An Instructor's Lens into the Role of AI in Teaching Experimental Research via Gamification

In Ukraine, as part of the implementation of the higher education system, the training of students in higher education institutions is carried out on the basis of the List of Fields of Knowledge and Specialties in which university students are trained. This document is a framework regulatory document and over time has been amended and supplemented in response to the current challenges of the modern higher education system. Currently, the Ministry of Education and Science of Ukraine has prepared for public discussion a draft resolution of the Cabinet of Ministers of Ukraine “On Approval of the List of Fields of Knowledge and Specialties for Training of Higher Education Students”. The structure and number of the fields of knowledge and specialties is close to the list of fields of the International Standard Classification of Education; and the document is another step towards the transition to common statistical standards and classification systems to harmonize and ensure the comparability of government statistics with such international standards and recommendations as the UN international standard classification systems. The article analyzes the regulatory elements of the modernization of interdisciplinary relations in the system of higher education using the example of economic education in industry-specific higher education institutions by means of a comparative analysis. The article is based on the interdisciplinary links of economic subjects with the philosophy and humanities and special technical subjects taught in industry-specific universities. In the context of this direction, the author’s view on the interdisciplinary relations of disciplines in educational and professional programs as a certain meaningful scientific environment, in the context of “smaller” and “wider” philosophical circles in terms of the actual state and with the aim of assessing further progressive development based on the potential state, is represented. The author's view of interdisciplinary relations through the philosophical circles of the scientific environment became the basis for the introduction of the idea of for mathematical calculations of quantitative and qualitative assessments of the level of interdisciplinarity using such mathematical apparatus as a Venn diagram, and using a Euler’s circle for the visual representation of certain interdisciplinary relations. Based on the results of the calculations and a developed actual model of interdisciplinary relations in the educational and professional program, it is proposed to further compare the model with the reference standard of the balanced model of the interdisciplinarity system in the process of meaningful construction of the educational program in the specialty as a scientific environment.

Background. The major importance of physical education lessons in higher education is achieved through their contribution to maintaining health, to compensating for the increased intellectual efforts generated by passing exams. Basketball training helps in the positive development of the general and specific motor capacity required by the subsequent professional activity, as well as to the achievement of the necessary framework for recreation and the practice of the favorite sport. Therefore, at this level, the achievement of the following objectives will be mainly pursued: – maintaining health and increasing the ability to adapt to changing conditions; – the development of the general motor capacity necessary to carry out the sports activity; – improving the somato-functional indices and optimizing the relationship between them. Physical training is a component of sports training that constitutes the pivot for all other components, constituting the starting point for the entire training process (Ardelean. T, 1996). General physical training has different weightages in training, depending on the experience of the students and for the training of beginner students it is very important that the time allocated is much greater than in the training of students from older years. Objectives. This study aims to find and offer, through specific basketball exercises, how to improve the quality of speed. Speed should be present in the equipment of the "motric luggage" of each student, considering the evolution of our modern society, to dynamic games. This speed quality motor offers several advantages to basketball players: – allows the execution of thechnical and tactic actions in a sustained rhythm. – gives the player a high degree of complexity and dynamic adaptation to playing basketball. – develops the player's thinking, attention, rationality and ability to concentrate. Methods. For this study we used the following research methods: documentation, observation method, statistical method, graphical representation method and experimental method. Results. For checking the motility of students enrolled in educational experiment we chose the following control samples: speed running 15m, speed running 20m and dribbling through cones. Conclusion. The results of this test depend both on the execution speed and the technique in performing the dribbling. We therefore recommend that these results can be improved both by increasing the speed of movement and the execution technique.

Environmental literacy refers to the ability of individuals to understand the natural world, the impact of human activities on the environment, and the skills to make well-versed decisions to mitigate environmental problems. It also includes individual’s knowledge, awareness, and hands-on experience. In this regard, higher education institutions (HEIs) play a vital role in promoting environmental literacy by educating students about environmental issues, critical thinking, fostering sustainable practices, and encouraging active participation in the solutions of environmental problems. As higher education shapes future leaders and professionals of various fields, so assessing the role of higher education in promoting environmental literacy has becomes imperative. By integrating environmental concepts across disciplines, providing hands-on learning experiences, making scope for research and innovations, and organising outreach programs, universities can equip students with the knowledge, skills, and motivation to become environmentally responsible citizens and leaders. This paper explores the multifaceted role of HEIs in fostering environmental literacy, examining curricular integration, pedagogical strategies, institutional practices, and student engagement. It argues that a transformative approach to education is essential to prepare environmentally conscious citizens capable of addressing global ecological challenges. The objectives of the present study are to identify the components environmental literacy at the higher education level, to analyse the impact of experiential learning for the development of environmental literacy at higher education level, to study the role of research and innovation organised by the higher education institutions for environmental literacy, and to analyse the nature of community engagement and outreach programme organized by higher education institutions. The methodology of this paper is documentary based analysis. Authentic data have been collected from books, journals, magazines, newspapers and internet sources. The data used in this study are secondary in nature; logical analysis has been made on the perspective of qualitative method.

“Good luck on your first day as an assistant professor, Dr. Tanner! Have a great class!” On the wall above my desk, these words scream out from an otherwise encouraging note that is adorned with many exclamation points. This note has hung on my wall since my very first day as an Assistant Professor of Biology. As I was charging off to teach my first class, a senior faculty member who had been on my hiring committee slipped this note under my office door. In moments of pause years later, I still stare up at that note and breathe a sigh of relief that I had much more than luck to guide me on my first day as a college-level teacher. Although I continue to have much to learn—as all of us do no matter the number of years of teaching experience—I did arrive at the university with both formal and informal training in science education. I had had plenty of exposure to innovative pedagogical approaches, questioning strategies, and techniques for engaging diverse audiences in learning science. As a scientist educator, I had had the privilege of many years of collaboration with outstanding K–12 educators as well as a postdoctoral fellowship in science education. However, my training has been, to say the least, unconventional compared with that of my fellow junior faculty and unique in its preparation in regard to the teaching and learning of my discipline. It will not be news to anyone reading this article that university and college teaching is to a large extent a profession with no formal training. It’s startling but true that the majority of faculty members—and lecturers who often teach large numbers of students—have no formal training in the teaching and learning of their discipline. In fact, the hiring process in university science departments is structured primarily to evaluate a faculty candidate’s ability to be a productive researcher, with success measured in number of publications and magnitude of grant funds raised. Depending on the type of institution, for example, research university, state-level university, or liberal arts college, there may be a component of the faculty interview process that probes a candidate’s teaching ability, for example, requesting a statement of teaching philosophy and requiring the candidate to teach a sample lecture class. However, this sample lecture often screens for gross inadequacies, rather than looking for stellar innovations or pedagogical skills. This lack of formal, accredited training for university and college instructors stands in stark contrast to the requirements for a high school teacher who is charged with the education of students only a year junior to college freshmen. High school teachers in the United States must be credentialed as a secondary science teacher, demonstrate subject matter competency in every subject that they will be teaching, and must continually engage in professional development in the teaching and learning of their discipline throughout their career as a science teacher. With the 2002 federal No Child Left Behind legislation, the onus is upon each precollege science teacher to become “highly qualified” in terms of formal university-level training in science education. However, no such required professional training or measurable standards for teaching are required in institutions of higher education. Many policy documents have suggested standards of teaching practice in postsecondary science education (National Research Council, 1996, 1997; Siebert and McIntosh, 2001), but the extent of implementation of these ideals is unclear and has gone relatively unstudied, although national and regional accreditation boards do look at outcomes, asking colleges and universities to assess what their students have gained from four years of study at their institutions. Nonetheless, there is a striking reversal of accountability that happens when one crosses the precollege teaching to college-level teaching boundary (Table 1). During the K–12 school years, society expects K–12 teachers to be responsible for student learning. Salaries of teachers in many states are tied to student test scores, and poor student performance can potentially invoke penalties. At a college or university, several variables in the educational universe shift. Students are the ones responsible for learning. The evaluation and compensation of college-level teachers is not DOI: 10.1187/cbe.05–12–0132 Address correspondence to: Kimberly Tanner (kdtanner@sfsu.edu). CBE—Life Sciences Education Vol. 5, 1–6, Spring 2006

The paper concerns the Finnish product development teacherś perceptions on their pedagogical content knowledge in higher education settings. The aim is to describe and analyse what kind of pedagogical content knowledge the teachers have and, therefore, to provide a better understanding of the type of knowledge unique to product development teaching. The model of pedagogical content knowledge used here includes the components of product development content knowledge, pedagogical knowledge and pedagogical content knowledge. Based on seven teacher interviews, the main content knowledge concerns the process of product development, its different phases and methods as well as the usage of different software programs. The teachers use diverse teaching methods and their attitude towards educational technology is mostly positive. Course learning outcomes and working life are acknowledged when planning teaching, but only a few teachers take curriculum into account and participate in curriculum design. Even though the teachers use different evaluation methods in teaching, new ways of evaluation are needed. This may be something that innovative educational technology tools can make possible.

Early research experiences must be made available to all undergraduate students, including those at 2-yr institutions who account for nearly half of America's college students. We report on barriers unique to 2-yr institutions that preclude the success of an early course-based undergraduate research experience (CURE). Using a randomized study design, we evaluated a CURE in equivalent introductory biology courses at a 4-yr institution and a 2-yr institution within the same geographic region. We found that these student populations developed dramatically different impressions of the experience. Students at the 4-yr institution enjoyed the CURE significantly more than the traditional labs. However, students at the 2-yr institution enjoyed the traditional labs significantly more, even though the CURE successfully produced targeted learning gains. On the basis of course evaluations, we enhanced instructor, student, and support staff training and reevaluated this CURE at a different campus of the same 2-yr institution. This time, the students reported that they enjoyed the research experience significantly more than the traditional labs. We conclude that early research experiences can succeed at 2-yr institutions, provided that a comprehensive implementation strategy targeting instructor, student, and support staff training is in place.

The article studies the content and specificity of professional training of students of «Music Art (Instrumental Performance)» speciality in a classical university in Ukraine. The study is based on the complex application of methods – theoretical (analysis, generalization, systematization) and empirical (pedagogical observation, questioning and interview). The author determines the expediency of application of scientific-methodical and practical experience of instrumental performance and pedagogy in teaching instrumental-performance disciplines. The author analyzes training and educational programs, content of instrumental-performance and methodical training of university students. The aim of professional training of instrumentalists-performers at the classical university is formulated: preparation of competitive highly professional specialists possessing skills of concert-performance and pedagogical activity in the sphere of musical art. The specifics of pedagogical and concert-performance practice are described. The results of students' self-assessment of their readiness for pedagogical and concert-performing activities are summarised. The professional priorities of instrumentalist students are revealed. The principles and methods (general scientific, didactic, special musical) of formation of performing skills, stage culture and experience of future instrumentalists in institutions of higher education are outlined. The peculiarities of professional training of instrumentalists-performers at the classical university are determined: the observance of scientific and pedagogical principles and traditions of national instrumental performance in the organisation of the learning process in instrumental performance classes; orientation of professional training of instrumental students towards pedagogical and concert-performance activities; priority of practical individual forms of instrumental training of students; conducting in-service pedagogical and concert-performance practice; public exposure of students' academic achievements in academic reporting.

Cyber-Seniors (CS) is an intergenerational technology program developed to increase older adults’ digital competence and adoption through reverse-mentoring facilitated by trained students. Leveraging higher education as a platform offers mutual benefits, fostering positive attitudes toward aging among students while enhancing technology literacy among older adults. CS often operates within community settings with volunteers and high school students; however, systematic assessment within higher education remains unexplored. This study examined the determinants of sustainability associated with implementing CS in higher education through the Dynamic Sustainability Framework. Through semi structured interviews conducted between April and October 2023, we explored challenges and facilitators employed by ten partnered higher education institutions and two key CS representatives. Data were analyzed by two coders using directed qualitative content analysis in Atlas.ti. Three themes characterized higher education and CS representative experiences implementing CS: adapting the intervention for higher education, navigating the role of resources, and engaging university and community buy-in. The COVID-19 pandemic introduced unique challenges to CS implementation. This study presents the first comprehensive evaluation of CS in higher education, highlighting the necessity of tailored approaches and identifying barriers to sustainability. Results suggest the need for a structured implementation checklist to optimize program delivery within higher education.

The principles of gender equality are integral to the goals, targets, and indicators of all sustainable development goals. Higher education institutes can be powerful agents for promoting gender equality, diversity, and inclusion not only in the higher education context but also in society as a whole. To address and overcome gender inequality in the higher education environment, experts posit that change needs to occur from day 1 of the student's academic experience. To this end, training is required. A preliminary review of the literature indicates that multiple gender equality-based training programs or initiatives for students have been designed and evaluated in second and third-level education settings. Examples of educational activities undertaken include delivery of didactic teaching, participation in a face-to-face collaboration project, site visits, case studies, and coaching. Yet, our initial search indicated that, to date, a comprehensive review collating the available evidence on gender equality training for third-level students has not yet been carried out. Our review seeks to identify and explore the existing literature on gender equality training interventions for third-level students, with a particular emphasis on training content, methodology, and outcome evaluation. This scoping review will be structured using the Arskey and O'Malley's 5-stage framework and will consider empirical research and other relevant published works that address gender equality training. Systematic searches will be carried out in 6 research databases and the gray literature using key search terms. Inclusion and exclusion criteria have been defined, and a data charting tool created to methodically extract information from selected literature. The free web software Rayyan will be used for primary screening where each reference will be screened in duplicate first by title, then abstract, and finally by full text. This review forms part of the LIBRA (Balance) study and has received peer-reviewed grant funding from the Irish Higher Education Authority. LIBRA aims to use simulation-based education to develop a gender equality leadership training program for student leaders in higher education. The findings will be summarized in tabular form, and a narrative synthesis produced to inform curriculum development. This review seeks to inform curriculum design by reporting on the gender equality-enabling skills and leadership skills necessary to foster gender equality. This paper should inform recommendations for training and catalyze future research in this rapidly evolving area. DERR1-10.2196/44584.

This case study examines the impact of real-world teaching experience on future teachers' preparedness and understanding of the teaching profession. The study utilized a mixed methods approach, with future teachers teaching classes to children and adapting their lesson plans for online scenarios. The research focused on two courses that prepare individuals for a career in teaching. It involved three phases, and pre-and post-surveys assessed the participants' progress and expectations regarding motivation, preparedness, familiarity with teaching methods, and ability to manage classroom situations. The findings revealed significant improvements in future teachers' motivation, familiarity with teaching methods, and preparedness to face students in a classroom. Integrating real-world teaching experience facilitated a deeper understanding of teaching approaches, critical thinking skills development, and the ability to adapt teaching strategies to different contexts. The study emphasizes the importance of providing prospective teachers with a well-rounded skill set, fostering the confidence to navigate the dynamic realm of teaching adeptly. By engaging in practical teaching experiences during their higher education, future teachers gain valuable insights into the profession, enhance their teaching methods, and develop the necessary skills to become proficient educators. The study provides valuable insights for English Higher Education Programs seeking to enhance teacher preparation and improve the quality of education. It underscores the importance of constructivist approaches and the fusion of theoretical knowledge with hands-on experience. English Higher Education programs must adapt to bridge the gap between theory and practice, nurturing capable educators who are committed to lifelong learning and the creation of meaningful learning environments.

This paper discusses the state of digital citizenship in higher education, with a focus on literature review and educational approaches, pedagogical strategies, and challenges for improvement. It includes a survey of 60 respondents, which explores students’ perceptions and experiences related to digital citizenship at the undergraduate level of studies. This research examines the key aspects of digital citizenship education, pedagogical methods, various strategies and their effectiveness, demographic factors, limitations of current research, the role of technology and the challenges that educators face, curriculum changes, and development. By promoting digital citizenship education activities, institutions, and educators are expected to contribute through collaboration with the private sector, and student engagement and activism. The study found that rapid technological advancements were perceived as limitations in digital citizenship education. The findings show that respondents strongly favor comprehensive ways to teach digital citizenship, often endorsing multifaceted tactics covering a range of subject areas. Hence, there is broad recognition of the impact of demographic factors such as gender, age, and socioeconomic status on students’ perception of digital citizenship education. The results highlight the potential of digital skills enhancement and learning and the evolving of digital platforms in higher education study programs, the need for diverse teaching methods, integrated curriculum, and improvement of collaboration between educational institutions and the private sector. This research adds to the general knowledge of digital citizenship education, by providing insights for higher education institutions, students, educators, and policymakers, for developing inclusive digital citizenship programs in higher education.

This study aims to help enterprises enhance their innovation capabilities in the environment of knowledge economy globalization and stand out in the fierce industry competition. Firstly, data on existing higher education theories and innovation theories are analyzed. Secondly, two companies in the sample data are selected for detailed analysis. Finally, research conclusion and corresponding talent management strategies are presented. The results show that the cumulative contribution value of employees is 87.496%. The cumulative contribution value of human capital is 70.322%. The contribution value of cumulative innovation performance is 61.658%. The cumulative contribution value of R&D investment is 45.306%. The coefficient for the overall sample size is 0.509. The employee quality coefficient is 0.452. The correlation coefficient for educational attainment is 0.598. The high-tech service industry has the highest correlation coefficient at 0.504. The auto industry has the highest coefficient at 0.669. The experimental research has drawn the following conclusion: (1) Talents positively affect enterprise innovation performance; (2) Research and Development (R&D) investment has a positive correlation with enterprise innovation performance; (3) R&D investment has a positive correlation with talents. Through experimental research, the education level of employees is measured by academic qualifications, but the essence of academic qualification measurement is the level of knowledge and skills that employees have. In summary, the study can extend the strategic analysis of the cultivation of innovative talents and play a valuable auxiliary role in cultivating innovative talents.

Introduction - crossing the border, or creating a shared territory?, P.W.G.Wright. Part 1 How the relationship between higher education and industry has taken shape: educating for industry - the historical role of higher education in England, R.Lowe thinking about science and practice in British education - the Victorian roots of a modern dichotomy, R.F.Bud and G.K.Roberts. Part 2 Public and private funding: industry contributions to higher education funding and their effects, G.Williams and C.Loder the US model for higher education - structure and finance, K.Tribe. Part 3 Graduates of higher education - what do employers expect in the 90s?, P.Meyer-Dohm personal transferable skills for employment - the role of higher education, A.Bailey. Part 4 Changes in culture and organization: the shifting culture of higher education, J.Fielden a responsive higher education system, A.Jones Apocalypse now? where will higher education go in the 21st century, P.Slee.

Care has received relatively little attention in higher education (HE) literature. However, literature alluding to care reveals contrasting perspectives. Some scholars diminish care concerns as a product of the marketised university, where students-as-consumers insist on ‘safe’ teaching and the avoidance of ‘troublesome knowledge’. Others position care as an ethical pedagogical stance, given the power asymmetries inherent in university life. Some suggest that attention to care in HE is risky, since it troubles gendered boundaries between public and private life, and rationality and emotion. In this article, we discuss a research project that explored diverse students’ conceptions of good teaching and effective learning at a research-intensive university in Aotearoa New Zealand, using focus group discussions, critical incident technique and photovoice. Participants included 55 Māori, Pacific, international and (other) local students enrolled in Health Science and Humanities subjects. Although care was not the focus of the study, all cohorts of students represented care as a key marker of good teaching. They described good teachers as people who care about their discipline, care about teaching and care about students, powerfully influencing students’ engagement with subject matter, enthusiasm for learning and aspirations for the future. While some students acknowledged and lamented their position as consumers in marketised HE, they also revealed an awareness of the factors that constrain teachers’ capacity to care and expressed gratitude for teachers’ investment in students. We argue for the need to recognise teaching in HE as cognitive, emotional and embodied work; to acknowledge teachers’ powerful influence on students; and to avoid simplistic representations of both teachers and students in contemporary HE.

Using a serious game for experimental economic research, we obtain insights in how human subjects cope with market and technological uncertainty and their bounded rationality in solving product development challenges. We find not only remarkable differences in the overall performances of cohorts of subjects, but also in the evolution of the product development ‘roadmaps’ across repeated challenges. Generalizing results, we argue that product development engineers may be (1) targeting products for mainstream markets although unknowingly technically unattainable, (2) cognitively overburdened due to combinatorial complexity caused by insufficient technological focus, (3) lacking a contextually sensible ‘product development roadmap’, e.g. taking product design purely as a technical challenge without market requirements. Benchmarking outstanding subjects, preliminary recommendations are to dismiss fast and frugal strategies; the complexity of the design challenge does not lend itself for those. Moreover, during the onset phase of development: engineers are to engage in exploration to determine the technological structure as well as market segmentation. This may then be used to determine the research direction to start focused and hence efficient, depth-first pruning of technological opportunities, which, in turn, reduces combinatorial complexity.KeywordsNew product developmentUncertaintyBounded rationalityCombinatorial complexityLearningExperimental economicsSerious game