Future Trends in Education

The opening of the Teacher Training Institute in Burgas in 1943 as the first post secondary educational institution was logical and decisive for the prospects and future trends in education on a regional scale. During its 57 years of existence, Hristo Botev Teacher Training Institute became a centre for training, qualification and retraining of teachers, a cultural and educational hub. Its history was traced using archival sources, published memories and personal documents that have been put in scientific circulation for the first time. For the purpose of analysis, the historical and pedagogical approach, cultural and historical retrospection, and historical comparative analysis have been applied. The collected facts and their scientific interpretation lead to the conclusion that, chronologically, the Teacher Training Institute was the first step towards making Burgas a university city. Its establishment marked the beginning of a tradition that today allows us to talk about Burgas as the training centre for pedagogical staff in Southeastern Bulgaria

Due to the fundamental differences between traditional education and Massive Open Online Courses (MOOCs) and the ever-increasing popularity of MOOCs more research is needed to understand current and future trends in education. Although research in the field has rapidly grown in recent years, one of the main challenges facing researchers remains to be the complexity and messiness of the data. Therefore, it is imperative to provide tools that pave the way for more research on the new subject of MOOCs. This paper introduces a package called crsra based on the statistical software R to help tidy and perform preliminary analysis on massive loads of data provided by Coursera. The advantages of the package are as follows: a) faster loading and organizing data for analysis, b) an efficient method for combining data from multiple courses and even across institutions, and c) provision of a set of functions for analyzing student behaviors.

The article deals with the current trends in the transformation of general secondary education in Ukraine and France, the role of the European integration processes in these transformations and prospects for further development of secondary education in Ukraine and France. The role of globalization, which affects all spheres of public life, including secondary education, has been revealed. The humanization of education, an integral part of the reform and democratization of public life, has been identified as an important trend in the development of general secondary education in Ukraine at the beginning of the 21st century. The shift of emphasis from the teacher's educational activity to educational and cognitive, labor, artistic, exploratory, research and other teacher’s activities in cooperation with a pupil has been noted. The article mentions the introduction of child-centeredness in teaching, i.e. orientation to the needs of a pupil. An important trend in the education of the 21st century is the tendency to continuity of education, the essence of which is constant deepening of general and professional training, the transformation of education into a process that lasts throughout life. Informatization of education is mentioned in the article as a global trend. The article reveals the features of the French secondary education. Modern tendencies in the French secondary education have been characterized, in particular an obligatory inclusion of a pupil into professional activity. The trend in French secondary education concerning the moral education of the French schoolchildren and division of the complex of moral education into four meaningful groups have been noted: the main categories of morality; public life and respect for others; thrifty attitude to the property of others, especially to the public property; self-esteem, etc. The extension of the period of compulsory education for schoolchildren under 18 in France has been emphasized.

Scientific and technological development seriously affects all socio-economic processes in the modern world. In this paper. The main trends in employment and education in the context of technological changes are analyse in the article. The highlighting of trends in relevant areas in developed countries is the priority. Conclusions regarding structural changes in employment are made; in particular, tendencies for a decrease in permanent employment among middle-skilled workers and a deterioration in the situation for unskilled workers are identified. An important factor is the transition to part-time employment. New situation requires new approaches to the organization of education, including the development of flexible, professional education, focused on the needs of areas of activity that are developing rapidly. The final part of the paper contains brief discussion of the situation in Ukraine in the spheres of employment and training. Deindustrialization in the past three decades has had a negative impact on the structure of employment and the specialization of university graduates. The emigration of young people is becoming an increasingly important factor affecting the labour market. It is concluded that for Ukraine, which is included in the international division of labour as a “junior partner,” the choice of the right strategy for specializing in economic activity and in the field of training (education) in the face of growing competition is an extremely important task.

Global trends in oral and maxillofacial radiology education

The development trend of foreign education is affected by many factors, so its future development trend is difficult to judge. Therefore, it is necessary to simulate and analyze the development trend of foreign education through artificial intelligence. According to actual needs, based on artificial intelligence algorithms, this paper builds artificial intelligence simulation analysis model to realize the simulation analysis of foreign education development. Moreover, starting from the overall design architecture of the online education platform, this paper builds functional modules, uses the machine learning constructed in this paper for data training and data prediction, and outputs prediction results. In order to study the performance reliability of the model, we predict and judge the development trend of foreign education and determine the model reliability through empirical judgment. The research results show that the model constructed in this paper has a certain effect.

With the rapid development of maker education in China, more and more science and technology enterprises, publishing units, science popularization venues, and educational institutions have been involved in the upsurge of resource development for maker education. Research on the development trend of maker education also shows an upward trend. However, most of the existing studies on trend prediction give the future development trend of maker education in the way of literature statistics and subjective judgment, which makes the prediction results strongly subjective. In order to solve this problem, we drew on the advantages of machine learning in data prediction and proposed a research method for maker education based on regression models. The core idea of the proposed method is to use the characteristics of regression models to predict future maker education without adding subjective factors. Specifically, we built regression models based on the collected historical data, and then predicted future development based on these regression models. In the experiment, we verified the effectiveness of the model based on the research literature on maker education in China from 2013 to 2019.

Under the background of actively advocating the development of educational informatization, the arrival of "5g + AI era" is leading the educational reform. In recent years, intelligence has become a new development trend in the education industry. The combination of new technologies such as voice recognition, image recognition, big data, artificial intelligence, virtual reality and the education industry has attracted much attention. As the main form of future education, intelligent education determines the development direction of future education and has a guiding role in future education. In this paper, under the background of educational informationization, the author first thinks about intelligent education, and then expounds how intelligent education can take the fast train of information technology reform in the environment of 5G technology and artificial intelligence. On this basis, how to explore the future education reform from the direction of intelligent education. Finally, from the two aspects of 5G information technology and artificial intelligence applied to intelligent education, the paper discusses the future trend of intelligent education and provides some reference for the development and research of intelligent education in the future.

Due to the epidemic situation in 2020, the world has fallen into economic stagnation. Compared with the past, the EDUCAUSE horizon report released in 2020 focuses on the influencing factors of economy, technology, and other dimensions from the perspective of higher education development. For exploring the digital transformation and future development trend of Chinese higher education, this paper analyzes the digital transformation trend of Chinese higher education in 2020.The paper combined with the teaching experience and thinking interview research of front-line teachers, we conclude that Chinese digital transformation mainly relies on the Internet construction. But the current situation is that there are some problems in the matching of infrastructure construction and actual education. This requires educators to jump out of the traditional teaching cognition and make more digital information textbook design for online teaching to it can really help and improve the efficiency of online and offline flexible teaching.

The article is devoted to objectifying the consequences of the emergency transition to distance education in universities and the global decline in academic mobility during the 2020 pandemic through the prism of active implementation of the methodology of success and excellence in education. The author highlighted the current trends in education by the beginning of the second decade of the 21st century: increasing inequality in the education system; the predominance of the idea and methodology of success and excellence; a stable division into global and regional; the replacement of the model of internalization of values with the model of knowledge generation; refusal of targeted state subsidies in favor of self-financing; precarization of the middle teaching class; demonstration of the superiority of digital solutions in the translation of knowledge; creation of outsourcing chains of interaction in the educational sphere (research centers – universities, universities – commercial publishing houses, schools – career guidance centers, universities – online plaftorms, etc.). The article analyzes the aspects of changes in the modern model of higher education, taking into account the desire to position universities in the world educational rankings. The basis for a discussion of the choice of development priorities has been formed, taking into account the growing dissatisfaction of teachers with the need to match the model of success and excellence in their educational and scientific activities. It was found that pre-pandemic trends in education were multidirectional, and their impact on education systems and learning models (global or regional) was more stimulating for development, rather than mandatory for survival. The crisis has divided the manifestations of the new into two components: necessary renewal and sufficient improvement to ensure stability. It is noted that education is characterized by a fairly conservative approach to the organization of the educational process, so the extreme transition to distance learning during the pandemic actually replaced the evolutionary period of transformation of education, which would have lasted for more than one decade. Academic mobility, which has become widespread in the world, but which was forced to temporarily stop its activity during the pandemic, in the new conditions can continue to contribute to improving the ranking of universities, but can also carry threats of precarization to their working teachers and become a source of social tension, which should be taken into account when developing university development programs in the context of universal digitalization. Conclusions are drawn about trends have been tested by the pandemic reality, which will determine the vector of future development of higher education. Acknowledgements. The reported study was funded by RFBR according to the research project № 20-04-60109.

This chapter provides a critical discussion of challenge-based learning (CBL) within future trends in higher education (HE). It explores how CBL may address challenges facing higher education institutions (HEIs) in response to these future trends by using a framework of common CBL characteristics. Clear recommendations for CBL practitioners to succeed in CBL implementation within the ever-changing HE landscape are presented. It complements previous chapters on CBL case studies by situating CBL in the broader HE space. A discussion on the interrelationships between these characteristics and predictions on the future integration of CBL in HE concludes this chapter. These macrolevel discussions of CBL will be of interest to government officials, managers, business stakeholders, teachers, policy advisors, and academic teachers. Insights on the future institutional impact of CBL, how it may improve business and academic collaborations, how it aligns with sustainability and transversal skills policies, and where CBL is situated in the post-COVID-19 landscape are discussed. Ultimately, it argues that CBL is part of a pedagogical toolkit to meet future trends in HE.

Current Trends in Russian Scientific and Educational Development in the Context of Worldwide Globalization

The use and adoption of Generative AI (GenAI) has revolutionised various sectors, including computing education. However, this narrow focus comes at a cost to the wider AI in and for educational research. This working group aims to explore current trends and explore multiple sources of information to identify areas of AI research in K-12 informatics education that are being underserved but needed in the post-GenAI AI era. Our research focuses on three areas: curriculum, teacher-professional learning and policy. The denouement of this aims to identify trends and shortfalls for AI in and for K-12 informatics education. We will systematically review the current literature to identify themes and emerging trends in AI education at K-12. This will be done under two facets, curricula and teacher-professional learning. In addition, we will conduct interviews and surveys with educators and AI experts. Next, we will examine the current policy (such as the European AI Act, and European Commission guidelines on the use of AI and data in education and training as well as international counterparts). Policies are often developed by both educators and experts in the domain, thus providing a source of topics or areas that may be added to our findings. Finally, by synthesising insights from educators, AI experts, and policymakers, as well as the literature and policy, our working group seeks to highlight possible future trends and shortfalls.

Library and Information Science Education

Trend analysis is an important source of information for adventure program professionals as trends can provide information for decision-making, encourage the development of new programs, train staff, instigate new policies and procedures, and (re)allocate resources. This article investigates the past, current, and future trends in adventure education by examining Ewert's (1987) trend analysis, which identified a number of trends projected to show growth by the year 2000. The trends presented and discussed herein include participation rates, restrictions on land and water resources, certification and accreditation of programs and leaders, artificial adventure environments, evaluation and accountability, growth in adventure programs and activities and litigation.