The problem of students’ critical thinking development in the context of information security becomes important in international and national educational policies as a means of fostering active citizenship and in turn sustainable development. The purpose of the given research is to introduce theoretical substantiation and experimental approbation of students’ critical thinking development in the context of information security. The skills of critical thinking help students to cope with the bulk of information they daily receive. However, there is still no conventional methodology for critical thinking development in university students. In our study we suggest possible ways to develop critical thinking in university students via introducing some special courses into the curriculum, and consider the results of the experimental study conducted on the basis of two Ukrainian leading universities. In order to improve the students’ skills of critical thinking the author suggested implementing the special course “The specifics of students’ critical thinking in the context of information security”, and an optional distance course on optimization of students’ critical thinking on the background of information and communication technologies. After the implementation of the suggested courses the indicators of students’ critical thinking development showed positive changes and proved the efficiency of the special courses as well as the general hypothesis of the study.
The article deals with the issues of development of critical thinking of students by means of web technologies. It presents the analysis of different scientific approaches to the organization of critical thinking training of students. The authors state that among the means of the above mentioned critical thinking development scientists distinguish information and communication technologies, particularly web technologies, as having a significant didactic and critical thinking potential. The experience of using web resources to verify information and data in the process of students' critical thinking development is explained. The article gives examples of the using remote special course on the basis of web resources implementation into real learning process. The application of web resources provides an opportunity to intensify critical thinking motivation of students, involves them in solving the discussed problems, and develops critical thinking skills, the ability to independently create and develop new knowledge based on the information received. Comparison of the results of ascertaining and forming sections allows to ascertain the effectiveness of the proposed pedagogical condition for the development of students' critical thinking by means of web technologies and the effectiveness of the developed remote special course for developing students' critical thinking by means of modern web technologies.
The article provides theoretical background and experimental substantiation of the organization of distance subject-subject interaction in the course of future English philologists training. The actual course of subjectness development in students which is directed to vocational and pedagogical activities applies those informational and communicative technologies which would contribute to the personal development of the students as the subjects of vocational and pedagogical activities. It also deals with the the most rational Internet technologies which provide the didactic resources and the ability to implement subject-subject interaction between the teachers and the students. Hence, distance form of interaction has particular advantages, for example: prompt transmission of different amounts of information to any distance and in any form: sound (Podcast), visual (PowerPoint Presentation), text (a report on teaching practice, exercises, portfolio), graphic, etc.; possibility to effectively change the information via the Internet from the workplace; possibility of interactive communication with the help of purposefully created multimedia information and operative feedback etc. The criteria for the subjectness development in the future English language philologists have been identified. It has been found out that the first criterion concerns value-motivational sphere of the personality of the future philologist; the second criterion is the criterion of subjectness, which characterizes self-knowledge and self-education of the future teachers; the third criterion allows to determine the subjectness of the future teachers concerning self-improvement and self-development at the university; the fourth criterion proves the acquisition of subjectness related to self-reflection by the future philologists. The experimental system of the subjectness development in the future English philologists included four blocks, which define the stages of the subjectness development, and which are united by the common goal and contents. In practice, this system was introduced at the stage of the developing experiment, which provided for the development of methodological recommendations for the university teachers on the organization of subject-subject interaction of the future English philologists within the distance specialized course.
The research examines theoretical and methodological approaches to the development of intercultural competence among higher education students, and how it varies due to changes in the digital environment. Attention is given to interactive methods for improving intercultural competence as a source of everyday and professional discourse formation, and enhancing communication skills among students. The k ey principles for stimulating the development and use of technologies in building intercultural competence in higher education institutions' practices are highlighted. The study's findings can be beneficial for future professionals and can be applied in universities' practices when organizing the educational process or educational programs aimed at training future specialists.
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