Futurity Education最新文献

{"title":"Innovative Methodologies and Approaches to Teaching with Artificial Intelligence in Ukrainian Higher Education","authors":"","doi":"10.57125/fed.2024.03.25.02","DOIUrl":"https://doi.org/10.57125/fed.2024.03.25.02","url":null,"abstract":"The aim of the research was to evaluate innovative methodology and approaches to teaching with AI in Ukrainian higher education and to outline the effective delivery practices. The research objectives were to explain AI-based teaching approaches and methods used in the Ukrainian institutions of higher education, to find the most effective teaching approaches and methods in the system of training of future specialists, and to develop the methodological recommendations for instructors involved in the training of future AI experts. Within the framework of the given research, a number of pedagogical articles and key documents devoted to the analysis of used artificial intelligence in teaching, and implementation of AI-based methodology were studied . Over 50 scientific that were published during the recent five years to understand the problem and to evaluate the improvements brought by AI were selected. A mixed methodology that combined descriptive, association, and intervention methods was applied. Descriptive methods included literature review, narrative, content analysis of educational and professional programs, as well as the phenomenological approach. Associational methods included predictive analysis aimed at forecasting of the probability of innovative methodology and approaches that impact the AI education. The intervention suggested using a survey and an assessment. The research included 42 instructors of Ukrainian institutions of higher education that were involved in the training of future AI experts. They represented graduating departments that were responsible for the development of educational and professional program, formulated the training objectives, and designed the conceptual framework for the creation of innovative educational environment with the use of AI. The research resulted in the development of methodical recommendations on using teaching methods and approaches in AI-powered higher education. The recommendations can be suggested by instructors at higher education institutions that are involved specifically in training future AI experts . Also, the recommendations are applicable for scientific and pedagogical stuff working on digitalisation of educational process.","PeriodicalId":427861,"journal":{"name":"Futurity Education","volume":"26 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139534223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Well-being of Secondary School Students in Kinshasa","authors":"","doi":"10.57125/fed.2024.03.25.01","DOIUrl":"https://doi.org/10.57125/fed.2024.03.25.01","url":null,"abstract":"The aim of this study was to evaluate the academic well-being of secondary school students at a school in the city of Kinshasa. To achieve this objective, a survey (supported by school well-being and school satisfaction scales) was carried out among a sample of 106 students in the final year of secondary school at the Institut Pédagogique et Technique Mokengeli. The study data were processed using elementary statistical indices (frequency and percentage of respondents to each item modality) and the chi-square test. The results of the study revealed that respondents experienced a real sense of well-being at school (in its multi-dimensionality) and school satisfaction (well-being in its unidimensionality).This well-being manifested itself in positive perceptions of students' relationships with teachers, parity relations, and reports on assessments, safety and classroom experience. By assessing the well-being, this study has contributed to the identification of factors in the Congolese school environment that significantly affect students' quality of life at school, which is considered an antecedent of good mental and academic health. Having good mental health is a crucial advantage for achieving success in school and social integration. Research conducted in the context of the Democratic Republic of Congo has primarily emphasised the one-dimensional evaluation of overall well-being (global well-being). The particularity of this study was that it assessed the well-being of Congolese pupils across its multiple dimensions (pupils' relationships with others, attitude to assessments, feeling of safety at school, perception of the classroom). The school of the future, or the school of tomorrow, should prioritise students' happiness and foster an environment where they can feel positive and fulfilled. This sense of well-being is very important for both their academic and professional careers. The aim of ensuring comprehensive well-being is not fully accomplished in the majority of schools worldwide. Schools in African countries still have a long way to go in achieving this objective. So, by assessing students' school well-being, the present study identified the factors in the school environment that need to be improved to ensure that the Congolese school of the future is a good setting where students have a taste for learning and return to it eagerly every day.","PeriodicalId":427861,"journal":{"name":"Futurity Education","volume":"74 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139629279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Factors that Contribute to Junior High School Female Students’ Negative Attitudes toward the Study of Mathematics in the Fanteakwa District, Ghana","authors":"","doi":"10.57125/fed.2023.12.25.01","DOIUrl":"https://doi.org/10.57125/fed.2023.12.25.01","url":null,"abstract":"Students negative emotions, beliefs, and behaviours toward the study of mathematics have tremendously contributed to their poor performance in the subject and it is caused by factors emanating from home, socio-cultural background, school, students and teachers. The aim of this study was to examine factors promoting the negative attitudes of female students toward the study of Mathematics in five selected Junior High Schools within the Fanteakwa District of Ghana. The researchers, therefore, used the sequential explanatory mixed method in order to generate the data from 125 respondents comprising of 120 female students and 5 mathematics teachers using a questionnaire, a semi-structured interview, and a focused group discussion. The result showed that female learners in the district exhibited negative attitudes toward mathematics as a subject; they developed fear and hatred for the subject, lacked self-confidence. The causative factors of these attitudes included sociocultural backgrounds; the lack of female role models, early marriage, and gender stereotypes. Home factors were the lack of parental support, illiterate parents, overburden household chores and poverty. Teacher factors included not creating the enabling environment for teaching and learning, the lack of teaching learning resources during lesson. The lack of reward pages for teachers and students, in-conducive environments were factors relating to school environment. The study concluded that students in the district had negative attitudes toward learning of mathematics; they considered the subject to be difficult and developed hatred for it. These were attributed to factors relating to home, socio-cultural, school, students and mathematics teachers. The study implied that the government of Ghana and policy makers should develop gender-friendly curriculum, sensitise parents to support their children’s education, train teachers to handle the subject well. The researchers, therefore, suggest that further studies on the topic should be undertaking using a larger sample or the study can be repeated in other districts and or the entire country so that a more holistic picture can be generated.","PeriodicalId":427861,"journal":{"name":"Futurity Education","volume":"51 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138943688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Death Anxiety of Students and Teachers of High Schools in the Region of Thessaly, Greece","authors":"","doi":"10.57125/fed.2023.12.25.02","DOIUrl":"https://doi.org/10.57125/fed.2023.12.25.02","url":null,"abstract":"The main purpose of this study was to investigate the effect of the five personality factors such as religiosity, well-being and the central mechanism of self-evaluations on the overall performance in death anxiety. At the same time, other individual variables were also taken into account and formulated in order to investigate this specific issue. The relationship between the effect of personality factors to death anxiety was examined. As personality is a complex and multidimensional object, for this reason researchers attempt to create a systematic taxonomy in order to analyse it. The result of this research emerged both from the literature review that follows and from the survey that was conducted on a sample of 235 people (before adulthood students and teachers), between 17-63 years old of the region of Thessaly. The method of probability sampling and a specifically simple random sampling was used. The questionnaire was used for the needs of this quantitative research. Descriptive statistics was used in order to present the demographic data of the research and also to give the trend that arose from the answers to the research questions. Additionally, the methods of inductive statistics were focused on the question in order to rely on the findings of a sample observations. With the help of inductive statistics examination the confidence of the finding was proved. In the descriptive statistic the main characteristics of the individual variables were described. In the presented survey mainly the descriptive statistic was used in order to present the data of research participants. These results were presented schematically. Consequently, no significant differences were found between people's well-being and gender. According to research men were slightly happier than women, however, this was a negligible difference. Despite the above finding, this study significantly contributed to the promotion of the research in the specific field.","PeriodicalId":427861,"journal":{"name":"Futurity Education","volume":"36 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138943839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Role of Artificial Intelligence in Improving the Quality of Education and Research","authors":"","doi":"10.57125/fed.2023.12.25.03","DOIUrl":"https://doi.org/10.57125/fed.2023.12.25.03","url":null,"abstract":"The purpose of the study is to determine the role of artificial intelligence in improving the quality of education and research. To achieve this goal, a content analysis was used. Of note is the SWOT analysis method, which was used to identify the positive and negative aspects of the integration of artificial intelligence into scientific and pedagogical life. The results show that the use of artificial intelligence technologies in the field of education is a promising and promising area for further development. The analysis conducted in this context revealed that innovative technologies have become an essential component of modern education. The use of artificial intelligence (AI) is becoming more widespread and. However, for the further development of this area, it is important to improve the level of digital literacy among users. Based on the results of the study, both positive aspects and disadvantages in the use of these technologies can be identified. Among the advantages are the high adaptability of AI, the possibility of individualised learning, accessibility, and a wide range of applications, from primary school to higher education and research. It is important to note that these technologies can be used to achieve learning success regardless of geographical region, making them global in nature. The scientific novelty lies in the consideration of certain shortcomings, among which the issue of security is particularly relevant, especially in the context of global hybrid threats and the overall process of digitalisation. The conclusions note that to overcome the identified negative aspects of the use of AI in research and teaching, it is important to focus on the ethical aspects of using digital tools in general. It is also recommended to consider the possibility of organising additional online courses.","PeriodicalId":427861,"journal":{"name":"Futurity Education","volume":"39 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138943738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring Methodological Approaches in Secondary Education in Castellón, Spain: A Comparative Analysis of Traditional, Blended, and Innovative Teaching","authors":"","doi":"10.57125/fed.2023.12.25.14","DOIUrl":"https://doi.org/10.57125/fed.2023.12.25.14","url":null,"abstract":"The traditional model of teaching-learning process, concerned with the knowledge acquisition within the confines of a classroom, has long prioritised exam preparation and measurable academic success through standardised tests. In contrast, hybrid education integrates in-person teaching with online learning, leveraging Information and Communication Technologies (ICTs) in order to create adaptable and comprehensive learning environments. This paradigm shift acknowledges students individuality, tailoring instruction to their unique learning needs. This research investigated the methodologies employed by secondary education instructors in the province of Castellón (Valencia, Spain), drawing insights from the experiences of 45 master's students specialising in Language and Literature and Language Teaching. Participants were prompted to share their experiences, focusing on identifying whether their supervisors utilised traditional, hybrid, or innovative teaching methodologies. The Padlet platform was employed in the research to collect qualitative data through open-ended responses, providing a rich source of information on the teaching and learning processes observed during 200-hours of internship. Data analysis revealed intriguing insights into the methodologies employed by supervisors. The results indicated a spectrum of teaching methodologies in Castellón's secondary schools, emphasising the importance of considering both traditional and hybrid approaches, while also promoting innovation in educational practices. In conclusion, the findings not only offered a picture of current teaching methods but also provided valuable insights for future discussions on curriculum development, teacher training, and the overall enhancement of the teaching-learning experience.","PeriodicalId":427861,"journal":{"name":"Futurity Education","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139222541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Digital Competencies in Ukrainian Education of the Future: Teaching and Assessment","authors":"","doi":"10.57125/fed.2023.12.25.13","DOIUrl":"https://doi.org/10.57125/fed.2023.12.25.13","url":null,"abstract":"The acquirement of digital competencies in the times of global digitalisation of society is an urgent task for the educational system. Being a part of the globalised world Ukraine needs to further improve the learning process based on digital technologies. The aim of the study was to determine the state of digital competencies in Ukrainian education by analysing the learning and assessing the skills of students. Quantitative and qualitative analysis were used in this paper. 120 students from different educational institutions of Ukraine were involved in the study, representing different professional fields. The students were selected based on pre-developed criteria: a student of a higher education institution, a combination of participants from different specialities and different educational levels, and experience in using digital technologies. A random sample was used in the study. Subsequently, it was stratified based on education levels and age groups in order to ensure proportional representation. The results indicated a high level of awareness of the importance of developing digital competencies for professional growth among modern students. The results showed that modern digitalisation processes have become a factor in the introduction and development of innovative teaching methods. For this reason, it is important to introduce methods of individualised learning using adaptive technologies, the use of virtual and augmented reality to improve learning. Such tools as a PC, laptop, smartphone, interactive whiteboards that have become commonplace for Ukrainian students. The conclusions noted that more than half of the respondents stated that their educational institutions created necessary conditions for digital competencies development. Forty-two percent considered that such conditions were not sufficient, which may be due to insufficient funding, lack of developed technical infrastructure. The implications influence the development of curricula in Ukrainian education, prompting the integration of digital competencies as a core component.","PeriodicalId":427861,"journal":{"name":"Futurity Education","volume":"9 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139249220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Initial Teacher Education in the Region of Western Greece: What does the student learn from the curriculum?","authors":"G. Stamelos, Anthi Adamopoulou","doi":"10.57125/fed.2023.06.25.11","DOIUrl":"https://doi.org/10.57125/fed.2023.06.25.11","url":null,"abstract":"The shift from science-based curricula to curricula based on learning outcomes has been a major change for higher education. It is a radical curriculum design model transfer for higher education. The proposed research focuses on this new model that is the most difficult point assessment between expected learning outcomes and acquired learning outcomes. The given example is the initial programme of study of a Department of Primary Teacher Education, located in the region of Western Greece (Greece). In this research students were asked to answer whether they have developed the learning outcomes. The tool used comes from the European Tuning project which is of great importance in learning. From Tuning were taken the generic and specific competencies proposed for the field \"Education\". The questionnaire was divided into three levels. The first one concerned the students' diagnosis of the relevance of Tuning competencies. The second concerned the recognition of their existence within the curriculum. The third level concerned the students' self-assessment of whether they have developed these competencies. The innovation of the article lies in: a) the object itself, in other words the construction of a tool to investigate the effectiveness of student learning, b) the fact that the students were questioned on issues (learning outcomes) concerning the design of their curriculum and its effectiveness (learning). The results showed that students have a full understanding concerning the developed or not developed competencies. Consequently, students seem to be able to evaluate their learning process and its effects on them.","PeriodicalId":427861,"journal":{"name":"Futurity Education","volume":"33 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124972409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Influence of School Management Information Systems and Teacher's Social Competence on the Parent Satisfaction of Junior High School Students","authors":"Andi Mariono","doi":"10.57125/fed.2023.06.25.05","DOIUrl":"https://doi.org/10.57125/fed.2023.06.25.05","url":null,"abstract":"This research study aim is to determine the effect of management information systems, teacher social competence on the satisfaction of parents of students. In this research the following methods were used: quantitative, systematic, planned, and structured clearly and neatly. The data collection technique was the use of a questionnaire and observation. The questionnaire instrument was used in order to obtain data on parental responses of students related to school management information systems, and teacher social competence. In comparison, the observation instrument was used to collect secondary data from the features of the school management information system. The pre-research instrument testing on the questionnaire instrument was carried out to test the validity and constancy (reliability) of the statement items. In the next stage, descriptive data and inferential or hypothesis test analyses were carried out. The results showed that there was a positive effect of management information systems (ρ = 0.670), teacher social competence (ρ = 0.546), and both variables are (ρ = 0.810) on the satisfaction of parents of Labschool Unesa 3 Junior High School.","PeriodicalId":427861,"journal":{"name":"Futurity Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126884666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Digital approach in pedagogy and psychology of the future: trends, globalization challenges","authors":"Tatiana Chernova, Vіacheslav Nemesh, Olga Togachynska","doi":"10.57125/fed.2023.06.25.09","DOIUrl":"https://doi.org/10.57125/fed.2023.06.25.09","url":null,"abstract":"People have been interested in the phenomenon of learning for a very long time. An impressive number of hypotheses and theories of learning have emerged along with the development of human thought and the scientific method of cognition of nature. The use of computers in education has been the subject of much research and debate. Technology has often been seen as a tool to help both teachers and students. Research in related literature has shown that we learn differently and engage in different types of knowledge creation when we use technology. The use of technology in teaching and learning has fueled the development of digital pedagogy. The SCOPUS and Web of Science databases were used to assess the problematic nature of the topic. 144 articles were analyzed, of which 20 articles related to the topic were taken for analysis. This paper analyzes trends in the digital approach to pedagogy and psychology of the future in the context of globalization.\u0000\u0000During the 2022-2023 academic year, a survey was conducted in three stages. The empirical study involved 216 teachers of pedagogical faculties from different higher education institutions of Ukraine who filled out a questionnaire through Google forms.\u0000\u0000The results of the survey have identified the main ideas of the digital approach to education, made it possible to identify the most popular digital learning tools, outline key areas in the education of the future, and determine the main trend in pedagogy in the face of globalization challenges, namely, a change in the educational paradigm that would allow digital technologies to coexist with traditional educational norms.","PeriodicalId":427861,"journal":{"name":"Futurity Education","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114368694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}