Innovative learning technologies in higher education

The paper analyzes up-to-date distance learning technologies used in European education system for ensuring overall organization of the educational process during the COVID-19 pandemic. Quarantine conditions have become a catalyst for development and practical testing of virtual learning tools and innovative pedagogical technologies, and application of the experience with them is a necessity of today and a strategy for the future. The article is focused on distance learning technologies in higher education. Institutions of England, Germany and France are chosen for the study due to their banner quality of educational service, like the University of Oxford, for example. The basis for successful conduct of all types of classes is employment of universities’ own specialized learning platforms. The learning model remains more similar to the traditional one. The main role continues to belong to communication between qualified teachers and students through various interactive web applications, while digital technologies create space for such interaction, filling it with learning materials. Students get access to all educational services using a single password to the university network. At the same time, some learning materials are available with open access, video lectures and podcasts are popular. Unlike other countries, education in Germany is governed by strict principles of information and data protection. In the contrary, in France many courses have been made available on network, and the education system has instantly adapted to work in virtual mode through the developed system of national distance learning platforms and the massive open online courses. The result of effective distance learning organization in Europe during the pandemic is that the introduction of digital technologies and transition to more flexible learning models become the education strategy at the state level, while pedagogy becomes an area of advanced development of information and communication technologies. Key words: distance education, online learning, information and communication technologies, educational platforms, quarantine, COVID-19.

Innovative technology is a dire need of contemporary education society in bringing paradigm changes in higher education by ameliorating learning experiences, improving accessibility, and reinforcing sustainability. In Afghanistan, a country confronting different educational challenges, the application of technologies such as Adaptive Learning Technologies, Cloud Computing, Artificial Intelligence, Mobile Learning the Internet of Things, and Gamification can address such issues and contribute to the sustainable development of higher education. Hence, this paper aims to investigate the role of these technologies in the higher educational sector of Afghanistan, particularly exploring their utility, potential advantages, challenges, and implications to further support educational sustainability. To support this research, the investigators collected keywords related to the innovative and digital technologies in higher education and their effects on sustainability form different international reliable databases such as Scopus, Web of Science, Science Direct, Taylor and Francis. After critically synthesizing various research papers, it is concluded that ALT, CC, ML, IoT, AI, Blockchain, and Gamification offer promising solutions to many concurrent challenges toward higher education of Afghanistan. Finally, this provides suitable recommendations for policy makers, teachers, and higher educational institutions on the integration of these technologies to achieve sustainable education improvement in Afghanistan.

Aim: To characterize innovative educational technologies of health-preserving in the professional training of higher education students in Ukraine in the conditions of war. Materials and Methods: In the research process, a group of methods was used: theoretical (specific research) - analysis, comparison and generalization of scientific literature on the research problem to systematize and generalize facts, information, materials on the researched problem and determine the essence of the main concepts; іn the research process, a group of methods was used: theoretical (specific research) - analysis, comparison and generalization of scientific literature on the research problem to systematize and generalize facts, information, materials on the researched problem and determine the essence of the main concepts. Results: Amid russian aggression, Ukrainian students are facing challenges that impact not only the educational process but also their psycho-emotional well-being. The war has significantly increased stress levels, instability, and psychological pressure on students who are forced to study under constant threat. In this context, innovative health-preserving educational technologies are becoming increasingly vital for supporting students' physical and mental health, as well as ensuring the continuity of their professional training during wartime. Conclusions: Post-traumatic stress disorder poses a significant threat to the mental health of students. The phenomenon of collective trauma has recently been intensified by the ongoing war. Supporting individuals' mental health is a key priority of public policy, particularly within the higher education system. Modern approaches to the educational process in universities, with an emphasis on health preservation, involve a variety of innovative methods and technologies that help students adapt to wartime conditions, care for their mental well-being, maintain resilience, and cope with stress. A distinctive feature of these efforts is large-scale educational outreach, not only among students and faculty but also among the wider public.

Currently, higher education in Kazakhstan is undergoing a period of unprecedented change. The main driver of these changes is the influence of innovative technologies in the educational process. Teachers and scientists believe that traditional forms of learning are outdated, to capture the attention of students, it is necessary to introduce innovative teaching technologies. Today, many higher education institutions in the process of learning are moving to the use of innovative technologies. Since innovative technologies have several advantages: stimulate active learning; give quick feedback; establish teacher contact with students forms «unconventional» thinking among students; encourage student collaboration; encourage a variety of learning methods. From the above, we can understand that innovative technologies have radically changed the old paradigm of «teaching and learning». In the new learning example, the role of the student is more important than teachers. The main goal of innovative technologies is to prepare a person for life in an ever-changing and evolving society. The researchers analyzed an innovative technology - Bloom’s taxonomy in teaching the discipline «Human and Animal Physiology». The analysis of the seminar and theoretical materials are presented in accordance with Bloom’s taxonomy, in which tasks are classified into 6 levels: the first level is “Knowledge”, the second level is “Understanding”, the third level is “Application”, the fourth level is “Analysis”, the fifth level is “Synthesis”, sixth level – “Assessment”. A questionnaire survey was conducted among students at the Department of Biophysics and Biomedicine, Faculty of Biology and Biotechnology, AlFarabi Kazakh National University in order to identify their attitude to innovative teaching technologies, in which 24% of respondents showed the greatest interest in Bloom’s taxonomy. And in order to emphasize that each level of Bloom’s taxonomy is built on the basis of previous levels, a model of this innovative technology was developed. Key words: educational process, innovative technology, Bloom’s taxonomy, assessment criteria, analysis, teaching methods.

This study aims to synthesize existing research on the factors influencing teacher readiness and perceptions towards the adoption and integration of digital learning technologies in higher education. The review seeks to identify key personal, pedagogical, institutional, and technological determinants that shape how faculty engage with digital tools in their teaching practice. Drawing from established theoretical frameworks such as the Technology Acceptance Model (TAM), Unified Theory of Acceptance and Use of Technology (UTAUT), and Technological Pedagogical Content Knowledge (TPACK), the review ultimately seeks to inform an integrated conceptual model for future empirical testing. A systematic literature review with qualitative thematic analysis was conducted on peer-reviewed journal articles published in Scopus, Web of Science, ERIC, and Google Scholar between 2010 and 2024. The review identified six major clusters influencing teacher readiness and perceptions toward digital learning technologies in higher education. Cognitive Readiness emerged as a critical determinant, encompassing teachers’ perceptions of usefulness, ease of use, prior experience, and self-efficacy in using digital tools. Pedagogical Readiness highlighted the importance of integrating technology with content and pedagogy. Affective Readiness reflected both the emotional attitudes and anxieties teachers experience when engaging with technology. Institutional Readiness underscored the significance of institutional support through resources, leadership, training, and collegial encouragement. Behavioral Intention to Use Technology was identified as a key outcome shaped by these factors, indicating the future likelihood of sustained technology use. Finally, the Technical Environment addressed the reliability, accessibility, and adaptability of the digital infrastructure, further influencing teacher engagement with technology.

Purpose The purpose of this paper is to analyze the effectiveness of innovative technologies and practices adopted to enhance teaching and learning in higher education settings during a crisis e.g. the COVID-19 pandemic in developing countries. We seek to highlight the need for digital and technological transformation in the teaching and learning practices in response to crisis for adaptation to the ‘new normal’. Design /Methodology approach Using a qualitative research approach, data was collected through an online questionnaire and online interviews with lecturers who conducted teaching during the COVID-19 pandemic in developing countries. The countries from where data was collected are Egypt, Zimbabwe, South Africa, Tanzania, Namibia, Botswana. The aim was to highlight transformational processes required for to remote learning during the COVID-19 pandemic. In doing so, we note the adaptable approaches that are useful in times of crisis to promote learning. Findings, contributions and implications The results highlight measures adopted to promote remote learning during a crisis, such as, COVID-19. The contributions include a conceptual model for innovative technologies and practices to the rapid shift to remote learning and ensuring qualities of learning. In developing countries’ context, making use of existing infrastructure, system and organizations is necessary to promote learning in higher education.

The article deals with the peculiarities of professional speech training of future teachers of non-philological specialties in the conditions of distance learning caused the COVID-19 pandemic. The specifics of preserving the practical direction of non-philology students’ professional communicative training in the conditions of distance learning have been analyzed. The essence of future teachers’ of non-philological specialties communicative training through the system of integrated classes has been revealed. The possibilities of formation of students’ communicative skills combining 2 languages – native and foreign have been shown. The experience of conducting joint classes on «Educational Technologies» and «Foreign Language» in the conditions of distance learning has been described. We proved the necessity of revising the main directions of future teachers’ communicative training. We determined the importance of transformation of such training through the expansion of educational and methodical environment of future professional activity suggested to the students of non-philological specialties adjusting it to distance learning. The current urgency and the necessity of expanding the existing training courses by adding to them the themes devoted to information and communication technologies in general and distance learning technologies in particular have been substantiated. The most popular platforms (Moodle, Zoom, Google Classroom, Google Meet) and messengers (Skype, Viber, Telegram), which were used in distance learning during the quarantine in the spring of 2020 have been singled out, and the main tools of communication between students and teachers at a distance (chat, forum, blog, e-mail) have been described. The possibility of carrying out the training using these tools has been shown.The ways of future teachers’ speech training with the help of active teaching methods and the main problems that arose during the integrated classes in the conditions of distance learning have been analyzed. The ways of overcoming these problems have been suggested.

The article analyzes the feasibility of using mindmapping in the process of training specialists in international law. Possible ways to use mental maps during lectures, seminars and practical classes, as well as in distance learning have been identified and outlined. The analysis of scientific sources proved that oral presentation of the material is not enough to improve the level of students' knowledge. Visualization of information improves its perception and memorization by students. The main advantages of mindmapping include: improved concentration, systematic and structured material, the ability to process large amounts of information in a short period of time, the development of both professional and general competencies, the formation of creative thinking and others.In order to improve the perception of information in the classroom, in our opinion, it is necessary to use such methods of visualization, which in combination with the oral explanation of the lecture material maximize the quality of knowledge of future specialists in international law. Such innovative pedagogical technologies include scribing and mindmapping.Currently, there are no studies on the impact of the use of mental maps on improving the quality of knowledge of specialists in international law. Mental cards are ideal for use in higher education. Their main advantage is that mindmapping can be used during all types of training sessions. Combined with the brainstorming method, this method allows you to effectively solve complex professional practical problems. Students can create maps both individually and as part of working groups.All this suggests that the use of mindmapping during lectures, seminars and practical classes is methodologically sound and in combination with other innovative learning technologies can significantly improve the quality of students' knowledge.

The article deals with the innovative phenomenon in the modern educational process, as well as analyses the concepts of ‘innovation’, ‘learning technology’ and ‘innovative learning technology’. It outlines the characteristics of innovative education and emphasises the importance of its implementation in the context of rapid development of modern society. The article describes in detail the characteristics and content of innovative teaching technologies, as well as their convenience for implementation in the practice of primary education. The classification of innovative teaching technologies is carried out and the characteristics of modern educational technologies used in the educational process in primary schools are confirmed. The main directions of innovative activity of primary school teachers are studied, and traditional methods are compared with their modernised versions. The objective acceleration of scientific, technological and social progress, as well as the crisis phenomena in the economy, ecology, demography and politics that arise in the modern world, inevitably affect the education system. The concept of modernisation of Ukrainian education sets new social requirements for the school system. A general education school should create an integral system of universal knowledge, skills and abilities, as well as provide students with the experience of independent activity and personal responsibility that determines the modern quality of educational content. Improving the quality of education should not be achieved by placing additional workload on students, but by improving the forms and methods of teaching, selecting the content of education and introducing educational technologies that focus not only on the transfer of ready- made knowledge but also on the formation of a set of personal qualities of students. In the process of developing the national education system, a special role is played by the innovative activity of general education institutions. It is characterised by systematic experimentation, testing and implementation of innovations in the educational process. The introduction of innovative teaching technologies based on modern methodological principles, didactic principles and psychological and pedagogical theories contributes to the development of active and creative approaches to learning.

In the article the substantiation of selection of innovative pedagogical technologies and application for competence-oriented preparation of future teachers of mathematics for technologicalization of educational process in the conditions of profile school is carried out. Innovative educational and information technologies are analyzed, which comprehensively contribute to the formation of professional readiness of future mathematics teachers to the technologicalization of the educational process in the profile school in the system of professional training in higher education institutions. Promising innovative pedagogical, educational and information technologies that acquire further relevance in the educational environment are identified. It is proved that the introduction of training courses for future mathematics teachers on the use of innovative educational technologies in specialized schools provides a favorable educational environment for the formation of research competencies, including the use of mathematical analysis in modeling experiments and mathematical statistics. Analysis of the results of experimental research confirms the effectiveness of experimental learning using innovative educational and information technologies for the formation of professional readiness of future masters of mathematics to technologize the educational process in a specialized school. The introduction of training courses for future mathematics teachers on the use of innovative educational and information technologies in specialized schools provides a favorable educational environment for the formation of research competencies, including the use of mathematical analysis in modeling experiments in specialized schools. Analysis of the results of experimental research confirms the effectiveness of experimental learning using innovative educational and information technologies for the formation of professional readiness of future masters of mathematics to technologicalize the educational process in a specialized school.

The article analyzes the problem of rhetorical competence formation of university students in the process of teaching Ukrainian for special purposes and proposes ways to solve it. Some aspects of the methodological system are proposed. Attention is focused on the peculiarities of students' rhetorical competence formation in the conditions of distance learning, in particular on the use of interactive forms and methods of distance learning, which contribute to the linguistic personality formation of the future specialist. One of the main tasks of higher education is the formation of rhetorical competence of university students. The approaches of scientists to the concepts of “rhetorical competence” and “formation of rhetorical competence” were analyzed and the conditions of rhetorical competence formation in the conditions of distance education were substantiated. It was found that scientific studies consider rhetorical competence as the ability to design effective and optimal communication for the speech situation; to realize one's own rhetorical resources in the process of professional activity, to increase the professional language image. Rhetorical education affects the formation of the language image and the trajectory of the professional career of the future specialist. Rhetorical competence involves the formation of personal qualities, the development of thinking, speech, the ability to conduct business communication according to the rules of etiquette. The process of rhetorical competence formation requires updating the methodical system, building the specifics of practical classes in the conditions of a distance learning mode and the complex realities of wartime in Ukraine.

The chapter presents the research results highlighting didactic opportunities of applying the learning technology, which combines classroom activities and e-learning. The authors outline the issues related to the development of e-learning and emphasize its relationship with the technology of programmed learning. The maximum learning effect is provided by the combination of distance learning based on digital technologies and contact learning, which brings forth the advantages of direct interpersonal interaction. The research was conducted at five universities located in Moscow. The surveyed students showed their overall positive attitude towards enhancing learning and cognitive activities in the classroom and increasing the share of debate-based activities. However, the surveyed teachers showed low motivation for introducing blended learning due to considerable efforts required to use digital technologies and the need to revise conventional classroom teaching methods by adding interactive elements. This problem can be solved by developing teachers' digital and methodological competence.

Мета роботи – на прикладі викладання теми «Функціональні гастроінтестинальні розлади у дітей (відповідно до Римських критеріїв ІV)» розглянути можливість застосування новітніх технологій у медичній освіті для розвитку клінічного мислення та професійної компетентності майбутніх лікарів, спонукання їх до самостійної роботи, ініціативного пошуку, аналізу досліджень міжнародної групи експертів з позицій доказової медицини та самореалізації.Основна частина. Інтеграція України в міжнародне науково-освітнє співтовариство та реформування системи охорони здоров’я в Україні потребують впровадження в освітньо-інтегративний процес міжнародних медичних та освітніх стандартів, підвищення інтелектуального, науково-освітнього, професійно-орієнтованого рівня майбутніх лікарів, забезпечення їх сучасними інноваційними та інформативними медичними технологіями. Інноваційний навчально-виховний процес повинен базуватися на засадах доказової медицини та бути орієнтованим на самостійну діяльність щодо здобуття знань, із використанням інноваційних технологій викладання, інтерактивних методик, запровадженням у навчальний процес сучасних наукових розробок.Висновки. Реформування медичної освіти в Україні та її модернізація на засадах світових стандартів та відповідно до вимог і потреб системи охорони здоров’я країни (впровадження інноваційних технологій, проблемно-орієнтоване навчання, використання світового досвіду) формує професійну компетентність майбутнього лікаря.

The article presents the scientific and theoretical substantiation of the structure and content of technical training for young ice hockey players under conditions of distance learning and training. The purpose of the study was to scientifically justify the structure and content of technical training for young ice hockey players at the stage of initial preparation under distance learning and training conditions. Research methodology: analysis of specialized scientific and methodological literature, a systemic approach, and methods of mathematical statistics. Research results. The structure and content of technical training in ice hockey at the stage of initial preparation under the conditions of a distance learning and training process were developed and experimentally substantiated. The distinctive features of the proposed technical training compared to the program of children’s and youth sports schools included: the distribution of the load into five blocks with clearly defined topics and their integration within three sections of technical skills in a single training session (skating technique exercises; exercises for stick and puck handling; and exercises for goalkeeper technique) through the use of imitation and preparatory exercises and auxiliary tools; the introduction of extra-training, distance, and independent forms of technical and theoretical training into the educational process; the organization of six specially designed hockey-oriented sports festivals; and the implementation of independent tasks recorded in the specialized “Young Hockey Player’s Diary.” Conclusion. The structure and content of the technical training of young ice hockey players in the distance learning and training process have been developed and scientifically substantiated.

The paper describes the challenges of education during a pandemic. The transition to distance learning has had an impact on all of the participants of the education process. The purpose of this article is to study the social consequences and education outcomes of the work of the subjects of the educational process in the format of distance learning during 2020–2021. To achieve the goal the author used an interdisciplinary approach, emplying pedagogical and psychological research methods: observation, questioning, interviewing. It was revealed that distance learning format is characterized by the following features: flexible schedule, in which the student studies at a convenient time, quality management of the educational process, innovative learning technologies, and a modular system of learning. The study describes the positive and negative aspects of the organization of distance learning. The study concluded that during the coronavirus pandemic, it is necessary to take a set of measures for the socialization of all the participants in the virtual education space, to create the centers to improve the skills of teachers in the field of infocommunication technologies, and to organize continuing development courses to enhance professional pedagogical communication in a remote learning format.