INTERACTIVE LEARNING DURING COVID-19 PANDEMIC

The article deals with the issue of the content of bachelor's degree programmes in translation at classical and applied universities in Germany. The issue of ensuring quality training of translators has become particularly relevant in recent years in the context of Ukraine's intensive movement towards integration into the European Union. It has been established that there are differences between the programmes of different universities in terms of the courses offered, the number of credits and the content of the modules. It has been determined that the structural division of bachelor's degree programmes in translation training is common, which includes three blocks: compulsory subjects, compulsory electives, and free choice subjects. The programmes under consideration have in common the following: studying a practical course in the chosen foreign language, translation, internships (including foreign ones); writing and defending a bachelor's thesis. The programmes of universities of applied sciences are more practice-oriented than those of classical universities. The Bachelor's degree programme in Translation at the University of Leipzig is aimed at providing students with theoretical and methodological knowledge and practical skills in translation and interpreting. The programme also provides for an introduction to the cultures of the countries whose languages are studied, as well as translation technologies. The bachelor's degree programme in Translation provides for a student's academic workload of 180 credits. The structure of the bachelor's degree programme in translation at Ruprecht-Karls-Universität Heidelberg is modular and consists of modules in translation and science, subject-specific and interdisciplinary additional qualifications, and a bachelor's thesis. The main part of the content of the University of Heidelberg's translation programme is aimed at developing competence in translating general and technical texts. The main part of the content of the translation programme at the University of Heidelberg is aimed at developing competence in translating texts of general and technical subjects. Students acquire the ability to apply their knowledge of the linguistic and cultural peculiarities of the languages they study; to translate in selected language pairs; and to justify their translation. At the same time, they learn to use appropriate auxiliary tools, including monolingual and multilingual reference books, specialised terminology databases, online dictionaries, CAT tools, localisation tools, and concordance software. This enables future translators to search for and process additional information on their own.There are two study options (A or B) within the Bachelor's degree programme in International Communication and Translation at the University of Hildesheim. By choosing option A, students study two foreign languages. Those who choose option B study one foreign language, and the rest of the credits are obtained through applied disciplines and modules from the compulsory elective block. In addition, the offer of disciplines is constantly expanding, mainly in the area of information technologies and intercultural communication. Translation programmes differ in their content, which is reflected in their titles: Translation, Translation Studies, International Communication and Translation, and Specialised Translation. Higher education institutions that offer bachelor's and master's degree programmes in translation have valuable years of experience in training these professionals. In addition, they are focused on meeting the needs and demands of employers, shaping the content of their programmes accordingly. Since the range of employment of domestic translators will be wider than it is today in the near future, it is worthwhile to use the experience gained in training them in Europe, particularly in the Federal Republic of Germany.

Background. Achieving the national goal of ‘technological leadership’ set by the President of the Russian Federation on 7 May 2024 is possible by combining the efforts of various state structures, public constructs, and entrepreneurs. One of the social institutions capable of setting development guidelines in this direction are universities. And not only training specialists in the field of technology, but also those who will work with these specialists in the team of the project, which will later be transformed into a functioning business. And such specialists, in particular, are economists, whose task is to ensure that the economics of a technological entrepreneurship (TE) project will allow to obtain financing for its implementation. This means that economists must be able to evaluate the economic efficiency of solutions embedded in a project with specific properties inherent in TA. And the key question arises - what disciplines and/or sections of disciplines should be incorporated into the basic educational programmes of universities in the direction of Bachelor's degree ‘Economics’ in order to form and develop the competences of students in the field of technological entrepreneurship. In this regard, it is necessary to find answers to a number of questions: whether the inclusion of disciplines on the economics and finance of technology companies in the curriculum can be considered sufficient to achieve this goal, or whether modern conditions require a different approach; what to focus on when selecting disciplines and their sections; how to provide the educational process with teachers who have relevant knowledge, skills and abilities in the field of technological entrepreneurship; what forms of organisation of the educational process and extracurricular activities of students are appropriate and appropriate; and what forms of the educational process and extracurricular activities of students. Purpose - to investigate the issues of formation and development of competences in the field of technological entrepreneurship in Russian universities for Bachelor's degree students of the direction ‘Economics’ in modern conditions. Materials and methods. In the course of the research we applied a systematic approach, methods of observation, comparison, synthesis, graphical presentation of information, as well as analysis of existing literature and regulatory documents on the topic and analysis of open statistical data. The article is based on such sources as: normative legal acts, statistical data, publications in the Internet, conference materials, periodicals. Results. In order to achieve the national goal of establishing technological leadership in the Russian Federation, it is necessary to multiply the number of startup projects. One of the key areas for solving this task is to immerse university students in various aspects of technological entrepreneurship in order to develop their competences in this area and increase their readiness to become entrepreneurs both immediately after graduation and some time later. To increase the number of students familiar with technological entrepreneurship, entrepreneurial competence trainings are organised within the framework of the Federal project of the Ministry of Education and Science of the Russian Federation in cooperation with development institutions ‘University Technological Entrepreneurship Platform’. However, in order to increase the number of successful startups and improve the quality of their feasibility studies required for obtaining funding, it is necessary to incorporate disciplines and/or sections/themes of disciplines oriented to the formation of competences in the field of technological entrepreneurship and aimed at educating a socially responsible entrepreneur into the curricula of Bachelor's degree programmes in Economics. Teaching of such disciplines should be carried out by both the university teaching staff trained in TE and its various aspects, and representatives of business and various structures interacting with it in the framework of their professional activities, taking into account the advantages and disadvantages of both teachers and ‘practitioners’. In addition to the direct study of TE within the framework of the educational programme, it is advisable to use various formats of introducing students to its aspects outside the educational process - during excursions, round tables, master-classes, business games, etc. The students should be introduced to the aspects of TE within the framework of the educational process.

The study aimed to assess the impact of media technology on the teaching and learning process of Islamic religious education within an independent curriculum. Through interviews, observations, and document analysis, the study found that integrating media technology positively influenced the teaching and learning experience. Multimedia presentations, educational websites, and digital applications enhanced students' engagement, motivation, and understanding of Islamic principles and teachings. Interactive and collaborative learning was facilitated, allowing students to participate actively in discussions and group activities. Media technology also provided opportunities for personalized learning, allowing students to explore Islamic concepts at their own pace and according to their learning styles. It fostered creativity and critical thinking skills by encouraging students to analyze and interpret religious texts through interactive media platforms. However, challenges such as limited access to technology resources, technical difficulties, and concerns about content authenticity were identified. The study emphasized the need for appropriate teacher training and support to integrate media technology into the curriculum effectively. In conclusion, the study demonstrated the effectiveness of media technology in Islamic Religious Education within an independent curriculum. It was integrating media tools enhanced engagement, motivation, and understanding among students while enabling interactive and personalized learning experiences. Addressing resources, technical issues, and content reliability challenges is essential for successful implementation. Keywords: Media Technology, Independent Curriculum, Interactive Learning

Higher education institutions play a crucial role in shaping the future of society, particularly in the field of medical education. The strategic management of bachelor's degree programs in medical education is essential for ensuring the quality and efficiency of academic processes, fostering innovation, and addressing the evolving needs of the healthcare sector. This study explores the significance of strategic management approaches based on strategic planning in higher education institutions, focusing on the fundamental aspects of basic medical education. The research identifies key factors that influence strategic planning in medical education, including institutional policies, accreditation standards, curriculum development, faculty development, and student engagement. Institutional policies serve as a foundation for implementing effective strategies, ensuring alignment with national and international educational standards. Additionally, accreditation and regulatory requirements play a critical role in shaping the structure and content of medical education programs. Technological advancements are another vital component of strategic management in medical education. The integration of digital learning platforms, simulation-based training, and artificial intelligence-driven teaching tools has significantly enhanced the quality and accessibility of medical education. These innovations contribute to improved learning outcomes and better preparation of future healthcare professionals. Furthermore, the study highlights the importance of continuous assessment and feedback mechanisms in strategic planning. By implementing data-driven decision-making processes, higher education institutions can adapt to changing demands and improve the overall effectiveness of medical education. In conclusion, strategic management in higher education institutions, particularly in basic medical education, requires a comprehensive approach that integrates institutional policies, technological advancements, and evidence-based strategies to ensure academic excellence and sustainable development.

A Conceptual Model Participatory Engagement Within E-learning Community

Collaborative and social learning assessment requires a broad perspective about learning and the involved processes. Assessment processes have a significant effect on CSCL because they engage learners through accountability and constructive feedback. However, in order to design a coherent and efficient assessment system for collaborative and social learning it is necessary to design an enriched learning experience that predisposes the feedback and awareness in the group. A complex set of simultaneously applied assessment approaches, each reinforcing and/or complementing the other is the main tool to enhance collaborative learning and social interaction amongst group members. In this paper, collaborative learning will be developed into a special environment: a Storyboard Learning Object. Collaborative learning using a storyboard may develop partners' collaborative and social abilities and competences through a sequential of integrated process where the interaction moves are continuously evaluated to determine the storyboard sequence and the use of the resources. To this end, two levels of assessment are proposed: deferred and immediate. Both are combined with contextual information about the user in order to produce an efficient and personalized assessment feedback to ultimately enhance and improve the collaborative learning experience. The research reported in this paper is currently undertaken within a FP7 European project called ALICE.

The article summarizes the experience of training music teachers, combining the traditional music-pedagogical content of university educational programs with the introduction of students to various forms of electronic music creativity. The relevance is due to the fact that electronic music creativity based on the mastery of music-computer technologies and electronic musical instruments is of great importance in modern music art and education. In this regard, there is a need for special training of teachers for professional activity in this direction, which is confirmed by scientific research of scientists devoted to various aspects of electronic music creativity (I. B. Gorbunova, I. M. Krasilnikov, A. A. Pankova, V. O. Malashchenko, etc.). At the same time, the study of the content of bachelor's degree programs in pedagogical universities of Russia has shown that electronic music creativity is not sufficiently reflected in the educational process. The aim of the research is to provide theoretical grounding and practical confirmation of the need to include disciplines related to electronic music creativity in the educational programs of pedagogical universities. The study, conducted in 2013-2023, involved students of the Faculty of Art and Music Education of the Chuvash State Pedagogical University. Research methods: theoretical analysis of scientific and methodological literature; analysis of the current state of university practice in the field of the problem under study; empirical research methods (observation, conversation, survey); retrospective analysis of their own teaching experience; analysis of the obtained data. As a result of the conducted work the insufficient attention to the indicated problem in the system of university training of teachers-musicians was revealed, the necessity of introducing students to electronic musical creativity in the process of training in the university was substantiated, the effectiveness of disciplines of this orientation in the development of cognitive interest in learning activities and creative self-realization of students was confirmed, classroom and extracurricular forms of introducing students to electronic musical creativity were shown. Conclusions. Mastering of electronic music creation by future teachers is a necessary condition for the professional training of a modern music teacher. It will contribute to the successful training of teachers who are able to professionally use the possibilities of music and computer technologies in the pedagogical process.

This paper focuses on the differences in self-assessment of selected soft competencies among undergraduate students at faculties of education in relation to their expected performance in the teaching profession. The paper discusses the soft competencies that are necessary for the performance of the teaching profession and their self-assessment. These soft skills are: communication, teamwork, problem solving, independence, creativity, performance, responsibility, and the ability to learn new things. Using a standardized research instrument, it was investigated whether students of bachelor's degree programmes who want to pursue the teaching profession in the future evaluate their soft competences better or worse than students of the bachelor's degree programmes who do not want to pursue the teaching profession. The size of the research sample was N = 256 respondents. From the results of the survey it was found that students who want to pursue the teaching profession in the future generally evaluate their own soft competences better than students who do not want to pursue the teaching profession in the future.

The development of innovative activities of medical device manufacturers is associated with the involvement of highly qualified specialists in the industry who are able to use fundamental knowledge in the development and application of new medical technologies, the design of electronic medical devices and devices, maintenance of technical means of medical diagnostic laboratories and medical equipment of medical institutions, as well as new technologies for the production of medical devices. A specialist in the field of biomedical engineering is distinguished by its diversity. However, for a modern specialist in medical equipment, it is not so much knowledge, skills and abilities in themselves that are important. In addition to deep and solid knowledge, a university graduate needs the ability to think freely, act creatively, and effectively solve new problems that arise both in the professional sphere and in everyday life. This article describes the active forms and methods of teaching in bachelor's degree programs in the direction of "Biotechnical systems and technologies", contributing to the formation of a positive attitude to educational and professional activities, the development of practical skills, the formation of professional and personal qualities of future specialists.

An academic degree is often regarded as a key to unlocking employment opportunities. With the rapidly evolving technological era, Arts and Social Sciences graduates experience significant pressure to secure employment upon graduation. In this study, we aim to explore the underlying factors that influence employability. The survey was conducted through a questionnaire within the Faculty of Social Sciences and Languages at Sabaragamuwa University of Sri Lanka between 2018 and 2022. The sample encompassed individuals holding both Bachelor's and Honours degrees. The employment rates for the Honours degree program were 30.8%, 26.9%, 29.4% and 52.3% in 2018, 2019, 2020 and 2022 respectively, while the Bachelor's degree program showed rates of 17.6% in 2018, 21.8% in 2019, 20.9% in 2020, and 11% in 2022. The employment rate for graduates within the first three months after graduation was recorded at 63.8% in 2018, 65.5% in 2019, 60.9% in 2020 and 74.4% in 2022. Conversely, the employment rates for ICT graduates were 75.4% in 2018, 66.2% in 2019, 79% in 2020 and 87.4% in 2022. Similarly, English Language graduates consistently demonstrated a satisfactory employability status, averaging 81.5% each year. Most graduates are engaged in temporary or contractual positions, representing 72.1% in 2018, 81.2% in 2019, 88.4% in 2020 and 84.2% in 2022. The findings suggest that an average of six months is inadequate for an Arts graduate to secure suitable employment. Improving career guidance and skill-enhancing programs are essential. Increased opportunities will bolster the skills expected from Social Science graduates by the industry.

Nowadays, students are significantly influenced by the digital era and are constantly handling digital information. As a result, they form their personalities in the light of flexible communities, pursue to be directly connected, require prompt responses and social interaction and prefer learning based on experiences. Undoubtedly, modern students are not fully keen on and attracted by conventional education methods and thus they are seeking for more interesting, fun, motivating and engaging learning experiences. The increasing popularity of digital games has led to their being broadly utilized and applied. In education, digital games are mostly applied in the form of serious games which focus more on primary purposes. Serious games offer motivating and engaging experiences, interactive learning environments and collaborative learning activities. Hence, they are considered as a proper educational tool which enhances learning procedures and satisfies and fulfills students’ needs and requirements. The pedagogical approach of utilizing digital educational games is called digital game-based learning and can be described as the “coming together” of interactive entertainment and serious learning through digital games. Game-based learning is the act of designing interactive learning activities that can gradually convey concepts and guide students towards an end goal. Furthermore, it promotes a student-centered learning environment in which students’ wellbeing and soft skills are cultivated in a dynamic, enjoyable and playful way. This study briefly describes students’ new needs and requirements for more interactive and engaging learning experiences and analyzes the concept and the impact of serious games in education. Additionally, it points out the characteristics and features of serious games and the significance of motivation in students’ learning procedure. It analyzes the digital game-based learning approach and presents some of its benefits. Finally, it summarizes the main properties and potentials of digital game-based learning and serious games in education.

collaborative learning -based aqidah akhlak learning system in improving students' social skills. In the era of globalization, social skills are one of the important aspects in the formation of students. Collaborative learning not only focuses on academic achievement but also on the development of communication skills, cooperation, and empathy. The method used in this study is library research from various sources related to the research topic. Data collection is carried out through studies, research, analysis of scientific articles, books, journals or magazines and electronic sources related to collaborative learning-based aqidah akhlak learning . The data is then analyzed descriptively. Results from review library research shows that collaborative learning is an approach that emphasizes cooperation between students in groups to achieve common learning goals. Collaborative learning strategies in Islamic religious education are approaches that prioritize interaction and cooperation between students to achieve a deeper and more holistic understanding of the teaching material. Well-designed learning will make it easy to overcome behavior in students. The application of collaborative learning not only improves students' understanding of the concept of aqidah and akhlak, but also strengthens their social skills. The importance of social interaction, student involvement actively in the learning process, discussing, and working together in solving case studies of the concept of aqidah and akhlak. By implementing the method, it can be an effective strategy in improving student cooperation and students are better able to understand the material of aqidah and akhlak in depth and apply Islamic values in everyday life and can be applied more widely in Educational context religion Islam.

The article analyzes andragogic interaction as a complex and open socio-cultural system, resting on theory of synergy, which could be treated as a new scientific paradigm, spotlighting methodological assumptions for its optimization. When dealing with the process of adult education, as an interaction of teachers and learners as well as interaction of learners themselves, two assumptions were employed. Firstly, each member of andragogic interaction is treated as an element of complex and open socio-cultural system and possesses properties that are typical to that system. They are continuous growth and development, internal and external links, changes and adaptation, self-organization, etc., which would inevitably lead to own changes and transformations. Secondly, andragogic interaction, as a complex social process, is a part of complex, non-linear, open and irreversible systems, so in the process of their analysis attention is focused on their interrelation, predetermining changes in these systems rather than objects that they consist of. In that sense scientific problem is raised: what are assumptions for optimization of andragogic interaction? Aim of the research is to make analysis of assumptions for optimization of andragogic interaction and ground them from the viewpoint of synergy. Conclusions, shaped on the basis of theoretical analysis: Andragogic interaction, based on synergetic relations, is able to go as far as to highest level of quality. Synergetic relations could be compared to accelerant, releasing incredible human potential. Synergetic communication and cooperation means that joint contribution of all participants is not assessed as a result of mathematic addition. It can be much higher and expected results can surpass expectations. Methodological assumptions for optimization of andragogic interaction are not related to its participants, their available and continuously improved competences. It is their approach and selection of principles, corresponding to their values and with the help of which they are going to ground their relations. Major principles, on which andragogic interaction is based, are partnership (“we both are winners”), strong reliance on each other and emerging synergetic links. On the basis of these principles changes and transformations take place in andragogic interaction. It all results in interpersonal dependence of autonomous participants, which is the basic assumption for development of efficiency and achievement of optimal results in andragogic interaction. Optimization of andragogic interaction is a continuous search for ways and methods for achievement of higher expression of being. It is not strictly defined by consecutive actions, however, it can be characterized by purposeful combinations of essential concepts: from participant’s dependence in andragogic interaction to his independence (personal transformation); from above independence to interpersonal dependence (transformation of andragogic interaction); from interpersonal dependence to improvement of efficiency in andragogic interaction (optimization of andragogic interaction). KEY WORDS: andragogic interaction, optimization, synergy, synergetic relation.

This paper discusses the proposed model of the collaborative virtual learning system for the introductory computer programming course which uses one of the collaborative learning techniques known as the “Think-Pair-Share”. The main objective of this study is to design a model for an online learning system that facilitates the collaborative learning activities in a virtual environment such as online communications and pair or small group discussions. In order to model the virtual learning environment, the RUP methodology has been used where it involves the data collection phase and the analysis and design phase. Fifty respondents have been randomly selected to participate in the data collection phase to investigate the students’ interest and learning styles as well as their learning preferences. The results have shown the needs for the development of online small group discussions that can be used as an alternative learning style for programming courses. The proposed design of the virtual learning system named as the Online Collaborative Learning System or OCLS is being depicted using the objectoriented models which are the use-case model and class diagram in order to show the concise processes of virtual “Think-Pair-Share” collaborative activities. The “Think-PairShare” collaborative learning technique that is being used in this model has been chosen because of its simplicity and relatively low-risk. This paper also presents the proposed model of the system’s architecture that will become the guidelines for the physical development of OCLS using the web-based applications.

Community colleges have been expanding their mission to include the conferring of bachelor's degrees in career education programs for many years, which has been met with consternation over the quality of a bachelor's degree from a community college, as well as with resources in higher education being limited or redirected when there has been cutbacks in funding. Legislators in some states and critics in higher education refer to the phenomenon of community colleges offering baccalaureate degrees as mission creep, opposed to seeing the equity value in higher degree attainment. Thus, the purpose of the study is to analyze state policies through examination of secondary data to determine the purpose of the community college bachelor's degree programs nationwide, the types of programs being offered, as well as what the phenomenon reveals about being a viable pathway to a higher education degree for the typical community college student.