The article is devoted to the application of artificial intelligence in education and highlighting opportunities and problems in the context of sustainable development. The current state of introduction of artificial intelligence technologies in the educational process is analyzed. The technologies of artificial intelligence, which are most often used in the educational process are generalized into the following categories: cognitive services; virtual, mixed and augmented reality; Internet of things and peripheral computing; metacognitive scaffolding. The advantages of using the artificial intelligence in educational processes depending on the impact on its beneficiaries are generalized: students, teachers, students’ parents, heads of educational institutions, local governments. It is proved that the learning process can be significantly effective through the use of artificial intelligence technologies and the creation of individual training programs based on the use of analytical data obtained from the application of these technologies. It is found that the main advantage of using artificial intelligence in education is the individualization and personalization of the educational process. The benefits are pointed out which heads of educational institutions and local governments receive from the use of artificial intelligence technologies in the educational process in order to ensure sustainable development, including transparency and accountability of decisions, rational and energy efficient use of resources. Discussion issues of confidentiality and depersonalization of students’ data who are processed by artificial intelligence during the educational process are revealed; it is recommended to differentiate the responsibility for access, storage and use of personal and confidential data by educational institutions. Prospects for further scientific research are outlined - further personalization and individualization of the educational process.
Mass introduction of e-learning in the higher education system due to spread of the pandemic has led to a search for effective information technologies and their adaptation, taking into account peculiarities of professional training of specialists in a particular field of knowledge. Based on the theoretical analysis, the conditions for ensuring professional growth of higher education teachers in accordance with the requirements of innovative development of society (improvement of professional education, continuing professional development, introduction of innovative pedagogical technologies, etc.) are established. Peculiarities of e-learning of specialists of pedagogical specialties and its functions in the process of their professional training are determined. The content of the concept of “e-learning” and ways to ensure its effectiveness (scientifically sound selection of the content of training courses, creation of discussion groups, feedback and online counselling).Innovative technologies of e-learning in the practice of higher education (gamification of the training process, use of cloud-based systems, information systems of intellectual teaching, mobile learning technologies, as well as virtual and augmented reality) are characterized. Their advantages, disadvantages and possibilities of introduction into the system of professional training of future teachers are determined. Creation of a model of continuous distance learning for high school teachers and experimental verification of its effectiveness seem promising.
The article presents the results of the performed research of implementing the intercultural communication studies into the future teachers’ professional training. The relevance of the research is proved by the strong need to prepare today’s youth for reaching mutual understanding and avoiding barriers in communication. The purpose of the research is to substantiate the need of introducing the intercultural communication studies into the curriculum of future teachers training for enhancing their intercultural communication competence. The analysis of the structure of the intercultural communication competence is carried out, based on which the content of the intercultural communication course is developed. The research includes three stages. The methods which are applied in the research are theoretical methods for analysing the literature, modelling for substantiating the course content, and interpretive methods for assessing the research results. The article covers the main topics of the course, aimed at gaining culture knowledge and developing intercultural skills, behaviour abilities and attitude. To enhance future teachers’ intercultural competence, two methodological approaches are used: social scientific approach and interpretive methods. The effectiveness of the course is proved through measuring the level of language skills, assessed by Standardised test Cambridge English First, and behaviour abilities, assessed by a number of direct and indirect methods.
ДВНЗ «Донбаський державний педагогічний університет» ПЕДАГОГІЧНІ УМОВИ ЕФЕКТИВНОСТІ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНОЇ ПІДТРИМКИ НАУКОВИХ ДОСЛІДЖЕНЬ МАЙБУТНІХ МАГІСТРІВ І ДОКТОРІВ ФІЛОСОФІЇ В ГАЛУЗІ ОСВІТИ Анотація. У статті розглянуті аспекти проблеми інформатизації освіти. Звертається увага на те, що вища освіта повинна максимально враховувати тенденції розвитку сучасного суспільства, тісно інтегруватися з наукою та виробничою сферою. Охарактеризовано поняття «умови», «педагогічні умови». Виокремлено педагогічні умови інформаційно-комунікаційної підтримки наукових досліджень майбутніх магістрів та докторів філософії в галузі освіти: залучення майбутніх магістрів та докторів філософії до організації і проведення наукових заходів із використанням ІК-підтримки; створення персонального освітньо-наукового середовища кожного майбутнього науковця; залучення майбутніх науковців до активної наукової комунікації з інформаційно-комунікаційною підтримкою; використання форм і методів дистанційного навчання; надання майбутнім науковцям необхідного комплексу знань, умінь і навичок роботи з хмарними сервісами, наукометричними базами даних, комп'ютерними програмами, електронними навчальними засобами, забезпечення педагогічного керування цим процесом. Охарактеризовано виокремлені педагогічні умови ІК-підтримки наукових досліджень. Зазначено, що названі педагогічні умови створюються в науково-дослідницькій діяльності здобувачів вищої освіти й забезпечують ефективність протікання педагогічного процесу. Ключові слова: інформатизація освіти, інформаційно-комунікаційні технології, педагогічний процес, інформаційно-комунікаційна підтримка, наукове дослідження, педагогічні умови, магістр, доктор філософії.
The topic of the article is relevant because at the present time there is a renewal of the education system and the search for ways to improve the learning process in educational institutions for adults continues. In the studies of educators in the 1920s in the conditions of keen discussions a wide range of organizational forms and methods of adult education was highlighted and scientifically substantiated. Traditional in the teaching of adults, as well as in school practice, was the classroom teaching system. Its basis was the usual forms of classroom work - lecture, conversation, discussion, debate, storytelling, etc. The purpose of the article is the study of ways to improve the learning process in educational institutions for adults in the works of domestic and foreign scientists, the study and presentation of organizational forms and methods of adult education; the description of the organization of independent work of students by performing their research tasks. An important place in schools for adults was given to organization of independent work of students through implementation of their research tasks - term papers, essays. The use of the method of excursions was also widespread, the issue of application of the method of staging in the practice of teaching adults was substantiated. Group, individual and self-educational forms of organization of education have also become widespread in adult schools.
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