bluuebunny/crossref_metadata_2025 huggingface dataset:
Towards Responsible Use: Student Perspectives on ChatGPT in Higher Education
Authors: Yang Hong
Published: October 2024

The advent of generative artificial intelligence (AI) tools, particularly Large Language Models (LLMs) like ChatGPT, presents a dichotomy of opportunities and challenges within the educational sector. These tools offer the promise of personalized learning support, accessible at any time, thereby enhancing educational engagement and resource availability. However, they also introduce significant concerns, notably the risk of plagiarism, complicating their integration into academic settings. Despite the widespread adoption of ChatGPT by students, there remains a gap in understanding their experiences with these tools and the need for frameworks to guide responsible use. To address this knowledge gap, this study investigates the utilisation of ChatGPT for academic tasks and students' perceptions of its benefits and drawbacks in a university context. The findings reveal that half of the students used ChatGPT either regularly or occasionally for academic tasks. However, only slightly more than one-third of the participants expressed confidence in maintaining the authenticity and originality of their outputs when using ChatGPT. In terms of utility, respondents' perceptions varied, with 25.0% considering it moderately useful, 39.3% very useful, and 10.7% extremely useful for their assignments. Notably, 42.8% observed a significant enhancement in the quality of their work with ChatGPT, compared to assignments completed independently. Despite these advantages, 71.4% of students encountered errors or inaccuracies in ChatGPT's outputs, underscoring the tool's limitations. A significant majority (89.7%) advocate for the establishment of specific guidelines or training to foster effective and responsible usage of ChatGPT in academic contexts. The Chi-square test indicated a significant difference in ChatGPT usage between White and BAME students (p=0.031). These findings underscore the broad utilisation of ChatGPT in student learning and general satisfaction with its application. Nonetheless, students acknowledge the tool's potential for errors and inaccuracies. In light of these challenges, there is a pronounced demand for clear guidelines and proper training to navigate the responsible use of ChatGPT in educational settings. This study illuminates the imperative for educators and institutions to develop strategies that not only leverage the benefits of generative AI tools but also mitigate their risks and promote meaningful learning outcomes.
Goal-Setting, Active Practice, Self-Monitoring: a Web-Based System to Improve Programming Proficiency
Authors: Zachoval Libor , Ó Broin Daire , Power Ken
Published: October 2024

Mastering programming fundamentals poses a significant challenge for students, especially in demanding higher education environments. This pilot study investigates the effectiveness of a web-based system, SoftwareSkills, designed to enhance programming proficiency among second-year bachelor students. SoftwareSkills leverages, active practice, and self-monitoring to support programming practice. Thirty-six students (n=36) participated in a quasi-experimental design, divided into independent exploration and instructional session groups. User interaction data, exercise performance, and behavioural patterns were analysed. The study revealed four distinct learning strategies: reviewing skill masteries, dedicating sufficient time to each question, striving for mastery, and adapting spaced practice. However, some students exhibited rapid responses and minimal practice, suggesting a need for deeper learning strategies. These findings highlight the suitability of self-regulated learning and deliberate practice in programming education. Future work will involve first and second-year programming students and integrate AI-driven personalised learning features to optimise the learning experience. This research contributes insights into effective practices and the potential of technology-aided learning to support student success in programming education.
AI chatbot: I want help, not the answer!
Authors: Dæhli Olav , Kristoffersen Bjørn , Lauvås Per
Published: October 2024

In recent years, the integration of artificial intelligence (AI) into educational settings has become a topic of great interest. As technology continues to evolve, educators and students are exploring how AI can enhance learning experiences. University of South-Eastern Norway (USN) and Kristiania University College (HK) are developing a web-based educational tool, DbPersist, where IT students can practice tasks within the database subject and receive automated feedback. The latest version now also offers students suggestions on how to utilize AI for learning while they are solving various database related tasks. In this study, we explore the students' experiences with getting automatically generated “prompts” for further use in their preferred AI tool, whenever they request assistance. Do they see the value in gaining experience in using prompts designed for learning? Do they believe it might help them using AI for learning purposes in other courses in their study? To answer these questions, we conducted surveys and interviews. Participants included bachelor students across various disciplines and multiple campuses at USN. The participants were all enrolled in database courses with learning goals involving the database query language SQL and ER modelling (drawing Entity-Relationship Diagrams). Early findings suggest that students appreciate the assistance provided by DbPersist’s AI prompts. They value the emphasis on AI-assisted learning and find the prompts useful for getting assistance in solving difficult tasks as opposed to getting complete answers. They also see the value in gaining experience in using AI chatbots using prompts designed for learning and understanding. As AI continues to shape education, tools like DbPersist offer exciting possibilities. DbPersist exemplifies how AI may be used to empower students, emphasizing learning and understanding alongside correctness.
Utilising Blended Learning for Large Classes to Deliver an Introductory Programming Course
Authors: Karunarathne Buddhika , Nanayakkara Vishaka
Published: October 2024

Higher education institutions are constantly pushed to increase the student intake and produce industry-ready graduates. The pressure generally arises from the governing bodies, originating from socio-political factors. It is particularly evident in the field of Information Communication Technology (ICT) where there is a growing need for quality graduates. Undergraduate programmes in the field of ICT generally offer introductory computer programming courses that are mandatory at early stages of the degree programme. Consequently, the number of students registering for such courses can increase drastically. The students are coming from diversified backgrounds. While some students may have prior experience in computer programming, a larger majority may not have any prior knowledge or experience. Increased class size meets the constraint of the limited availability of physical classroom space and would require the class to be separated into smaller groups for face-to-face activities. Large classes are also challenged with the increased man-power requirement in terms of lecturers, instructors, and teaching assistants. Maintaining student engagement and interactivity becomes increasingly difficult in a large class. Grading of assessments becomes time-consuming and needs and requires increased manpower. Based on the observations and learning from an ongoing introductory programming course, this study evaluates the procedure for overcoming the challenges faced by the teaching staff, especially with a class size exceeding 1000. To cover the theoretical components, recorded video lectures are provided. The class is divided into groups consisting of approximately 100 students and live, online, interactive group discussions are conducted. The live, online smaller group discussions allow students to clarify doubts regarding the content. This also allows the distribution of the limited teaching and assistant staff. Students who need further assistance are encouraged to meet the teaching assistants physically. Thus, the workload is distributed effectively, and it helps ensure the dedicated support and attention is provided to the students. Auto graded programming assignments are effectively employed for formative and summative assessments, which reduces the grading workload significantly. The findings of this study provide insights on course design to effectively deliver the content and conduct assessments overcoming the challenges presented by increased class size.
Implementing Technology-Enhanced Support for First-Year Students on Blackboard: Lessons Learned.
Authors: Mvunge Nathunathi , Tsipa-Booi Nobulali , Mqukuse Bongo
Published: October 2024

Technology Enhanced Learning has become one of the key components of teaching and learning in the current environment and mainly because of Covid-19, hence the introduction of the Technology Enhanced Learning Programme.  The Technology Enhanced Learning Student Assistants (TeL Assistants) programme supports students in the university with Blackboard (University choice of LMS). The programme was established in 2021 since there was a need to assist students in the use of Blackboard. With Covid, the university moved to strictly online and that became a challenge to the students. With most undergraduate students coming from disadvantaged high schools and backgrounds, there was a need for the programme. The TeL student assistants undergo training by the Teaching and Learning Consultants.  The aim of this study was to evaluate how the TeL student Assistants supported the students of the University of Fort Hare on how to navigate Blackboard.  This study examined the benefits of TeL student Assistant’s support in first-year students navigating their modules using Blackboard as an LMS. A purposive sample of undergraduate students that were trained by TeL student assistants submitted data through a qualitative survey in which they narratively conveyed their perspectives on support provided for Blackboard by the TeL Student Assistants. Data was analysed through coding, which were then assigned to themes and categories. The significant aspect of the TeL student assistants which enabled students to use Blackboard was the submission of assignments and tests, the facilitator’s knowledgeability and the patience students received from the TeL student assistants. The findings of the study directly benefit the university and higher education because they will provide information upon which we can take action to improve the support, retention, and throughput of students at the University of Fort Hare (UFH).
Smartphones: A Catalyst for Tobacco Control Training in India
Authors: Nagler Eve M. , Ghosh Priyanka , P. Warke Smita , Sigmund Chuck , Mehta Paromita , Jones Leah C. , Kalidindi Samhita , Pednekar Mangesh
Published: October 2024

The tobacco crisis confronting low- and middle-income countries (LMICs) requires scale-up of effective tobacco control programs, such as Tobacco Free Teachers-Tobacco Free Society (TFT-TFS). We previously demonstrated the efficacy of TFT-TFS in increasing tobacco use cessation among teachers and schools’ adoption of tobacco control policies in Bihar, India. To scale TFT-TFS, we are now pioneering a smartphone-based mobile learning strategy to train principals (or their designees) in Madhya Pradesh to implement and monitor TFT-TFS in schools. Research underscores the transformative potential of mobile learning: a flexible, scalable, and cost-effective alternative to in-person training methods. Our study is a unique opportunity to test a training approach that could have implications for wider and more efficient delivery of other public health programs. The strategic use of gamification and digital storytelling enhances the TFT-TFS mobile training app. Gamification mechanics—including points, leaderboards, and digital badging—foster a dynamic learning environment to enhance learning outcomes. This approach propels continuous participant engagement toward understanding and implementation of TFT-TFS’s six monthly themes and four program components. The TFT-TFS smartphone training program weaves in elements of Indian culture, notably the symbolic use of colors and kites. The Indian kite festival celebrates communal harmony through healthy competition. Similarly, the app employs the idea of school kites, which are divided into six blank segments corresponding to the TFT-TFS monthly themes. Participants navigate each module, engaging with animated videos, digital assessments, and interactive activities. Upon a principal’s successful completion of each monthly theme’s program components, the school’s kite receives a new color, unlocking the subsequent theme. The TFT-TFS smartphone training showcases a unique interactive mobile learning application that integrates gamification and tests how to scale up an effective tobacco control program in schools in India and other LMICs. The TFT-TFS smartphone-based training app may also have relevance to other public health-related training efforts in resource-constrained areas.
WhatsApp Support for School Experience e-Portfolio Development: A Conversational Approach
Authors: Mqukuse Bongo , Nkonki Vuyisile , Tsipa-Booi Nobulali
Published: October 2024

This paper reflects on the different ways of learning fostered by Whatsapp in the development of school experience e-Portfolios.  Student teachers in one institution went through their school experience and practice teaching with an expectation to submit portfolios in an electronic format as evidence of their engagement with the theory and practice of teaching. WhatsApp interactions between student teachers, the school experience co-ordinator, and the practitioners in the Academic Development Centre, supporting the development of e-Portfolios, had to be relied on during the process of developing e-Portfolios. Informed by Laurillard's conversational framework on the six ways of learning, this study analysed the possibilities of WhatsApp support in the development of e-Portfolios by student teachers in one university. First and fourth-year education students on school experience provided qualitative data on the ways of learning that are best and least served by WhatsApp. Their accounts and evaluations of their interactions and support through WhatsApp were expressed narratively. Meaning units were extracted through content analysis and allotted to themes and categories suggested by the conversational framework. This study reports on the usefulness of the framework to evaluate WhatsApp support as well as the ways of learning that are most and least served by WhatsApp support on the development of e-Portfolios of evidence on practice teaching. Recommendations on the efficacious use of WhatsApp support for e-Portfolio development, the practices that would foster the realisation of all the six ways of learning, and enhancement of e-Portfolio development for the school experience are furnished. Suggestions are also proffered on further research about purposive use of WhatsApp and the conversational framework on e-Portfolio development.
Generative AI in Higher Education: Educators' Perspectives on Academic Learning and Integrity
Authors: Aghaee Naghmeh , Vrågård John , Brorsson Freddie
Published: October 2024

Generative Artificial Intelligence (Gen AI), exemplified by models such as ChatGPT, has rapidly advanced, becoming a significant force in various sectors, including higher education. ChatGPT, a leading application of Gen AI, utilizes large language models (LLMs) to generate human-like text, providing capabilities that range from answering complex questions to facilitating software development. As these tools become increasingly integrated into academic environments, their impact on teaching and learning processes has become more under focus. However, there are not many studies focusing on the impact of such systems on students’ performance and the use of such systems. This study therefore examines the impact of GPT tools on higher education, aiming to address the following research questions: How does the use of GPTs influence the teaching and learning process in higher education? What are the perceived impacts of GPTs on educational practices from university educators’ perspective? The research employs a qualitative methodology, incorporating semi-structured interviews with educators from Swedish universities who have integrated GPT into their curricula. Data were transcribed and analysed using OpenAI's Whisper to extract key themes and insights. Data analysis was done through thematic analysis and categorizing the data using codes. The study uncovers a dual impact of GPT on education, while it offers substantial opportunities for enhancing productivity and personalized learning, it also raises significant concerns about academic integrity, over-reliance on AI, and the potential influences on students’ soft skills. These findings contribute to the discourse on digital learning by highlighting the need for instructional and constructive integration of AI technologies such as GenAI, in educational settings. In addition, the rise and integration of GPT technology is irreversible, and we must adapt to it rather than return to old ways. Embracing AI's potential while addressing its challenges is essential for progress and innovation in this new era. The study emphasizes the importance of developing clear policies and guidelines to ensure that the benefits of GPT are realized without compromising the integrity of the educational process. As such, this research provides valuable insights for educators, policymakers, and scholars interested in the ethical and effective implementation of AI in higher education
Didactic Innovation in Mathematics Using Technologies
Authors: Lopes Ana Paula , Soares Filomena , Neto Cláudia , Fernandes Mário Nuno , Monteiro Manuel
Published: October 2024

The continuous progress of society requires all the actors to be dynamic and constantly updated, both in terms of monitoring as well as in the need to adapt. Regarding education, no matter how updated we are in relation to the contents, didactic strategies, and technological resources, we are still inevitably forced to adapt to new paradigms, leading us to reformulate traditional teaching methods. In this context, the contribution of e-learning platforms emerges, where teachers and students have at their disposal new means of empowering the teaching and learning process, since these platforms can be defined as a virtual teaching support environment. Currently, our students, in general, have many difficulties in problem-solving and mathematical reasoning, which often reflects in the performance of very simple tasks, with a growing disinterest towards Mathematics. It is also possible to argue that our students' "poor preparation" is a contributing factor in their failure (many did not attend Mathematics in Secondary Education and/or have not studied for several years, as is the case of those who entered through special contingents, as the “aged 23 and over”). In order to promote a distinct, alternative and supportive pathway that may help to solve this issue, a project on the Moodle learning management system (LMS) platform has been developed with the goal of assisting students in their study and the development of their skills in a way that is directly related to the curricular units (CU) in the scientific field of Mathematics, in an online learning environment. To increase students’ engagement into their learning process in a collaborative environment, a flipped model was employed into a Financial Mathematics/Financial Calculus Course (FCC). This paper's primary goal is to examine the effects of implementing the flipped classroom paradigm on students' performance, learning, and classroom instruction. The results from employing this approach have indicated a beneficial effect on the overall academic progress of students.
ChatGPT in Higher Education: A Comprehensive Study of the Literature. Friend or Foe?
Authors: Henriette van Rensburg  , Natasha Reedy
Published: October 2024

This paper presents a qualitative, high-quality State-of-the-Art (SotA) extended literature review on integrating ChatGPT, an advanced and contemporary natural language processing model, a sophisticated AI-powered chatbot that OpenAI developed in higher education. Snyder (2019, p.1) emphasised that "a literature review as a research method is more relevant than ever”. According to Barry et al (2022, p. 663), "the fundamental purpose of SotA literature review is to create a 3-part argument about the state of knowledge for a specific phenomenon: This is where we are now. This is how we got here. This is where we could go next”. This 3-part argument will underpin this study. With the rapid advancement of artificial intelligence (AI) and its potential to transform various sectors, including education, integrating AI-powered tools like ChatGPT to enhance teaching and learning has become a topic of significant interest. This study explores the diverse applications of ChatGPT in higher education, including pedagogical practices, student engagement, intelligent tutoring systems, personalised learning, language learning support, academic research, feedback, grading, and administrative support. Additionally, it identifies the challenges and ethical concerns this technology poses, focusing on bias, privacy, data security, reliability, accountability, accuracy and the balance between human interaction and artificial intelligence. Analysing the literature on ChatGPT’s role in higher education presents future directions for implementing it in higher education settings, ushering in an era of exciting possibilities. The research concludes that higher education institutions should provide clear and transparent guidelines for their staff and students on using ChatGPT responsibly for academic purposes to mitigate any ethical concerns.
Empowering Student Transition and Engaging Students Using Actionbound: A Gamified Collaborative Community Learning Platform
Authors: Xiangping Du  , Govind Pothabathula  , Madeline Tan
Published: October 2024

Transition to University is a significant milestone for students who are embracing new experiences and challenges. It is particularly vital for international students who have to adapt to a new and different learning environment in the UK. Successful transition and sense of belonging in a new institution lay foundation for students’ academic success. However, transition is a process rather than an event. Accordingly, fostering a collaborative community learning environment and facilitate peer networks and community support becomes critical. It enables social interactions and active learning by engaging students in collaborative group activities, which would in turn support students’ transition to and belonging in a new learning environment. With the advancement of technology, computer-assisted and computer-supported collaborative learning flourished in 21st century. The emergence of mobile digital technology leads to the design of gamification in learning, known as game-based learning or gamified collaborative community learning in order to engage students in fun and interactive activities. ‘Actionbound’ is one of the versatile gamification platforms and mobile apps which can engage students in collaborative community learning with gamified activities. It enables users to create, share and participate in interactive scavenger hunts, tours, games and quizzes. It allows users to design custom challenges, incorporate multimedia content and track players’ progress in real-time. It engages participants to work collaboratively to solve challenges and complete tasks. At UHBS, we have used Actionbound to support the student transition into the University’ learning journey at the start of term. We used scavenger hunt game and quiz functions within Actionbound to direct students to collaborate in teams to solve the challenges and tasks. In this action research, students found Actionbound fun and loved the competitive nature with points and leaderboards. It helped them build network and form friendship. Together, they solved puzzles and tackled challenges which supported their transition and got them prepared for learning in a new environment. Moving forward, as an ongoing action research, we would like to extend the use of Actionbound to term time and in module delivery so to track students’ engagement with the collaborative learning platform and investigate the impact on their academic performance.
Formation of a culture of interethnic communication among foreign cadets in the multicultural environment of a Russian military university
Authors: Smirnova Evgeniya S.
Published: October 2024

The article is devoted to identifying and justifying the conditions for the formation of a culture of interethnic communication among foreign military personnel studying in Russia. The structure of the culture of interethnic communication is proposed, which is a combination of cognitive, motivational and behavioral-attitude components. Based on empirical research methods, factors influencing interethnic communication of foreign cadets have been identified and characterized. In accordance with the selected methods, the levels of tolerance and culture of interethnic communication of foreign military personnel were determined. Based on the data obtained, the formative stage of the experiment is described, including activities that contribute to the formation of a culture of interethnic communication among foreign cadets. The control stage of the experiment showed positive dynamics in changes in the studied indicators. It was revealed that for successful interaction in a multinational team, it is necessary to take into account the peculiarities of the cultures of each nation, the characteristics of the educational environment of a military university. Foreign military personnel should learn the language, cultural norms and etiquette of the country in which they are serving, as well as respect the cultural norms of the countries of fellow soldiers of other nationalities. Forming a culture of interethnic communication among foreign cadets requires the active participation of teaching staff, whose tasks include creating conditions for active and tolerant interaction between military personnel of different nations, organizing and conducting events that promote mutual understanding. It is concluded that the conditions, the implementation of which contributes to the formation of a culture of interethnic communication among foreign cadets, are based on the actualization, both in classroom and extracurricular work, of the multicultural potential of the educational environment of a military university, taking into account its specifics, on the use of the capabilities of the discipline “Russian as a foreign language”, taking into account the competence approach and compliance with the principle of tolerance.
Life trajectories of personality in the modern world: social and individual context
Authors: Adeeva Tatiana N. , Raikina Maria A.
Published: October 2024

On April 18–19, 2024, Kostroma State University hosted the Second International Scientifi c and Practical Conference “Life trajectories of personality in the modern world: social and individual context”. The conference was organised by the KSU together with Grodno State University, Yaroslavl State Medical University and Moscow State Psychological and Pedagogic University.
The socio-cultural discourse of falsifications of national history and the actual tasks of school humanitarian education
Authors: Pisanyi Denis M.
Published: October 2024

The article is devoted to the problems of falsification of the history of Russia, as well as the impact of this process on the school education system. The author analyzes the causes, as well as the main trends of “historical revisionismˮ on the example of post-Soviet Ukraine. The “rewriting of historyˮ is considered as part of the “hybrid warˮ being waged by the “collective Westˮ against the Russian world. An integral part of the “hybrid warˮ is an informational and even “mentalˮ war. Rethinking the historical past is a powerful tool in this confrontation. Analyzing the content of normative documents, as well as school textbooks, the author identifies the main trends in the falsification of national history carried out by part of the Ukrainian scientific community on the social order of the Kiev regime. A chain of false meanings is traced, which are given to the events of our common past – from the formation of Ancient Russia to the collapse of the Soviet Union. The negative impact of this process on the mass consciousness of schoolchildren is shown. In the light of the revealed problems, the current tasks of Russian school humanitarian education are described, which, first of all, need to be implemented in new territories. It is concluded that history teachers are responsible for preserving historical truth and the memory of generations as the most important components of the socio-cultural identity of the younger generation. Appropriate of teaching and educational work in Russian schools should be based on our traditional spiritual and moral values. This will help strengthen the unity of the state and adequately overcome the challenges and threats of our time.
Clothing as a socio-cultural component of personal appearance: conceptualization of the model
Authors: Samokhvalova Anna G. , Shipova Natalia S. , Chagina Lyubov l. , Rogova Ksenia I.
Published: October 2024

The article examines the problem of the external appearance of a person; clothing is highlighted in its structure as a sociocultural phenomenon. A conceptual model of clothing as a component of external appearance is presented, the importance of the subjective image and the assessment of external appearance by other people for the formation of a value attitude towards clothing style is emphasized. Based on the analysis of data obtained during a survey of people of different age categories, attitudes towards clothing were identified at the cognitive-emotional level, as well as at the behavioral level; the factors determining a person’s clothing style (individual, micro-, meso- and macro-factors) have been identified; the functional potential of clothing and its significance in various spheres of life have been identified. The conclusion is drawn about the resource capabilities of clothing that increase the quality of life and psychological well-being of the individual.
The success of socio-psychological adaptation in groups of migrants with different levels of psychological capital
Authors: Blynova Olena Ye. , Levchenko Tatiana V.
Published: October 2024

The article is devoted to the current problem of socio-psychological adaptation of forced migrants, the search for resources that improve the quality of adaptation in the region of resettlement. Among personal resources, the phenomenon of psychological capital is highlighted, including self-efficacy, hope, optimism, and resilience. An empirical study was conducted in the Kherson region with the participation of students from an evacuated university. The “PsyCap” questionnaire (V.G. Maralov, M.A. Kudaka, O.V. Smirnov) and “Methodology for diagnosing socio-psychological adaptation” (C. Rogers, R. Dymond; adapted by A.K. Osnitsky) were used. For statistical processing, correlation analysis and Fisher's angular transformation criterion were used. Statistically significant differences were established between groups of migrant students with different levels of psychological capital in terms of socio-psychological adaptation indicators “Internality”, “Striving for dominance”, which shows the influence on adaptation of active actions, the desire to manage one’s life, control events, and take responsibility for the result. Based on an empirical study of a student sample of migrants, the interdependencies of the components of psychological capital and indicators of socio-psychological adaptation are shown. It has been shown that the most important determinants of successful adaptation are self-efficacy and resilience.
The use of innovative methods and techniques in the process of forming reader literacy
Authors: Dekatova Kristina Iv. , Kaunova Ekaterina V.
Published: October 2024

The article is devoted to the actual problem of the reading literacy formation of modern schoolchildren. Based on the analysis of pedagogical experience and existing approaches to teaching literate reading, the question of the application of methods and techniques of innovative technologies in the development of various reading skills is considered. The article describes the stages of educating a literate reader and analyzes the feasibility of using imitation and non-imitation innovative teaching methods at each stage. The author comes to the conclusion that at the stages of diagnostic and final assessment of the level of reading literacy formation, non-imitation methods are appropriate, which become an addition to the traditional methods of checking reading skills that activate the motivation of students. At the stage of forming the skills of basic reading actions related to the search for the necessary information in the text, its integration and interpretation, evaluation of the content and form of the text, as well as the ability to use the information of the text in different life situations, the choice of imitation and non-imitation methods is determined by the tasks of training and the specifics of the reader's action. The practical significance of the study lies in the fact that its results can serve as a basis for further study of the didactic possibilities of innovative methods in the reading literacy formation and the development of methodological recommendations for teachers.
Concept maps as a tool for the realization of intrasubject and interdisciplinary connections in the educational process of higher education
Authors: Cherednikova Alla V. , Zemlyyakova Irina V.
Published: October 2024

The article considers the question of using concept maps as a means of implementing an integrative approach to the process of teaching mathematical disciplines to undergraduate students in the field of Information Security. Modern cryptographic information security systems are based on algebraic structures, the central place among which is occupied by rings of residue classes modulo n. The paper proposes concept mapping as a visual analytical tool of connections between various algebraic structures within the framework of mathematical and professional disciplines. A concept map has been constructed, which focuses on the abstract concept “ring of residue classes modulo n”, which is difficult for students to understand. The XMind program was chosen as the software for creating the map. In the process of constructing the concept map, the existing interdisciplinary and interdisciplinary connections in the subject area under consideration between the disciplines of discrete mathematics, information theory and coding, additional chapters of higher mathematics, mathematical foundations of cryptology, methods and means of cryptographic information protection were revealed. This made it possible to effectively distribute theoretical and related practical material according to the work programs of the disciplines of the mathematical and professional blocks, to think over the teaching methodology that ensures the integration of the educational process.
Mediation in the context of professionally oriented foreign language teaching in higher educational institutions
Authors: Derevianchenko Elena A.
Published: October 2024

The article considers mediation as a new form of interaction as linguodidactic aspect. Mediation activity underlies communication in a multicultural society and is a necessary condition for comfortable interaction. For the first time, the descriptor scale for online interaction and mediation was published in 2020 as an additional volume to the document ‟Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR)”. The presented communicative spheres and roles involving mediation are consistent with the global scale of foreign language proficiency levels, which allows developing the necessary mediation skills. Also they can be a base for the modeling of communicative situations in professionally oriented teaching of a foreign language. Professionally oriented teaching of a foreign language at a university is aimed at preparing professionals who are competitive and ready for successful communication in their chosen field of activity. The mediation activity of a teacher and students in a foreign language class allows for productive interaction in order to model communicative situations that contain not only a communicative task, but also a professional context inherent in the studied linguistic culture. Modeling of communicative situations for this purpose is possible on the basis of communicative activity and constructivist approaches. The constructivist approaches reflects the value attitudes of the communicants and their attempts to value-rational choice of meanings and concepts in the process of communication, which is also the basis for mediation activity as interaction in language and interaction in relationships.
Mass Media Messages and Patients’ Rights
Authors: Nkangi Felister Nyaera , Kabaji Egara , Anyonje Lydia , Agbese Aje-Ori
Published: October 2024

This article focuses on challenges facing dissemination of mass media messages on patients’ rights among rural dwellers of Mt. Elgon in Bungoma County -Kenya. The initial research that culminated into this write-up was informed by the low literacy levels on patients’ rights reflected by various studies conducted among rural dwellers. A qualitative research approach was adopted and data was collected from 6 journalists/media practitioners from leading national media houses, 2 policy experts and 6 focus group discussions comprising 12 participants of both genders drawn from adult residents of Mt. Elgon sub-county. Two interview guides, one for media practitioners and another for policy experts, were utilized and a focus discussion outline was used to draw data from the participants. Qualitative data was collected and was analysed thematically using In Vivo whereby data from participants was presented in verbatim. It applied the tenets of the agenda setting theory of the mass media. A pilot study was conducted and expert knowledge sought to uphold reliability of tools used and data collected was validated through cross-validation. It established that varied challenges affect message dissemination processes on patients’ rights categorized into three: audience-based barriers, mass media practitioners related barriers and communicator related barriers affecting policy experts communicating on patients’ rights. The barriers identified in each category have hampered the mass media communication processes on patients’ rights in the study area contributing to low literacy levels on patients’ rights. It recommends that mass media practitioners ought to address audience-related challenges by working closely with them. In addition, policy experts communicating to improve knowledge on patients’ rights need to disseminate messages that the audience can easily relate with. This implies that the mass media should play a more interpretative role in patients’ rights among target communities as opposed to merely informing.
Purim é uma festa judaica alegre como o carnaval brasileiro
Authors: Lima Arlete Freire de
Published: October 2024

Na celebração da salvação dos judeus persasSou a judia rainha EsterSou a virtuosa moabita judia RuthSou a judia juíza Débora
Grain refiner fabricated by spark plasma sintering for hypoeutectic Al–Si alloy cast and its refining ability
Authors: Sato Hisashi , Nakamura Fumiya , Watanabe Yoshimi
Published: October 2024

Grain refiner fabricated by spark plasma sintering (SPS) for an as-cast hypoeutectic Al–Si alloy were proposed. The proposed grain refiner contains Al3Ti and Na flux particles in an Al-11 mass%Si alloy matrix. Through SPS, the grain refiner were obtained without any reaction between the Al3Ti particles, Na flux particles, and Al-11 mass%Si alloy matrix. Casting tests were conducted using the proposed grain refiners, and the refiners reduced the dendrite cell size and the dendrite arm spacing of the primary α-Al phase, as well as the lamellar spacing of the eutectic structure. The eutectic Si phase changed to a granular shape upon the refinement of the eutectic structure. Furthermore, the tensile strength and ductility of the as-cast Al-11 mass%Si alloy were drastically improved by adding the proposed grain refiner. This improvement was attributed to the refinement and granulation of the eutectic Si phase.
Electrostatic attraction and charge accumulation of poultry red mites (Dermanyssus gallinae) under high electric fields
Authors: Ueno Takahisa , Furukawa Takashi , Hatta Takeshi
Published: October 2024

This study investigated the electrostatic properties and behavior of poultry red mites (Dermanyssus gallinae) under high-voltage electric fields. We evaluated mite mortality rates under various electrode gap distances and mite densities, quantified mite attraction to electrodes under different electric field strengths, and measured electrostatic charge accumulation on mites. The results showed that narrower electrode gaps and lower mite densities led to higher mortality rates. Mite attraction to electrodes increased significantly with the electric field strength, with over 85% of mites attaching to electrodes at field strengths ≥10 kV cm−1. The voltage rise time was found to negatively correlate with the mite attraction efficiency. Charge measurements revealed that mites accumulate electrostatic charge proportional to their number, with engorged mites exhibiting higher charges than their starved counterparts. These findings provide valuable insights into the electrical properties of D. gallinae and their response to electric fields, contributing to our understanding of mite behavior under electrostatic stimuli.
Atypical Necrobiosis Lipoidica in a Non-Diabetic Patient: A Case Report
Authors: Rivera Carolina González , Miranda Miriam Puebla , Guadarrama Xochipilli Dlegado , Mejía Teresa Cuestas
Published: October 2024

Necrobiosis lipoidica (NL) is a rare granulomatous skin disorder commonly associated with diabetes but may also occur in non-diabetic individuals. We present the case of a 52-year-old non-diabetic woman with NL, highlighting the rarity of its presentation and the importance of considering alternative etiologies such as autoimmune disorders and thyroid abnormalities. Clinically, NL manifests as erythematous papules merging into plaques with central atrophy, predominantly affecting the lower limbs. Diagnosis is confirmed through dermoscopy and histopathology, revealing characteristic features such as granulomatous inflammation and necrobiotic collagen. Therapeutically, there are no standardized guidelines for NL management due to its low prevalence. Topical glucocorticoids are commonly used but carry risks of skin atrophy and other adverse effects. Calcineurin inhibitors, such as tacrolimus, offer a safer alternative, especially in atrophic lesions. Biological therapies, including TNF-α inhibitors and Janus kinase inhibitors, have shown promise in severe cases. Despite various treatment options, strict glycemic control does not appear to prevent NL development or progression, and spontaneous resolution occurs in about 19% of diabetic cases after an average of 12 years. This case emphasizes the importance of a comprehensive evaluation in NL diagnosis and highlights the potential of alternative therapies for refractory cases.
Comparative Analysis of Self-Medication Practices among University Students in Bangladesh and Malaysia
Authors: Rahman AHM Mahmudur , Sabir Sidra
Published: October 2024

Self-medication is a widely practiced behavior, especially among university students, and is influenced by a variety of socio-economic and cultural factors. This cross-sectional study investigates self-medication practices among university students in Bangladesh and Malaysia, focusing on the prevalence, types of drugs used, reasons for self-medication, and the awareness of its associated risks. A total of 731 students (514 from Bangladesh and 217 from Malaysia) in the study completed a structured questionnaire. The results reveal that self-medication was significantly more prevalent among Bangladeshi students (76.34%) compared to Malaysian students (39.2%). Financial barriers, lack of awareness, and difficulty in accessing healthcare services were the main drivers of self-medication in Bangladesh, while in Malaysia, peer influence and convenience were the primary reasons. The study highlights the importance of targeted interventions to raise awareness about the risks of self-medication and to improve healthcare access for students.
A New Paradigm of Madrasah Learning in the Implementation of Merdeka Curriculum
Authors: Hazyimara Karunia
Published: October 2024

The condition of Indonesian education is still weak as shown by several surveys regarding the quality of education. This is made worse by pandemic conditions which require the learning system to adapt to the conditions that occur. Indonesia is experiencing learning loss so it needs to be overcome optimally to improve the quality of Indonesian education. This research aims to analyze the new paradigm of Indonesian education, especially in madrasah, which occurred after the policy of using the Merdeka curriculum. Madrasah as one of the educational institutions that are characterized by Islamic content must be able to adapt to the current curriculum and the increasingly developing times. This research was conducted using library research with a descriptive-qualitative research approach. To support the method used, researchers collected data through documentation obtained from searching for written data regarding the themes raised. The results of the research conducted show that the Merdeka curriculum is designed to overcome the backwardness of Indonesian education and align with technological developments. Madrasah is one of the Indonesian educational units that participates in efforts to educate the Indonesian nation through the Merdeka curriculum. The new paradigm for madrasah in implementing the Merdeka curriculum lies in the use of constructivism theory, making madrasah a means of strengthening students' character and developing skills, flexible and using a differentiated learning approach, and integrated with technology.
Reconsidering Islamic Education Pedagogical Approach within Islamic Studies
Authors: Prasetia Senata Adi
Published: October 2024

This paper proposes a pedagogical approach to Islamic education in contemporary Islamic studies. During this time, Islamic Studies in Indonesia tended to be approached with an approach such as integrative-interconnective that connects with the surrounding material row, but less include the approach of Islamic education pedagogy in it. The indoctrination process carried out by scholars so far uses a teaching process that is inseparable from the science of education itself. This paper argues that the Islamic education pedagogical approach should start from the very vital component of education, i.e. teacher since the teacher contributes significantly to the development of students in almost all aspects. Also, pedagogical competence is important to have as a part excellence. This conceptual paper, therefore, proposes and develops a model of the approach of Islamic education pedagogy ranging from philosophical foundations to the practice of Islamic education pedagogy. In this paper, this kind of approach is intended to enable teachers to be agents of change as well as facilitators in providing enrichment of more varied, innovative, and creative perspectives.