INTEGRATION PROCESSES IN THE MILITARY EDUCATION SYSTEM

This study was carried to inspect students` views on the use of innovative and interactive teaching methods used in the English studies major at the University of Nouakchott Al Aasriya, Mauritania. This was a corollary of the fact that innovation in teaching, regardless the nature of the course or subject, has become a buzz word in the academic institutions. A quantitative research methodology was used and the data were collected from 101 students from the English Department. The collected data were analyzed using SPSS as an attempt to provide descriptive statistics to verify the students` perception of the use of innovative and interactive teaching methods. The findings of the study revealed that 91.1% of the students believe that their teachers do use some of the innovative and interactive teaching methods in their classes; still, 70.3% of the respondents were in favor of continuous trainings for teachers on the use of innovative and interactive teaching methods, which is a very alarming percentage. Also, the findings of this study have some significant implications such as the necessity to move from teaching to learning as an attempt to make learning an enjoyable and memorable experience. The results of this study contribute to literature by concentrating on the use of innovative and interactive teaching methods in Mauritanian higher education institutes.
 
 Keywords: Innovative, Interactive, Teaching Methods, Students, Higher Education, Mauritania

Military education is thought to rest upon principles of human values while it is very common that units within the military bear mottos that promote virtues of human character. However, cases of military war crimes and crimes against humanity committed by soldiers are abundant across conflicts throughout history. This paradox does not necessarily point out that values regarding consideration for the ‘other entity’ are undermined, whereas those that promote courage, freedom, vigilance, and so forth are boldly present. It surely indicates the human failure of the service members to act in conformity with moral standards, especially while on the battlefield. Therefore, military academies and other sorts of military training must incorporate in their curricula the teaching of critical thinking that specifically fosters human values. This paper elaborates on the nexus between critical thinking and human values, its importance in military education and proposes some recommendations that could help to potentially alleviate the problem of crimes in international conflicts, by focusing primarily on military academies for officer-cadets. Very briefly, it also identifies the threats to critical thinking and sound judgment that challenge military education.

Click to increase image sizeClick to decrease image size Notes 1 UK National Audit Office (NAO), Report by the Comptroller and Auditor General HC 537 Session 2001–2002, 7 Feb. 2002, Ministry of Defence: The Joint Services Command and Staff College (London: TSO 2002) p.7. 2 Broadly 110 British Army, 75 RAF, 55 RN, 90 International and the rest made up of students from other UK government departments, including the MOD and the Foreign and Commonwealth Office. 3 UK Ministry of Defence (MOD), British Military Doctrine 0‐01 (London: TSO 2001); Joint Doctrine and Concepts Centre, Joint Doctrine Publication 01: Joint Operations (JDP 01) (Shrivenham, UK: JDDC 2004) p. 2‐1, para. 202. 4 This academic–military relationship to accredit the UK staff course predates the establishment of the JSCSC and began in 1992 at the RAF Staff College, Bracknell and it was extended in 1993 to the Army Staff College at Camberley and the Royal Naval College at Greenwich with a supplementary MA package. 5 MOD, Strategic Defence Review, Cm3999 (London: TSO 1998) p.10, para. 16. 6 MOD, Modernising Defence Training: Report of the Defence Training Review (London: Ministry of Defence 2001) p.3. 7 Ibid. pp. 3, 7 and 8. 8 Ibid. p.19. 9 Ibid. p.20. 10 Ibid. p.16. 11 Lt. Gen. Sir John Kiszley, 'Defence and the Universities in the Twenty‐first Century', Royal United Services Institute for Defence and Security Journal 149/3 (June 2004) p.37. 12 MOD, Report of the Defence Training Review (note 6) p.19. 13 For example, 'The nation that will insist upon drawing a broad line of demarcation between the fighting man and the thinking man is liable to find its fighting done by fools and its thinking by cowards', British Lt. Gen. Sir William Francis Butler (1838–1910), quoted in Volker Franke, Preparing for Peace: Military Identity, Value Orientations, and Professional Military Education (London: Praeger 1999) p.39. 14 MOD, Modernising Defence Training: Report of the Defence Training Review, Vol. 2 Supporting Essays, Supporting Essay Seven: Education for Defence (London: MOD 2001) p.36 quoting Professor Ian Angell of London School of Economics at the Chartered Institute of Personnel and Development Conference, 26 Oct. 2000. 15 Air Vice‐Marshal Brian Burridge, 'Post‐Modern Military Education: Are We Meeting the Challenge?', Defence Studies 1/1 (Spring 2001) pp.xi–xii. 16 Leonard D. Holder and Williamson Murray, 'Prospects for Military Education', Joint Force Quarterly (Spring 1998) p.90. This kind of measurement of success was also found in the DTR report that 'Recent operational success has shown our training is of a very high standard', MOD, Report of the Defence Training Review (note 6) p.13. 17 In the UK, defence differentiates between training and education in the following way. Education is defined as 'Development of intellectual capacity, acquisition of supporting knowledge and inculcation of attitudes that underpin performance and engender understanding, commitment and ethos'; whereas training is defined as: 'Activity that aims to impart the specific knowledge and skills and/or inculcate appropriate attitudes required by an individual in order to perform adequately a task or job.', MOD, Director General Training and Education, Defence Systems Approach to Training (DSAT) Quality Standard (QS) 002:2003 (London: TSO 2003) pp.3 and 5. 18 Jeffrey D. McCausland and Gregg F. Martin, 'Transforming Strategic Leader Education for the 21st‐Century Army', Parameters 31/3 (Autumn 2001) p.27. 19 Center for Strategic and International Studies, Washington, DC, Chair Dick Cheney, Project Director and Editor Bill Taylor, Professional Military Education: An Asset for Peace and Progress (Washington, DC: CSIS, March 1997) p.18. 20 Howard Gardner, Five Minds for the Future (Boston, MA: Harvard Business School Press 2006) pp.18–19. The Five Minds are the disciplined mind, the synthesising mind, the creative mind, the respectful mind and the ethical mind. 21 Kiszley (note 11) p.35. 22 Gregory C. Kennedy and Keith Neilson (eds.), Military Education: Past, Present and Future (London: Praeger 2002) p.x. 23 Thomas A. Keaney, 'The War Colleges and Joint Education in the United States', in Kennedy and Neilson (note 22) p.150. 24 Kiszley (note 11) p.36. 25 Burridge (note 15) p.xv. 26 Kiszley (note 11) p. 36. 27 Richard Chilcoat, 'The Revolution in Military Education', Joint Force Quarterly (Summer 1999) p.60. 28 Kiszley (note 11) p.34. Drivers for change in education and training: 'SDR'; 'Shifting Social Trends' – Sandhurst entry 90 per cent graduates and 20 years ago was less than 40 per cent; RN 80 per cent; RM (Royal Marines) 95 per cent; and RAF 60 per cent, MOD, Report of the Defence Training Review (note 6) p.6. 29 MOD, Modernising Defence Training Vol. 2 (note 14) p.36. 30 At the JSCSC defence has made the investment of having a resident department of King's College London so that all students on the ACSC can apply to study for the parallel degree while studying for their staff course, thus obviating the need for officers selected onto the ACSC to take a year out to study for a postgraduate qualification at a university. 31 Eighty per cent of ACSC10 students had operational experience and 42 per cent combat experience. The average age of UK students has increased from 36 to 40. British Army students are now of Major and Lieutenant Colonel ranks, thus mirroring closer the age profile of RN and RAF than previous courses. Other government departments (OGD) are represented on the ACSC, but historically it has proved difficult to achieve representation of non‐Service or Civil Servants. OGD representation tends to be from the MOD and the Royal Fleet Auxiliary. 32 International students are fully integrated into the ACSC. In view of the increasing demand of the course the International English Language Testing System entry standard was lifted to 7 for ACSC10. 33 A number of British Army officers who had attended ACSCs1–9 were invited to do the new course. 34 Historically between 250 and 290 students out of a student total of 320 apply to and are admitted on to the MA in Defence Studies. Even if students do not study for the parallel MA programme, all benefit from postgraduate education. 35 The review and subsequent rationalisation in the HLTOs was made possible by the removal of the Single Service Phases of ACSCs 1–9. The need to meet Single Service requirements and objectives was thus transferred to intermediate officer education and training. 36 The educational aims that focus the ACSC at the postgraduate (Masters) level are as follows: 'To develop the learner's knowledge and understanding of defence in the modern world. To demand critical engagement with current research and advanced scholarship on defence and its relationship with the fields of international relations, security studies, military history, war studies and operational experience. To encourage a systematic and reflective understanding of contemporary conflict and the issues that surrounds them. To promote initiative, originality, creativity and independence of thought in identifying, researching, judging and solving fundamental intellectual problems in this area of study. To develop relevant transferable skills, especially communication, use of information technology and organisation and management of the learning process.' The Operational Level professional focus of the ACSC has the following learning outcomes related to the examination of the implications and issues related to achieving success at the operational level. These include understanding the purpose, planning and conduct of operations, and the management of defence to provide and maintain capability for operations. The investment made through the course provides the opportunity to enhance the student's judgement and therefore the value of that individual's contribution to decisions that shape and support operations in all types of subsequent appointments. The educational aims that focus the ACSC at the operational level are as follows: 'To develop the learner's ability to evaluate the implications and issues for the operational level that arise from the strategic context and tactical realities. To develop the learner's ability to define the critical decisions required for success at the operational level. To encourage systematic and refctive understanding of the challenges and issues confronting commanders and leaders working at the operational level in order to promote personal and team Command & Leadership qualities. To enable analysis of operational level problems and the development of appropriate organisational, methodological and resource‐based solutions.' 37 For students to achieve pass staff course (joint) they are required to pass three tiers of assessment. There are five assessments for Tier 1: a 4,000‐word essay on Strategy and Policy, a 6,000‐word essay on Componency, a 15,000‐word Defence Research Paper, a Campaigning formal Exercise and a Defence Policy and Strategic Planning Formal Exercise. The criteria that are assessed for Tier 1 are knowledge and understanding; intellectual skills of analysis synthesis and evaluation; transferable skills: application and use of skills, autonomy and self‐evaluation and problem solving and practical skills: management of information, technical expertise and communications. Tier 2 assessments are formal oral presentations and are assessed against the following criteria: intellectual competence: Knowledge: analysis and effective intelligence and professional competence: understanding of doctrine, policy and strategies; quality of work, delivery style and performance in cross‐examination; communications skills; time management. Tier 3 assessment is a through course assessment of broader qualities of leadership, management and inter‐personal qualities: management and organisation; leadership and ability to act as a team member; decision making; motivation and dynamism; courage and values; social engagement and inter‐personal skills. 38 On ACSC10 all students visited the USA, Portugal, Belgium, Germany and France. 39 Partnering institutions include: Bolton Institute, De Montfort University, Coventry University, Durham Business School, University of Greenwich Business School, Kingston University, Liverpool Hope University, Liverpool John Moores University, the Open University, Huddersfield University, University of Westminster and London South Bank University. 40 Center for Strategic and International Studies (CSIS), Professional Military Education: An Asset for Peace and Progress, A Report for the CSIS Study Group on Professional Military Education (note 19) pp.19–20.

Objective: The introduction of innovative teaching formats and methods in medical education requires a specific didactic training for teachers to use complicated formats effectively. This paper describes preliminary considerations, design, implementation and evaluation of a skills-based workshop (7,5 hours long) for teaching with simulated patients. The aim is to describe the essential components for a lasting effect of the workshop so that the concept can be adapted to other contexts.Method: We present the theoretical framework, the objectives, the didactic methodology and the implementation of the workshop. The evaluation of the workshop was carried out using questionnaires. First the participants (teachers of the faculty of medicine, clinical and science subjects) were asked to estimate how well they felt prepared for small group teaching immediately after workshop. Later, after some teaching experience of their own, they gave feedback again as a part of the general evaluation of the semester.Results: In the course of three years 27 trainings were conducted and evaluated with a total of 275 participants. In the context of semester evaluation 452 questionnaires were evaluated on the quality of training.Conclusion: The evaluation shows that participants appreciate the concept of the workshop and also feel sufficiently well prepared. As a limitation it must be said that this is so far only the lecturers’ self-assessment. Nevertheless, it can be stated that even a one-day workshop with a stringent teaching concept shows long term results regarding innovative teaching methods.

The traditional music education model faces challenges such as uneven distribution of teaching resources and lack of personalized teaching. With the rapid advancement of artificial intelligence (AI) and computer technology, especially the application of network control and centralized optimization algorithms, new paths have been opened up for innovation in music education. This paper focuses on building an innovative music education teaching platform that integrates network control and optimized centralized algorithms, aiming to explore its potential and practical value in improving the effectiveness of music education. The study designed a rigorous experimental plan, randomly assigning students to the experimental group and the control group and using the innovative teaching platform and traditional teaching mode for two months of music learning, respectively. The experimental results showed that the experimental group students were significantly better than the control group in terms of learning efficiency, skill improvement and creativity stimulation. Meanwhile, the satisfaction survey of students and teachers further confirms that the innovative teaching platform has received widespread praise. These findings strongly demonstrate that innovative music education teaching methods based on network control and optimized centralized algorithms have significant advantages in enhancing the effectiveness of music education.

The study delves into the realm of language pedagogy, focusing on the enhancement of Grade IX students' speaking skills at SMP Negeri 2 Merek. The research undertakes an analysis between two innovative language teaching methods, Real Life Simulation and Language Game, aiming to discern their respective impacts on oral proficiency. By exploring how these methods influence students' speaking abilities, educators can gain valuable insights into creating dynamic and effective language learning environments. The subject of this research was 90 students from three classes of ninth-grade students at SMP Negeri Satu Atap 2 Merek. The study employs pre-tests and post-assessment tests to collect comprehensive data. The analysis of this research was completed using t-test and two-way ANOVA from empirical experiments. The result of the use of Real Life Stimulation indicate that the method's impact on speaking abilities has a significance value of 0.003 <0.05. This demonstrates that kids' speaking skills are significantly impacted by the Life Simulation. On the other hand, The use of Language Game indicate that the significant value of the impact of cognitive ability level was found to be 0.000 <0.05. This demonstrates that students' authentic materials technique has a major impact on their speaking skills. In conclusion, Real Life Simulation and Language Game methods are able to improve student speaking skill. For English teachers, it is recommended to apply this model in teaching English speaking mastery in the classroom to improve students' speaking skill. The findings are anticipated to contribute significantly to the ongoing discourse on innovative language teaching methodologies and their potential to enrich students' speaking skills in secondary education settings.

This study aims to comprehensively describe the profile of critical thinking skills among fifth-grade students at SDN Masangan Wetan in the context of learning about the human digestive system. The research focuses on identifying both internal and external factors that support or hinder the development of critical thinking skills. Using an essay-based assessment grounded in Facione’s framework, which includes interpretation, analysis, inference, and evaluation, the study measured students’ critical thinking abilities. Additionally, interviews with teachers provided insights into the instructional strategies, media usage, and teaching models employed to foster critical thinking. The findings show that students’ critical thinking skills vary across different indicators, with the highest proficiency in interpretation and the lowest in evaluation. Internal factors such as motivation, cognitive ability, and self-efficacy positively influence skill development, while external factors including a supportive learning environment, innovative teaching methods, and diverse educational media also play crucial roles. The study found that integrated, interactive media and student-centered models like Problem-Based Learning and collaborative learning significantly enhance critical thinking. Conversely, conventional teaching practices and limited media use restrict students’ critical thinking growth. Teacher interviews highlighted the importance of practical learning activities and varied instructional materials to engage students actively. These results underscore the necessity for educators to implement multifaceted approaches that address both student-internal and environmental factors to optimize critical thinking development. The study involved a total sample of 35 students, and quantitative data were analyzed using descriptive statistics, with mean scores and standard deviations reported to illustrate proficiency levels across critical thinking indicators. Ultimately, the research contributes valuable evidence for educational stakeholders seeking to improve science education quality through enhanced critical thinking skills, especially in primary education settings. Future studies are recommended to include larger samples and statistical tests such as t-tests or ANOVA to strengthen the generalizability and significance of findings.

The article is devoted to the history of foundation, formation and development of Command and Staff Department at the Military Academy of the Republic of Belarus for training tactical level officers during 1995–2015. It is noted that the need of creation of the Belarusian Military academy for preparation of national military cadres with higher military education was caused by both economic and political reasons. In May 1995, according to the Presidential decree of the Republic of Belarus, the Military academy of the Republic of Belarus was created. Along with creation of Military academy the Command and Staff Department for training of operational-tactical level officers with the higher military education is organized in its structure. After the Military academy was created preparation of officer ranks within its walls (1995–2015) developed and improved constantly. Opening in structure of the Military academy of the General Staff Department of Armed Forces (2006) has finished creation of a full cycle of the Belarusian higher military school in the national system of military education. The author draws the conclusion that the created national military school in Belarus provides training for officers and it is a source of pride, an example of the successful decision made using its own resources to get around the problems that Belarus can face in the way of upholding of the sovereignty and independence.

Background. The article provides a theoretical analysis of the problem of innovative teaching methods in higher education institutions during a full-scale invasion, which contributed to clarifying the content of the basic concepts of research: "innovation", "innovative teaching methods", and "full-scale invasion". It is proved that the introduction of innovative teaching methods in higher education institutions in the context of full-scale invasion will contribute to improving the quality of education by providing students with more opportunities for self-development, critical thinking, and a creative approach to problem solving; as well as active involvement of students in the learning process, creating a supportive and creative educational environment in the HEI. The purpose of the article is to analyse the challenges faced by higher education institutions in the context of full-scale invasion and to identify innovative teaching methods in HEIs during a full-scale invasion. The main objectives are: to analyse leading scientific works on the research problem and to substantiate the theoretical foundations for understanding the concepts of "innovation", "innovative teaching methods", and "full-scale invasion"; to identify the challenges faced by higher education institutions in this context; and to determine innovative teaching methods appropriate for such conditions. Methods. The achievement of the stated aim and the solution of the research objectives were carried out with the help of general scientific and specific scientific methods appropriate to the purpose and tasks of the study. The use of a systematic approach made it possible to view the teaching process in higher education institutions as a system with structural components, which define the content and implementation of innovative methods. This methodology enabled the identification of the significance of innovative teaching methods in HEIs during the full-scale invasion. Results. The study clarified the key concepts of "innovation", "innovative teaching methods", and "Russian-Ukrainian war", and identified the challenges faced by higher education institutions in the context of full-scale invasion, such as changes in teaching format; rapid adoption of digital tools by educators; shifts in the labor market affecting specialist competencies; teacher migration abroad; and the psychological condition of all educational participants. The research also identified a variety of innovative teaching methods applicable in this context, including simulation games, project-based learning, group work using digital platforms like Padlet and Miro, case studies, problem-based learning, the flipped classroom, guest lectures, practitioner involvement, and gamification. Conclusions. The study confirms that the full-scale invasion has created specific challenges for universities seeking to maintain quality education and student support in difficult conditions. It is substantiated that innovative teaching methods offer valuable solutions for maintaining effective learning and engagement. The challenges influencing the integration of these methods are outlined, and the potential for implementing innovative strategies in higher education institutions under martial law is emphasized.

In this study, the modernization studies conducted by the Ottoman Empire and Prussia in their armies and in their military trainings are discussed. The Military Schools established by both Ottoman Empire and Prussia for military education were examined separately and the effects of Prussian officers on Ottoman military education system was stated. In the related literature, it is mostly stated that the Ottoman military education was tried to be modernized by taking example of the western states, the establishment process of Military Academy in Ottoman Empire by Sultan Mahmud II as a model of Royal Military School (Ecole Royale Militaire) in France and increment of the effects of Prussia on Ottoman military system in line with the developing political relations between these Empires. However, the related studies about the military education of the western states where the Ottoman military education reforms are taken as an example, and the military education of Prussia who has a significant role in Ottoman military education are limited in number. For this reason, the military education reforms carried out by the Ottoman Empire and Prussia, which is an important example of the reforms in Ottoman military education, were examined in this study. In this context, it is defined that why these reforms wanted to be realized, which deficiencies were tried to be eliminated, what kind of role the officers played in these reforms and which institutions they established. Therefore, the military modernization policies of both Prussia and the Ottoman Empire, their military education, the curricula taught in military schools, the position of Prussian influence in Ottoman military education and its effects, were indicated by examining the Ottoman archive documents and related research studies.

This article examines the application and potential impact of intent-based leadership (IBL) in military education, focusing on its ability to enhance decision-making, autonomy, and responsibility among military cadets and officers. IBL, a leadership model popularized by the former U.S.. Navy Captain David Marquet shifted authority from a centralized, top-down approach to a decentralized system that empowers subordinates to make decisions aligned with the commander’s intent. This study aims to document the existing research on IBL and analyze its effectiveness in military settings, drawing insights from both case studies and leadership programs in high-stakes environments. This article reviews documented evidence from various military academies and allied organizations, focusing on the alignment between IBL principles and the desired leadership competencies of military personnel. The findings suggest that IBL can address key gaps in traditional military leadership training by enhancing critical thinking, adaptability, and accountability among trainees. However, implementing IBL in military institutions presents challenges, including resistance from entrenched hierarchical structures, and the need for extensive cultural adaptation. This study provides a foundation for understanding the potential of IBL in military education, highlighting both the opportunities for leadership development and the structural considerations necessary for effective implementation.

Nursing cultural competence is crucial for enhancing the quality of care for refugees. While innovative game-based teaching methods have been used to foster in a wide range of clinical competences, little is known about its use on refugees' care. This study aims to evaluate the effect of these methods on nursing students' cultural competence and attitudes toward refugees. An explanatory sequential mixed design was conducted from March to May 2023. One-hundred forty-one nursing students participated. There were no statistically significant differences in total Outgroup Threat Perception Scale and Cultural Competence Assessment Scale scores between the experimental and control groups, pre- or post-intervention. However, students reported increased awareness and empathy for refugee issues. The study showed that innovative game-based teaching methods effectively increased nursing students' awareness of health-related issues faced by refugees. It recommends incorporating transcultural nursing courses into curricula and professional training, with updated content on migration and refugee issues.

ABSTRACTThis collaborative research work between multiple universities demonstrates and rigorously analyses a number of innovative and new teaching methodologies that incorporate the use of new technology to encourage students to participate and take an active role in learning. More precisely, we introduce the ‘Automatic Virtual Lecturing’ teaching methodology which utilises live student feedback to dynamically reorder the lecture slides content of the teacher combined with an online video repository to substitute repeated lecture presentations both during and after class. We also present research outputs of our patented teaching concept SHARED and collaborative learning which creates a paperless collaborative learning environment in our classrooms where students can take virtual notes on their wooden tabletops, while the teacher can give instant feedback on student progress without leaving his personal desk. The methodologies were researched thoroughly in a number of classrooms which resulted in a significant increase in the performance of the students, showing real promise of such unique teaching methodologies.

Studies conducted by the University of Haifa, Israel in 2001, evaluating the effectiveness of bioethics being taught in medical colleges, suggested that there was a significant lack of translation in clinical care. Analysis also revealed, ineffectiveness with the teaching methodology used, lack of longitudinal integration of bioethics into the undergraduate medical curriculum, and the limited exposure to the technology in decision making when confronting ethical dilemmas. A modern novel bioethics curriculum and innovative methodology for teaching bioethics for the medical course was developed by the UNESCO Chair in Bioethics, Haifa. The horizontal (subject-wise) curriculum was vertically integrated seamlessly through the entire course. An innovative bioethics teaching methodology was employed to implement the curriculum. This new curriculum was piloted in a few medical colleges in India from 2011 to 2015 and the outcomes were evaluated. The evaluation confirmed gains over the earlier identified translation gap with added high student acceptability and satisfaction. This integrated curriculum is now formally implemented in the Indian program’s Health Science Universities which is affiliated with over 200 medical schools in India. This article offers insights from the evaluated novel integrated bioethics curriculum and the innovative bioethics teaching methodology that was used in the pilot program.

A school for the 21st century requires innovative approaches to learning and teaching. The presented research investigates the current state of innovative teaching methods, particularly problem-based learning (PBL), among teachers of the subject Technology and Engineering (TE) in Slovenian lower secondary schools. The main aim of the research was to determine the attitude towards such innovative teaching approaches, how often innovative teaching methods are used, how teachers perceive their importance, and finally, according to the teachers, how they are qualified for this. In the research, an appropriate questionnaire for teachers is developed. Qualitative and quantitative research was conducted using an online survey and statistical data processing. The online survey results showed that teachers positively assess the importance of using PBL, which is perceived as a more challenging method than traditional teaching methods. Despite numerous challenges, teachers express high motivation to improve their teaching practices. Based on the data obtained, it is found that teachers' knowledge is assessed less positively than their competence assessment, which indicates the need for more accurate methods of evaluating knowledge and emphasizes the importance of continuous professional development. The research findings could be important for improving teaching practices and promoting innovations in the educational process. High motivation and readiness of teachers to accept innovative pedagogical approaches can contribute to a better learning environment and the development of a more competent teacher in the future. Keywords: continuous professional development, innovative teaching methods, problem-based learning, student motivation, teacher competence, technology and engineering