys on STEM education; and 4) e-learning and computational thinking in the training of future teachers of STEM disciplines. The research results demonstrate the importance and relevance of STEM education in various fields, and the leading role of the cluster "STEM education and training" has been determined based on the number and strength of links within the network of keyword links of sources on professional training of future STEM teachers. The discussion of the research findings highlights views on the prospects for STEM development in different countries. It is determined that: a) the professional training and social status of teachers are strategically important links in STEM education; b) teachers of "traditional" STEM disciplines (mathematics and natural sciences) require an increased level of knowledge in the field of information technology, particularly through the integration of programming as a component of STEM education; and c) social virtual reality platforms, hyperrealistic modeling, virtual laboratories, educational robotics, augmented, and mixed reality technologies are recommended to increase the motivation of pupils and students to study STEM disciplines.
Concept of development of science and mathematics education (STEM education)
Copyright (c) 2023 Mykhailo M. Mintii https://creativecommons.org/licenses/by/4.0
Historical and pedagogical aspects of foreign language education in Ukraine
The article is devoted to considering historical and pedagogical aspects of the development of foreign language education in Ukraine, starting from ancient times and up to our time. The definition and analysis of “foreign language education” as a multifaceted phenomenon, which includes several processes: cognition, development, education and training, is provided. Foreign language education is linguistic and cultural education, the result of which should be a plurilingual personality. It is noted that foreign languages were studied in our country even before the adoption of Christianity. For centuries, education and all other socio-political processes were taken care of by the church; therefore, Church Slavonic and Greek languages were studied in schools due to their confessional status. Various educational institutions (“fraternal schools”, “multilingual”, “German”, and “Latin” schools) were opened, in which teaching in foreign languages was widespread. Latin has always held a high status not only as a foreign language but also as a language of instruction in many disciplines. It turns out that domestic foreign language education has been implemented for many years depending on the language policy of the ruling power structures in one or another territory of our country. This affected the main trends and challenges that made it necessary to focus on preserving one’s language and culture. The development of new economic and social processes influenced the departure from “dead languages” to studying “living” ones, which had specific practical significance. It was revealed that the opening of three universities, Kharkiv, Kyiv and Novorossiysk, which taught both classical languages (Latin and ancient Greek) and new ones (French, German, Italian, Polish and English), was a breakthrough in the development of foreign language teaching in higher education. It has been established that after the declaration of independence of Ukraine in 1991, foreign language education developed under the influence of important state documents of Ukraine regarding the study of foreign languages by citizens and the All-European recommendations on language education: study, teaching, evaluation. Therefore, the changes that are taking place force us to rethink the previous experience and integrate new progressive ideas into the educational process in accordance with the strategy for the development of foreign language education in our country.
schools teaching different foreign languages
Copyright (c) 2023 Tetiana M. Mishenina https://creativecommons.org/licenses/by/4.0
Blended learning for teacher training: benefits, challenges, and recommendations
This study examines how blended learning (BL) was used for teacher training and retraining during and after the COVID-19 pandemic, based on a systematic analysis of 27 scientific sources from the Scopus database. BL is a flexible and personalized mode of learning that combines face-to-face, synchronous, and asynchronous distance learning methods, as well as various ICT tools and pedagogical technologies. The study identifies the main approaches, benefits, and challenges of BL implementation in teacher education. It reveals that BL can enhance teachers’ access to resources, communication, interaction, collaboration, reflection, and creativity. However, it also requires reliable technology, technical support, and adequate training for both teachers and students.
Copyright (c) 2023 Iryna S. Mintii https://creativecommons.org/licenses/by/4.0
Theoretical and methodical aspects of the organization of students’ independent study activities together with the use of ICT and tools
This article has been retracted. Please see: Retraction of published article due to the author’s proposal - 3 June 2024 In the article the possibilities and classification of ICTs and tools that can be used in organizing students’ independent study activities of higher education institutions has been explored. It is determined the students’ independent study activities is individual, group, collective activity and is implemented within the process of education under the condition of no pedagogy’s direct involvement. It complies with the requirements of the curriculum and syllabus and is aimed at students’ acquisition of some social experiences in line with the learning objectives of vocational training. The analysis of the latest information and technological approaches to the organization of students’ independent study activities made it possible to determine the means of realization of the leading forms of organization for this activity (independent and research work, lectures, consultations and non- formal education), to characterize and classify the ICTs and tools that support presentation of teaching materials, electronic communication, mastering of learning material, monitoring of students’ learning and cognitive activity, such as ones that serve for the sake of development and support of automated training courses, systems of remote virtual education with elements of artificial intelligence, which implement the principle of adaptive management of learning and the organization of students’ independent study activities. The paper provides the insight into the essence of the conducted investigation on the assesses of the effectiveness of ICTs and tools in the process of organizing students’ independent study activities.
Copyright (c) 2019 Olena O. Lavrentieva, Lina M. Rybalko, Oleh O. Tsys, Aleksandr D. Uchitel https://creativecommons.org/licenses/by/4.0
Unpacking the value-effect gap: university students' engagement with social media in academic and social context
Social media use (SMU) for the youth, including university students, holds socio-psychological values, yet its dual impact on social and academic engagement remains underexplored, particularly in Tanzania's higher education. This study employed uses and gratifications theory (UGT) to investigate the value-effect gap of SMU, examining its perceived influence on academic connections (AC), personal friendships (PF), and overall socio-psychological values. Employing a quantitative approach, it collected data from 680 conveniently sampled university students at one of the largest public universities in central Tanzania, using online surveys. The collected data were analysed using descriptive and structural equation modelling (SEM) strategies. The findings revealed that most participants were social media consumers and WhatsApp dominated the SMU (74.41%). Descriptive analysis confirms high agreement of academic values (M ≈ 3.88–4.21), compared to high to moderate social values (M ≈ 3.37–3.89). Interestingly, SEM results demonstrated deeper, structural relationships thus confirming very strong effects of PF on overall perceived impact (OP) of SMU (PF → OP = 0.85; β = 0.852, p < 0.0001), compared to moderate path (AC $\rightarrow$ OP = 0.43; β = 0.429, p < 0.0001). These findings confirm the value-effect gap related to SMU, implying that what is highly valued is not what mainly influences the overall perceived impact of SMU. Furthermore, the findings also demonstrated that SMU fulfil the dual role of academic and social bonding. In addition, demographic variables, particularly gender (β = 0.027, CR = 0.878, p = 0.380), demonstrated minimal influence on socio-psychological values of SMU. These findings contribute to efforts related to integrating social media in university campus life by elucidating context-specific motivations, thus informing policy by advocating holistic-balanced SMU integration in higher education. Recommendations include platform-specific guidelines and digital literacy programmes to optimise academic and social outcomes.
Copyright (c) 2025 Raymond Mutasingwa Bitegeko, Abdallah Jacob Seni https://creativecommons.org/licenses/by/4.0
Contrastive analysis of a literary text as a method of teaching translation
The article deals with the peculiarities of using contrastive analysis of a literary text as a method of teaching translation. It has been established that the methodology of teaching contrastive translation is aimed at the formation of contrastive competence, an essential component of translation competence, which involves the formation of autolinguodidactic skills of contrastive analysis of language and speech material and the application of the obtained results while translating texts. There have been defined and the educational objectives of applying contrastive analysis of a literary text in translation practice classes (to teach the linguistic interpretation of a particular text and style; to analyse the translation by its comparing with the original text; to determine (find) the background vocabulary and symbolic words in the text; to carry out the elimination of lacunas of non-equivalent vocabulary; to interpret the text within the entire work of the author, literary movement or national literature; to integrate the theoretical basics of contrastive analysis of the source and target texts into translation activities). The authors have developed methodological recommendations for the use of contrastive analysis while translating literary texts for educational purposes, as well as a scheme (procedure) for conducting a contrastive analysis of the source and target texts. Applying the contrastive analysis of the literary text as a method of teaching translation allows us to combine the formation of students’ linguistic, speech, communicative, and translation competencies into one educational process, that is, to train a competent philologist-translator.
Copyright (c) 2024 Olga Kanevska, Kateryna Hostra, Natalia Zakharova, Mykola Dudnikov https://creativecommons.org/licenses/by/4.0
Assessment of employers' ratings and work preparedness of Science Laboratory Technology graduates in Nigeria
This study examined the employers' ratings of the skills of Science Laboratory Technology (SLT) graduates. Also, it assessed the work preparedness of the final-year students of the programme for the workplace. The study used a quantitative descriptive survey covering all eleven universities offering the programme in Nigeria. The study population comprises all the final-year students of the SLT programme and supervisors of practising SLT graduates at the workplace. The probability proportion to size sampling technique was adopted to select a sample of interest from the final-year students of SLT, while the supervisors of the graduates were purposefully selected. The Employers' Rating of Graduate Skills Questionnaire (ERGSQ) and Students' Work Preparedness Questionnaire (SWPQ) were used to collect data from the employers and the final-year students, respectively. The study suggests the establishment of a frequent feedback loop with employers to incorporate the skills sought after in the workplace.
Copyright (c) 2025 Olabamiji Onifade, Femi Akindimeji, Willie Siyanbola, Yemi Gbadegesin https://creativecommons.org/licenses/by/4.0
Inclusive education in Tanzanian private primary schools: access and barriers for children with disabilities
This study examines the accessibility of inclusive education and barriers that hinder enrolment for children with disabilities in private primary schools in the Kilimanjaro region, Tanzania. The study employed a qualitative research approach with a case study design. It involved 35 participants, all of whom were purposefully selected. Data were collected through interviews, observations, focus group discussions, and documentary reviews and were thematically analysed based on Braun and Clarke's framework. The findings revealed that low enrolment rates of children with disabilities in private schools are due to four barriers: reluctance of school owners to admit these children, high education costs, competitive pressures, and lack of awareness among parents and the community. However, the enrolled children were retained until they completed school. The study recommends raising awareness and developing training programmes for school owners and staff on inclusive education practices. It also suggests fostering collaboration between private schools and local government to create more inclusive environments and reduce costs through financial support and partnerships.
Copyright (c) 2025 Gloria Timoth Temba, Juhudi Cosmas, Alphoncina Pembe https://creativecommons.org/licenses/by/4.0