Innovative Approaches to the Training Forensic Experts and Developing Their Practical Skills

Formulation of the Problem. The uncertainty of the legal status of the Russian judicial school, the functions of which are entrusted to the Russian State University of Justice, creates obvious inconsistencies between the legal foundations for additional professional education of judges in the Russian Federation and the needs and demands for continuous training of judges. Purpose of the Work: to determine the principles of additional professional judicial education, the legal forms of their implementation in models of additional professional education, tested in Russia and foreign countries, as well as to develop proposals for improving the legal regulation of the organization of additional professional education in our country. Results, Brief Conclusions. The following are identified as principles for organizing additional professional education for judges: lifelong learning as a status duty of judges; autonomy and independence of an educational institution that performs lifelong learning tasks. The features of the legal forms of implementation of these principles in the models of additional professional education of judges, tested in a number of foreign countries, are revealed. The article concludes that there is a need for further legislative consolidation of the Russian State University of Justice as an independent judicial school, as well as the organization of additional professional education for judges, including the legalization of the frequency, grounds and terms of training, the nature and amount of funding for additional professional education, and liability for dishonest attitude to training.

The research focused on how the application of the project method in the educational process contributes to a deeper understanding of theoretical knowledge and the development of practical skills among students of technical specialities. In this study, an analysis of the effectiveness of design technologies in teaching the construction and maintenance of cars was carried out, which allowed assessing their impact on the development of theoretical and practical skills of students. It was found that the use of project technologies in teaching significantly improves the quality of students’ assimilation of theoretical knowledge and contributes to the development of practical skills. It was found that students who completed tasks in the form of projects better understood the principles of operation of automotive systems and were able to apply their knowledge in real situations. Practical work in the project format contributed to the development of critical thinking and the ability to make informed decisions, as participants were forced to analyse problems and find optimal ways to solve them. It was also found that the project method increased students' motivation to learn and encouraged them to independently search for information, collaborate in a team, and use modern diagnostic tools. Work in groups contributed to the development of communication and time management skills, which are important in professional activities. In general, the results of the study indicate a significant increase in the effectiveness of the educational process through the integration of the project method, which contributes not only to a deeper assimilation of theoretical knowledge, but also to the development of practical skills that directly affect the professional readiness of students of technical specialities. The results of this study can be used in educational institutions that train car maintenance specialists to improve training programmes and teaching methods

Analytical chemistry is a core discipline in chemistry education, yet traditional teaching methods often lack sufficient emphasis on practical and research skills development. Recent studies in chemical education suggest that Project-Based Learning (PBL) can address these gaps by integrating theory with real-world problem-solving. This study aimed to evaluate the impact of PBL on the development of research, practical, and motivational outcomes in second-year university students enrolled in the “Chemistry Teacher Education” program at Zhanibekov University. A quasi-experimental design was employed with 40 students divided into an experimental group (PBL) and a control group (traditional instruction). Over one semester (15 weeks), the experimental group engaged in integrated project tasks aligned with the analytical chemistry curriculum, while the control group followed conventional lecture-laboratory instruction. Data collection included pre- and post-tests, laboratory performance evaluations, research skill assessments, and motivation questionnaires. Statistical analysis was conducted using independent-sample t -tests, with effect sizes calculated via Cohen’s d . The PBL group demonstrated significantly higher post-test results across all measured learning outcomes compared with the control group. Substantial gains were observed in theoretical knowledge, practical laboratory performance ( d = 2.01, p < 0.001), and research skills ( d = 2.23, p < 0.001). Improvements also extended to student motivation and engagement, indicating that PBL not only enhanced competency development but also positively influenced students’ attitudes toward analytical chemistry. These findings confirm that PBL is an effective instructional approach for improving both cognitive and affective learning outcomes in analytical chemistry. It strengthened mastery of theoretical concepts, fostered essential laboratory competencies and research abilities, and increased student motivation. The results support the integration of PBL into analytical chemistry curricula in higher education, particularly within teacher training programs. Future research should examine long-term retention of skills and explore hybrid instructional models combining PBL with other active learning strategies.

المستخلص هدف البحث إلى قياس أثر التعلم المدمج على جودة الأداء التدريسى، وتنمية بعض المهارات العملية ومهارات ما وراء المعرفة لدى طالبات الاقتصاد المنزلى . وذلک نتيجة لما تحددت عنه مشکلة البحث وهو ضعف جودة الأداء التدريسى، وبعض المهارات العملية ومهارات ما وراء المعرفة لدى طالبات الاقتصاد المنزلى ، والإفتقار إلى طرق تدريس حديثة وواضحة لتنمية المهارات العملية ومهارات ما وراء المعرفة ، مثل التعلم المدمج. ولذلک سار البحث فى مجموعة من الخطوات من أهمها تحديد أسس بناء برنامج قائم على التعلم المدمج متمثلة فى تحديد الأهداف ، والمحتوى المراد تدريسه، والأنشطة ، واستراتيجية التدريس، وأدوات التقويم. وقد تکونت عينة البحث من ( 85) طالبة من طلاب شعبة الاقتصاد المنزلي ( بکلية التربية النوعية –جامعة المنوفية ) تم تقسيمهن بطريقة عشوائية إلى مجموعتين : تجريبية تضم ( 45) طالبة درست المادة التعليمية بطريقة التعلم المدمج ، والأخرى ضابطة تضم ( 40) طالبة درست المادة التعليمية بالطريقة السائدة ، کما تمثلت أدوات الدراسة من (استبانه معايير جودة الأداء التدريسى- اختبار تحصيلى - بطاقة ملاحظة المهارات العملية – مقياس مهارات ما وراء المعرفة ) وتم التحقق من صدق وثبات أدوات البحث لتطبيقها قبليا وبعديا على عينة البحث . وقد توصل البحث إلى العديد من النتائج منها : وجود فرق ذو دلالة إحصائية بين متوسطى درجات استبانة معايير جودة الأداء التدريسى من وجهة نظر الطلاب للمجموعتين التجريبية والضابطة لصالح المجموعة التجريبية. وجود فرق ذو دلالة إحصائية بين متوسطى درجات الاختبار التحصيلى للمجموعتين التجريبية والضابطة لصالح المجموعة التجريبية. وجود فرق ذو دلالة إحصائية بين متوسطى درجات بطاقة الملاحظة للجانب المهارى للمجموعتين التجريبية والضابطة لصالح المجموعة التجريبية. وجود فرق ذو دلالة إحصائية بين متوسطى درجات مقياس مهارات التفکير ما وراء المعرفة للمجموعتين التجريبية والضابطة لصالح المجموعة التجريبية. فعالية التعليم المدمج فى جودة الأداء التدريسى وتنمية المهارات العملية ومهارات ما وراء المعرفة لدى طالبات الاقتصاد المنزلى. The impact of using blended learning on the quality of teaching performance and Developing practical skills andMetacognitive skills among students home economics The aim of the research was to measure the impact of blended learning on the quality of teaching performance and the development of some practical skills and metacognitive skills among students of the home economics.This is due to the research problem which is characterized by poor quality of teaching performance, some practical skills and metacognitive skills of home economics students, and the lack of modern and clear teaching methods for the development of practical skills and metacognitive skills, such as blended learning. Therefore, the research went through a series of steps, the most important of which is to determine the foundations of building a program based on the integrated learning represented in the objectives, the content to be taught, the activities, the teaching strategy, and the evaluation tools. The sample of the study consisted of 85 students from the Department of Home Economics (Faculty of Specific Education - MenoufiaUniversity) (45) students studied the teaching material in a blended learning method, and the other was a female student (40) students who studied the teaching material in the prevailing way. The study tools were applied to the sample.( achievement test -a questionnaire quality of teaching performance – observation card- measure of metacognitive skills ) have been verified validity and reliability of the research tools To apply them before and after the sample. The research reached many results, including: 1- There were statistically significant differences between the mean scores of the quality criteria of the teaching performance from the students' point of view of the experimental and control groups in favor of the experimental group. 2- There were statistically significant differences between the average test scores of the experimental and control groups in favor of the experimental group. 3- There were statistically significant differences between the mean score of the observation card for the skillful side of the experimental and control groups for the experimental group. 4- There were statistically significant differences between the intermediate scores of the skills of the meta-cognitive skills of the experimental and control groups in favor of the experimental group 5- Effectiveness of the blended learning in the quality of teaching performance and the development of practical skills and meta-cognitive skills of students of the home economics.

The COVID-19 pandemic accelerated the shift to online veterinary education, posing challenges for teaching practical veterinary skills. While instructional videos have long supported medical and veterinary education, the impact of video storytelling (VST) using specific content creation techniques for student engagement and achieving success for learning outcomes remains underexplored. Our research compared traditional lecturer-generated videos (BSV) with VST content to evaluate their effect on student experience and grades in a practical task. Students were assessed on their performance, and used standardised questionnaires to evaluate their perceptions of the online material and the impact it had on practical skill acquisition. In Phase 1 (2020), 106 final year students were provided with BSV content ahead of a simulated assessment. All students in the year enrolled voluntarily in this observational study. However, 33 (31.1%) students did not view the content. No significant performance differences were observed between those who watched the videos and those who did not (p = 0.711). In Phase 2, (2023) 148 pre-clinical stage 3 students voluntarily participated in a randomised, blinded, controlled trial comparing BSV (75 students) with VST (73 students). The VST group reported significantly lower stress and anxiety levels (p = 0.002), felt better prepared for Directly Observed Practical Skill (DOPS) assessments (p < 0.001), and achieved higher practical assessment scores (p = 0.001). As online and blended learning continue to expand, veterinary programs should consider investing in high-quality VST to support student well-being, promote deeper learning and more effectively prepare students for clinical practice.

Summary. The aim of the work is to study the effectiveness of using interactive teaching methods and practical skills in the educational process, which will help improve the quality of training for students of the dental faculty at the Department of Internal Medicine of the Dentistry Faculty named after Professor M.N. Berezhnitsky.
 Based on the study of the effectiveness of using interactive teaching methods and the development of practical skills in clinical pharmacology in the educational process in the fourth year of study on the Dentistry Faculty under the medical education reform demonstrate, that only a comprehensive approach to the study of clinical pharmacology with the assimilation of modern theoretical material, the development of practical skills at the patient’s bedside, and by solving situational problems, self-awareness of classroom and extracurricular work allows students to explore clinical pharmacology in accordance with the modern requirements of medical reform. The knowledge acquired at the department about pharmacokinetics, pharmacodynamics, interaction and side effects of drugs, effectiveness, safety of prescribed drugs and acquired practical skills contribute to the development of professionalism of a future specialist.

The article focuses on the process of teaching students technical aspects of video surveillance systems in the course "Technical Means of Security". The main attention is paid to the methods of developing professional competencies related to installation and configuration of equipment, mastering video surveillance software and mastering the application of facial recognition technologies. The article describes laboratory work in detail, starting from the theoretical basis laid at the beginning of the course to practical skills such as connecting cameras, configuring programs and creating databases for identifying individuals. The learning process includes preparation and analysis of theoretical material, performance of laboratory works, as well as testing and evaluation of the obtained results. The result is to provide learners with a comprehensive understanding of video surveillance systems and practical skills relevant for their future careers in security and use in everyday life. The research methodology in the article combines theoretical learning and practical laboratory work. It includes the steps of connecting video monitoring cameras, configuring software and facial recognition algorithms. Students gained experience with real equipment and programs, which contributed to deep learning of the material and development of practical skills. The scientific novelty of this article lies in the integrated approach to teaching students how to use video surveillance systems, including technical aspects of connecting the equipment, configuring software and face recognition algorithms. This approach provides not only theoretical training, but also practical mastery of skills, which is innovative in the context of security technology education programs. The findings of the article emphasize the importance of practical training in student learning. It is shown that real-life experience with equipment and programs significantly improves the quality of education and readiness of students for future professional activities. The article emphasizes that modern education in the field of security systems requires the integration of theoretical knowledge and practical skills, thus providing comprehensive training of specialists in this important and relevant field.

Introduction . In a rapidly changing world where the life cycle of knowledge is shortening, basic education is not enough to meet the educational needs of a person throughout life. Additional vocational education (AVE) plays a key role in this process, providing the opportunity to acquire new knowledge and skills to increase competitiveness in the labor market. Purpose setting . The article examines the current state and trends of AVE in Russia, focusing on its importance in the context of lifelong education. Since the concept of lifelong learning emerged at the UNESCO conference in 1968, this area has become key to ensuring the competitiveness of specialists in the labor market. Methodology and methods of the study . The article used a systematic approach, determined by the purpose of the study. In addition, methods of analysis, synthesis and comparison were used. Results . The presented work analyzes statistical data showing the growth of interest in additional professional education among the population, and also identifies the main goals and motives for training. The types of additional professional education programs, such as advanced training and professional retraining, as well as the role of self-education in the educational process are considered. Particular attention is paid to various forms and types of obtaining additional education, including corporate training, which helps improve the qualifications of employees and adapt educational programs to the requirements of employers. The increasing role of the non-governmental sector in obtaining additional professional education, including digital educational organizations EdTech, is shown. Barriers that prevent the full use of the potential of additional professional education are identified. Conclusion . The need for further development of the AVE system is emphasized, including the integration of digital technologies and hybrid forms of education, which will ensure that educational programs meet modern labor market requirements and improve the quality of training specialists. The article contributes to the understanding of the dynamics of additional professional education in Russia and its impact on the development of human capital.

Introduction. The problem of designing a research model for the functioning and development of additional professional education is discussed in the article. Additional professional education is considered as a sustainable system that will reflect the patterns of social development in the context of the transformation of the world order, outpacing socio-economic changes in various spheres of our society, thereby preventing socio-economic risks. The research model describes the functioning and development of the system of additional professional education. An important aspect of additional professional education is the understanding of the tendency towards the emergence of new industries and, accordingly, new professions. An important aspect of additional professional education is also an understanding of the changing demand for a number of competencies and the set of technical and universal skills of employees of enterprises in different spheres of society, and the growing need for worker qualifications. An important aspect of additional professional education is also an understanding of the changing demand for a number of competencies and a set of technical and universal skills of employees of enterprises in different spheres of society, and an understanding of the growing need for the qualifications of workers.Materials and Methods. Scientific works of domestic researchers became the material for research. the methodology of structural-functional analysis and systems approach are used in the work.Results. The study recorded the characteristic features of the additional professional education system, which determined the principles for studying the functioning and development of additional professional education. The main goal is to understand the process of functioning and development of the system of additional professional education and to create tools for such understanding. An idea of the integrity of the system of additional professional education was obtained during the study. We have identified various types of connections between elements of additional professional education. We got an idea of its structure. We carried out the characteristics vertically and horizontally. We have established the system levels. We have outlined the basics of management. We have solved the problem of the purpose of the system of additional professional education and established the basis for its transformation. We have established the basis for solving the problem of the relationship between the functioning and development of the additional education system. We have revealed the role of internal and external regulators of human behavior in the system of additional professional education.Discussion and Conclusion. We analyzed the work of domestic researchers, we established the key features of the system of additional professional education and developed a model of its sustainable functioning and development with the characteristics of the rapid development of the system. Such a system is capable, by forming the basis for the spheres of society, of outpacing the changes occurring in them. A detailed development of the mechanism for the relationship between the functioning and development of the additional professional education system, as well as the establishment of the degree of “correlation” of social and economic systems, which prompts the formulation of the question of the dynamics of development of the system of additional professional education in the medium term, was designated by us as prospects for the development of science and practice.

The article describes the problem of qualitative training of highly qualified specialists for the tourism industry. It
 presents the model of formation of professional competence of specialists. There are also the basic problems of the
 domestic system of training personnel for the tourism industry on programs of additional professional education.
 The author provides information about foreign experience of personnel training organization in tourism sphere of
 activity. The article is devoted to the methodology of stepwise solution of existing problems of personnel training for
 tourist industry in Russia. The study uses the methodology of theory of constraints system (TOC) by E. Goldratt,
 which is built on logical reasoning and providing answers to three main questions to the management of improving
 transformations: 1) what limits the development (improvement); 2) what needs to be sent to change limits, its complete
 elimination, expansion limiting boundaries and so on; 3) how to implement this change. The article shows the
 algorithm of building of logical circuits called E. Goldratt’s «current reality tree» (CRT) and «future reality tree»
 (FRT). Analyzing the dendrogram, the author comes to the conclusion that the greatest factor of the local tourism
 development is the mismatch of curricula to the needs of tourism organizations that can be solved by joint work
 of the educational organizations of secondary professional and higher education and additional professional education
 with professional unions, associations and other unions of organizations in the tourism sphere. This conclusion
 is reinforced by findings based on the analysis and generalization of training professionals experience in tourism
 business abroad. The necessity of cluster approach to the organization of training, including the cooperation
 of organizations of higher and additional professional education with professional tourism community is proved.

Current reforms in science education call for science for all. In the most progressive sense, this means teachers finding ways to help all children feel comfortable with and connected to science. It also means helping all children develop strong, intellectual, conceptual understandings of the major concepts and theories in science. Despite general consensus about ideal science for all, science educators have been largely unsuccessful in transforming the curricular and pedagogical strategies from traditional practices to practices inclusive of all students (Atwater, 1996). Teacher education programs have had little or no impact on preservice teachers' philosophy of teaching and learning, especially as it relates to underserved populations in science (Rodriguez, 1998). Teacher education programs are populated with many students resistant to deep exploration of racist and other socially oppressive classroom practices (Rodriguez, 1998). In this article, I explore the role of a community-based service learning project in enhancing the multicultural dimension of preservice education and on the development of preservice teachers crafting a multicultural science teaching practice. Community Service Learning Some (Checkoway, 1996) define community service learning as learning activities combining classroom work with social and service action to promote student development of subject matter knowledge, practical skills, social responsibility, and civic values. Although most research about community service learning has dealt with K-12 education, the literature points to the significant impact community service has on improvement in the attitudes, motivation, and achievement of all students, including college students (Barber, Schine, & Kielsmeier, 1997). These improvements have been attributed to how these educational experiences integrate life experience with substantive and practical knowledge and skills. Recently, service learning has garnered attention in teacher education programs as one way to help preservice and inservice teachers learn about complex social problems such as poverty encountered in schools (DeJong & Groomes, 1996). Preservice students can acquire this kind of learning in out-of-school settings in which they can develop relationships with children and families in nonschool contexts, learn about children as children rather than merely as students, develop ties with the community, develop social and interaction skills, and gain greater awareness of other cultural and social norms and values as well as their own beliefs, strengths, and weaknesses (Stachowski & Visconti, 1998). Service learning in teacher education is not new. Many of the most influential thinkers in education and related fields, including Dewey and Freire, have advocated the idea of learning about children, community, disciplinary knowledge, and the relationships among these areas in informal educational settings. Dewey (1938/1963) wrote that the experience in itself is not enough, whether it be a service learning experience or any other kind of experience. He argues that not all experiences are genuinely or equally educative (p. 25). The experience has to be examined, understood, and challenged, thus providing intellectual and psychological continuity and growth. In college-level programs, including teacher education, service learning historically has been enacted individually and collectively. In the individual approach, students must, either as part of a course or program requirement or for individual course credit, engage in some form of service such as volunteer tutoring, serving meals at a soup kitchen, or providing adult companionship for homebound adults (Checkoway, 1996). Students usually generate ongoing reflection journals and written or oral reports documenting the activity from conception to conclusion. Although these are individual service projects, students often share the reflections and reports in a group setting such as a course or seminar, where participating students receive critical feedback, support, and encouragement from peers and professors. …

The article is devoted to substantiating the effectiveness of the case method in teaching cytology, histology and embryology. The article focuses on the need to implement innovative teaching methods that promote the development of analytical thinking, critical understanding of information, communication skills and decision-making abilities in simulated professional situations among higher education students. The purpose of the article is to justify the feasibility and effectiveness of using the case method in teaching cytology, histology and embryology as a tool for forming the professional competence of students, as well as to analyse the types, structure, stages of working with cases and their features that ensure the development of critical thinking, independence and the ability to make professional decisions. It has been found that the case method combines theoretical knowledge with practical skills through the analysis of cases that reflect real challenges of pedagogical and scientific research practice. The study analyses the types of cases, including educational, diagnostic, problem-analytical, discussion and integrated cases, which are appropriate for use in the study of morphological disciplines. The methodological structure of the case study, the stages of its implementation and the specifics of students’ work in the process of analysing situations related to cell structure, tissue organisation, and embryogenesis are described. The characteristic features of the case method have been identified: complexity and interdisciplinarity, stimulation of cognitive activity, contextual learning, development of practical skills, modelling of professional situations, development of communication skills and argumentation skills and assessment of the level of knowledge and competence. The author has noted that the systematic use of teaching cases contributes to the formation of key professional competencies: professional, analytical, communicative, research and methodological. The article emphasizes that the use of the case method ensures the training of competent and responsible specialists who are able to make informed decisions in conditions of professional dynamics and unpredictability.

The research examined the relationship between teacher pedagogical content knowledge and practical skills competence as factors influencing students’ performance in Biology within the Abeokuta South Local Government Area of Ogun State. Employing a correlational research design, the study involved 240 respondents, specifically SSII biology students, who were selected through a multistage sampling technique. Data were gathered using the Teacher Pedagogical Content Knowledge and Competence in Practical Skills Rating Scale, which demonstrated reliability coefficients of 0.80 and 0.73, respectively. The analysis of the collected data utilized descriptive statistics and multiple regression techniques. The findings indicated a significant influence of the level of teacher pedagogical content knowledge and competence in practical skills on the academic performance of students. The findings also revealed that teachers’ competence in practical skills has a positive effect on students’ understanding of biological concepts and students’ performance in biology. In light of these results, the study recommends that educators should im-prove their pedagogical content knowledge and practical skills competence to improve students’ performance in Biology. Furthermore, teacher training programs should prioritize the development of robust content knowledge and practical skills in the field of Biology.

Problem: Medical student participation in research enhances appreciation of the scientific literature and the conduct of investigation, and may lead to an interest in academic medicine. Independent medical student research offers frequently overlooked opportunities to develop and assess professional practice abilities, including project design and implementation, interprofessional team communication, and time management. These skills, useful to physicians, are often challenging for medical students to master as they transition into clinical careers. To address this challenge, we designed and embedded interventional modalities into a highly mentored and longitudinal scholarly concentration component of the curriculum. Intervention: The Embark scholarly concentration program incorporates traditional research training with the development of professional practice skills essential for transitioning to clinical practice. The program includes individualized and just-in-time components enabling student access to information and feedback specific to their projects and development of professional practice skills. Context: The Embark program is a required longitudinal component of the Oakland University William Beaumont School of Medicine undergraduate medical curriculum. The Embark program consists of courses that inform and facilitate a required longitudinal independent research project. Outcome: A retrospective evaluation of the Embark program’s success with development of professional practice skills through the lens of both faculty and student perceptions included analysis of project records and course evaluation feedback. Evaluation of individual student development of transitional skill ability is possible through both quantitative and qualitative analysis of data collected from student project records. More than 80% of course evaluation commentary on strengths of the program addressed activities related to professional practice skills. To systematize the evaluation of these data sources, we have piloted a framework, iSAIL, designed to assess student development in these skills during the planning and conduct of a research project. Lessons learned: By developing professional practice skills in the context of a scholarly concentration program, medical students can build a foundation for future engagement in research while they develop skills to overcome challenges that they are likely to encounter in their clinical careers. Modalities designed to evaluate individualized student development of professional practice skills through research participation define program successes and may lead to the identification of additional resources needed by students. By offering medical students opportunities to develop professional practice skills within the protected environment of an independent research project, this scholarly concentration program provides a valuable opportunity to influence the early development of skills necessary throughout their clinical careers.

Background of study: This community service activity aimed to address the gap in technological literacy and practical skills among students at SMAN 6 Bengkulu Tengah, Indonesia, by introducing the Arduino microcontroller platform as a tool for enhancing STEM education.Aims and scope of paper: The primary objective was to assess the effectiveness of project-based Arduino training in improving students' understanding of electronics and programming. The study specifically evaluated cognitive gains, development of practical skills, and increased student confidence.Methods: The program employed a participatory approach, combining interactive lectures, hands-on project development, and pretest and posttest evaluations using the Kahoot! platform. The training involved 41 participants and included collaborative project work in groups.Result: The intervention resulted in a significant 36% increase in posttest scores (from 42% to 78%), with notable improvements in component knowledge (+82%) and schematic understanding (+79%). Additionally, 87% of participants reported increased confidence in experimenting with electronics projects.Conclusion: Findings demonstrate that Arduino-based training effectively enhances technological literacy and STEM skills among high school students. The study recommends integrating microcontroller platforms into physics curricula and fostering school-university partnerships for sustainable implementation through teacher training, equipment provision, and module development aligned with the Merdeka Curriculum.