International Scientific Conference “EDUCATION, RESEARCH, PRACTICE” Proceedings
Journal DOI: https://doi.org/10.52340/erp
Investigating Peculiarities of Relationship between Parents and Adult
Our research refers to investigation of peculiarities of relationship between parents and adult. This age is very actual because during this time physiological, physical and psychological changes take place that causes changes in relationship between parents and family members. We were interested in the fact that what do the parents think about their adult children, what problems they encounter during relationship and how they try to solve the challenges. This issue is actual not only in Goergia but in the whole world, that’s why we tried to study the issue deeply. We inquired adults and parents. With the parents we used “Varga test to investigate parent and child relationship”. For the adults, according to research goals, we created questionnaire. 160 parents and 185 adults participated in the research. Our research hypothesis was the following: We suppose that parent’s ideas and attitudes towards children affects the relationship between parents and adult.
The Importance of Emotional Intelligence and Social Learning in General Education Institutions
In the 21st century, alongside intellectual quotient characteristics, the concept of "emotional intelligence" (EQ) has gained significant prominence. Modern studies indicate that individuals with high IQs may possess notable talents, yet success often favors those with lower intellectual abilities due to their higher emotional intelligence.Emotional intell igence pertains to a person's interpersonal skill set, involving the ability to manage emotions and self-control, crucial for effective human relationship management within social contexts. Mainstream educational institutions primarily focus on imparting knowledge to students, emphasizing intellectual development, while the role of social and emotional learning is increasingly recognized as pivotal for future success. To what extent do modern schools incorporate approaches to foster student development in this regard? What specific components of social-emotional learning correlate with academic achievement? How is the national curriculum adapted to address these issues, and how effective are teachers' strategies in nurturing emotional intelligence? Various challenges and barriers may arise in the process of social-emotional learning. Therefore, examining specific case studies and comparing existing theoretical studies through empirical research, including in-depth interviews with experts in the field, becomes crucial to justifying the relevance of such studies. This small-scale study aims to highlight essential orientations in modern education and underscore the critical aspects of social-emotional education necessary for comprehensive student development.
The problem of value orientations in the teaching process
People's values are largely determined by historical time, life cycle and personal characteristics. Morality occupies the most important place in the value orientations of a person. It concentrates with moral values and is conditioned by morality. Looking at the complexity of the problem, we realize that the teaching-pedagogical activity needs a lot of effort to establish the right orientations. Against the background of modern requirements and situations, it is desirable to give preference to the ultra-modern methods used in Western pedagogical practice, it is actually a system of methods that includes the entire educational process. We considered variant teaching of value-moral elements with different groups of students, representatives of different types of families and the implementation of related educational content as a concrete way of our task. Our trial-experimental activities have shown us that targeted pedagogical measures significantly accelerate the process of forming students' moral views.
Violence against children and issues of identifying violence in preschool institutions
The „Convention on the Rights of the Child“, which Georgia joined in 1994, instructs the participating states to protect children from all forms of violence, although studies and information disseminated through mass media show that children in our country are still not protected from violence, or are inadequately protected. The issues of protecting the rights of pre-school children representing ethnic minorities are particularly serious and still unexplored. Therefore, in addition to preventive measures, the issues of responding to the facts of violence are still relevant. Procedures (government decree) for child protection apeal (referral) include response mechanisms in case of child abuse, however, our research has shown that the level of awareness of the staff of the entities (kindergartens) involved in the referral process, about their rights and duties in this process, is low. Most of the interviewees are not familiar with all forms of violence and it is difficult for them to identify the fact of violence. Specialists in daily contact with children play a key role in this process. Therefore, we think that it is necessary for the state to conduct a mass campaign regarding the reporting of cases of violence, to train educators and equip them with the necessary resources. It is also important that professional and undergraduate programs related to pre-school education include issues related to violence against children, responses to it, and prevention by promoting the growth of parental awareness.
Digital technologies in early and preschool education
Today, the role of digital technologies in early and preschool education has increased significantly. Observations show that children use tablets or interactive whiteboards for learning and playing with joy and enthusiasm. These technologies create new opportunities for personalized and interactive learning. Through digital resources, children not only hear stories, but also interact with characters, which further develops their imagination and language skills. The article presents the results of the research, which present various aspects of the integration of digital technologies in the teaching-learning process: both benefits and threats. It also shares recommendations based on the results of studies of successful practices.
Integrating technology into the preschool learning environment
The role of technology in today's educational process is growing more and more. Integrating technology into preschool education is important so that children can develop digital skills from an early age and use them in the learning process. The use of technology in the preschool learning environment has many advantages. Interactive teaching methods promote child motivation and engagement, which is essential for early learning. Adaptive learning platforms that are tailored to a child's individual needs and interests effectively promote their holistic development. Practical examples of technologies in preschool education are diverse. Education apps and programs help develop various skills like math, language, science and more. Interactive whiteboards and tablets allow children to engage in the learning process interactively, which makes learning more interesting and attractive. Virtual reality and virtual expeditions allow children to gain new experiences, which contributes to their socio-emotional development. The role of educators in integrating technology is critical. Educators must be aware of best practices in the use of technology and have the ability to use it effectively. Training and professional development programs that help improve teachers' technology skills are important. Integrating technology into preschool education also faces certain challenges. One of the main difficulties is the high financial costs of technology implementation and the lack of resources. Distrust of technology by educators and parents is also a significant challenge. It is important to manage and balance screen time so that children do not lose time and interest in other activities. From the perspective of the future, new technologies and their potential impact on preschool education is an effective step. Directions for the development of innovative approaches and opportunities for their implementation are important for improving the quality of preschool education. Integrating technology into the preschool learning environment is a step forward for children's education. Its effective and correct use contributes to the multifaceted development of children and the formation of skills needed for the future.
Importance of cooperation of preschool institution with family and community
Effective work with children is impossible without partnership with families. The best results are determined by the convergence of family and kindergarten approaches and their coordinated action. A child develops in both environments, in the family and in the garden. He learns by examples, relationships. The child is a common interest, these two sides should complement and strengthen each other, mutual respect, open communication, consistent exchange of information, listening to each other, mutual understanding, learning from each other and cooperation serve the well-being of the child. The article reviews practical examples of family and community involvement in kindergarten life and examples of children's practical activities, which have a positive impact on the child's well-being, and give parents and the community more motivation to be more involved in kindergarten life.
The Experience of Denmark in Working with Preschool Children: What Can Ukraine Learn?
The relevance of this research is driven by the necessity to study the educational experience of European countries for creative utilization in the process of integrating Ukraine’s education system into the European and global educational and scientific space, as well as by Denmark’s high social standards, consistently leading the global happiness rankings for many years. The aim of this research is to outline the main theoretical and methodological ideas and practical approaches to organizing work with preschool children in Denmark for comparison with the traditional approaches in Ukraine. The research methodology included analysis of comparative pedagogical literature, publications in the Danish educational press, observations in Danish educational institutions, conversations, and interviews with parents of preschool children – both Danish citizens and Ukrainians seeking temporary protection in this country. The results revealed significant differences in the experiences of Ukraine and Denmark regarding work with preschool children: less regulation of daily routines in Danish educational institutions; a focus primarily on the interests and development of the children rather than preparation for school education; an emphasis on cooperation, mutual assistance, and empathy in Danish child institutions with almost no competitiveness among Danish children, and so on. The conclusions outline the prospects for further research to uncover the underlying reasons for the identified differences. In particular, it is considered appropriate to study the impact on the organization of work with preschool children of the traditional Danish worldview, known as hygge, as well as the somewhat lesser-known phenomenon – the so-called Law of Jante.
The Role of Higher Education in Reducing the Mismatch between Graduates' Skills and Employer Expectations
In recent years, increasing emphasis has been placed on the need to match university graduates with the needs of the labor market. This has been challenged by the dissatisfaction often expressed by employers, related to the large discrepancy existing between the knowledge and skills acquired by students in the process of studying at the university and the knowledge and skills needed to be prepared for performance of work. A similar situation exists in Georgia, as shown by the 2019 Skills Mismatch Measurement Report conducted by the European Training Foundation. The report identified a significant gap between the skills acquired and the skills demanded by employers. These mismatches include technical skills as well as personal and interpersonal skills, known as soft skills. Accordingly, the aim of our study was to examine the extent to which higher education reflects the demands of the labor market, i.e. the extent to which the knowledge and skills required by employers correspond to the knowledge and skills actually demonstrated by graduates in the advertised vacancies. To achieve this goal, we used quantitative research. We surveyed employers using a questionnaire to determine their expectations regarding graduates’ skills. Based on the data obtained using the Likert scale, we assessed the necessary skills required by the employer and the skills that graduates demonstrated in interviews or tests. The study confirmed that the challenges and problems in terms of mismatch identified in the above-mentioned fund report remain particularly acute and, accordingly, the level of employer satisfaction is critically low. In this regard, recommendations have been prepared on the role of universities in reducing the mismatch between graduates’ skills and employers’ expectations.
Best Practices and Challenges in Implementing Master's Programs in Social Sciences at Ivane Javakhishvili Tbilisi State University
Ivane Javakhishvili Tbilisi State University has approximately 30 years of experience in implementing master’s level educational programs. As of March 2024, the university offers 92 master’s programs. For this study, we purposefully selected existing master’s programs in social sciences, accredited between 2018 and 2023 (40 programs). The paper aims to analyse expert evaluations of these programs to identify best practices and challenges during their implementation.
A Study on the Self-Efficacy of Primary School Teachers: The Case of Public Schools in Telavi Municipality
Academic achievements, the proper application of obtained material, and skills acquired within the school environment help individuals overcome problems and challenges they encounter in their mature age. Developmental psychologists and educators are well aware that acquiring education at school is a crucial event in a child's life. A primary school teacher must be well-versed in the fundamental principles of the educational process, taking into account the requirements of professional teaching standards and subject-specific characteristics. A teacher's self-efficacy in both teaching and classroom management can play a significant role in improving the quality of education and enhancing students' achievements.
Family and general educational institution
The article presents the role of the family in a general educational institution, in child rearing and education. Family and the general educational institution - school - are two necessary spheres for the socialization of the child. Their educational functions are different, but for the full development of the child, it is necessary that they work together. At school, a child receives education, learns to communicate with other children, coordinate their actions, and more, but how effectively all this is implemented depends on the relationship between the family and the school. It is impossible not to properly assess the great importance of the role of the family in raising a child. Family plays the most important role in a child's life. On their development, establishment of a place in society, formation of personal values, and mental health. It is important that the cooperation between the family and the school plays an important role in the development and continuity of the child, it is necessary to know the opinions of teachers and parents about each other. Recommendations need to be developed to help these two institutions interact effectively. For this, we need to know the history, how these relations developed. The article describes some research-based preventive tasks for the psychological-pedagogical education of parents, which were carried out in several schools in Telavi. It is also described how to solve them purposefully and comprehensively. Mutual cooperation between family and school guarantees the development of the child's personal qualities. We believe that such cooperation will significantly increase the number of successful students, increase the quality of communication between parents and teachers, which will help them act only in the best interest of the child. All this has a positive impact on the image of the school in society and the community.
Challenges of Sustainable Development of Education In Georgia
Georgia has signed an Association Agreement with the European Union, which aims to increase the country's engagement in EU-developed strategies and programs. Access to quality education is a prerequisite for achieving sustainable development. To fulfill its objectives, modernizing the education system and equipping young people with 21st-century skills are necessary. These skills include critical thinking, problem-solving, creativity, emotional intelligence, social and collaborative abilities, digital skills, and more. Research shows that in Georgia, students' academic performance and access to quality education remain challenges. Students demonstrate weak analytical, social, and logical skills. Research also indicates that they lack awareness of their responsibilities and roles in achieving sustainable development goals. Additionally, teachers are not adequately prepared to face new challenges; retraining is needed so they can keep up with the rapidly changing environment around them. The article discusses several factors that hinder the achievement of sustainable development goals in education. It highlights that the education sector still faces many challenges, including inclusivity issues, infrastructural problems, a lack of adequately competent teachers in sustainable development, and the need for curriculum modernization.
The right of minors in the process of inheritance proceedings
A minor, who can be one of the most vulnerable subjects from a psychological as well as a legal point of view, has all the rights that an adult has in the process of receiving an inheritance. Inheritance, which is directly related to the right to property, It is one of the most important rights, the protection of which is guaranteed by the Constitution of Georgia and international conventions. Despite the protection of the said right by the constitution and international conventions, Due to the immature age of the minor and the scope of limited use of capacity, it is difficult to say about the absolute guarantees of his protection. Parents who represent the minor in relations with third parties, as well as make decisions on their behalf in the process of exercising any right, The extent to which their unrestricted control of this power is relevant raises many questions. There are specific levers, the legislator tries not to give the parent full responsibility, the ability to make an absolute decision, and accordingly, In recent years, the amended and refined legislation adapted to children's rights has shown us all this more clearly. After the implementation of the Code of Children's Rights, from September 1, 2020, special attention was paid to the protection of the best interests of minors and a number of legislative changes were implemented,that the issues related to their rights should be spelled out more transparently, in detail. Minors require special protection and attention, because their legal protection is the most important prerequisite for the development of the state and society. The first article of the "Convention on the Rights of the Child" establishes that every person is considered a child until he reaches the age of 18. It is interesting what happens from a legal point of view before a person reaches the age of majority, what procedures need to be passed to establish a legal result. How big is the scope of the minor's participation in the legal proceedings, how much is the child's position and desire taken into account regardless of his age. These issues will be discussed in this work. The participation of a minor in the process of inheritance proceedings, the range of his rights, his compliance with modern legal changes and the "Convention on the Rights of the Child" and other international approaches. It is interesting to determine the will and desire of the Georgian legislator in the process of implementing the right of a minor, especially such an important right as the right of inheritance and property. In inheritance proceedings, when a minor is represented by his parent, the shortcomings and problems faced by the parties will be discussed, ways to solve the problem will be discussed and appropriate recommendations will be made. in order to protect the minor's right to inheritance as much as possible and to make full use of it in the future.
Principles of processing personal data of minors in educational institutions
The right to lawful processing of personal data of minors needs to be protected as the publicity of private institutions. This paper will discuss children's personal data and principles of processing in the framework of educational institutions, because educational institutions are organizations that process a particularly large amount of personal data and play an important role in the protection of minors' rights. From March 1, 2024, a new version of the Law of Georgia "On Personal Data Protection" entered into force, which clearly emphasizes the importance of protecting and realizing the right to personal data and privacy of minors, all the more so when, parallel to the technological progress, the dangers of unjustified interference in the protected area are increasing every day. In educational institutions, there are frequent facts of illegal disclosure of minors' data without the consent of an authorized person, disproportionate processing, violation of audio-video monitoring rules and adoption of inappropriate organizational and technical measures. In this work, problematic issues in educational institutions in terms of processing personal data of minors will be identified, both from a practical and a legal point of view. Based on the study and analysis of the research results, recommendations will be developed that will help prevent violations such as honor and dignity violations, discrimination, bullying or other negative effects that affect the emotional state and development of the child.
Challenges and Benefits of Creative Writing
In this paper, we present an analysis of the creative writing outcomes that were conducted in two different classrooms. During pedagogical practice, students used the same resource to carry out a creative writing activity. The resource was a sand theater performance based on Guram Petriashvili's "Man Who Loves Rain." Pupils watched the performance without sound and created their own version of the text that was based solely on image. Also, it is important that target classes' experience and academic readiness were quite different. Additionally, the activity was conducted at different times. The process of implementation and analysis of the pupils' works showed that: Regardless their readiness and experience, all pupils actively participated in the process and were able to create interesting work that reflected their individual perspective. Their work was diverse, and practically all of them captured the essential pathos of the text: the pain caused by loss of something precious and sublime. The difference between experience and academic readiness was reflected in length of the works, organization of the text, quality of sentence development, structural coherence, and adherence to spelling norms. The period of implementation influenced the content of the works. In the class where the lesson was conducted during a time of public activism, pupils emphasized themes of national independence, loss of freedom, and personal and national values. The student-teacher had to focus on overcoming psychological barriers in the class with pupils who lacked the necessary experience. She used support and encouragement strategies and successfully managed the problem. In conclusion, we would like to emphasize that creative tasks should be an integral part of classroom practice because: Such tasks help pupils with self-expression and foster personal development. They provide valuable insights into pupils' inner worlds, values, concerns, and aspirations. All pupils can perform these tasks if strategies and activities tailored to their needs are applied.
The Role of Differentiated Instruction in the Process of Forming Student’s Self-esteem
The work addresses the problematic issue of forming student self-esteem as one of the most important aspects of individual self-development. It discusses the factors that influence this process and highlights and analyzes the role of self-esteem in shaping a child's personality. Based on the theories and perspectives of well-known scientists, it is clarified how social relationships and the environment influence the self-realization and self-esteem of individuals, specifically elementary school students. Through an in-depth analysis of the issue, it is confirmed that guiding students toward healthy self-esteem is valuable, especially when considering their individuality, uniqueness, individual needs, and capabilities. In this regard, a differentiated approach is considered the most effective way to promote the formation of healthy self-esteem among elementary school students in the teaching of the mathematics curriculum. The significance of differentiated instruction is emphasized, focusing on the aspects that accompany the purposeful implementation of differentiated activities, allowing teachers to provide every student with a chance for "success" and "achievement." As a result, students develop a sense of competence and self-confidence. Recognizing, valuing, respecting, and considering each student's unique abilities, learning styles, and profiles positively reflects on their self-perception. As a result of an in-depth discussion of the issue, the author forms the opinion that the main goal of using a differentiated approach in teaching should always be to support the formation of self-esteem among elementary school students and to evaluate the teacher's influence and role in this process, as this is a critical period in developing self-awareness. The opinions expressed in the work are harmonized with the conducted research related to the issue, its findings, and results. It is confirmed that by studying students' self-esteem and developing interventions aimed at enhancing it, it is possible to regulate students' attitudes towards failure and feedback from peers and teachers, as well as to promote the development of their self-reflection skills and resilient mental health. The formation of high self-esteem positively impacts a child's motivation, attitude toward subjects, engagement, and resilience to challenges.
The Role of Teaching with Dilemmas in the Process of Teaching and Learning
Teaching with dilemmas is such teaching activity which will greatly support to implement the goals and objectives defend by the new document of National Goal of General Education. Figuratively, dilemma is called a condition when a person has to choose only one from his unfavorable situations. Teaching with dilemmas belongs to the problem based teaching method. Problem-based learning aims to equip students not only with knowledge, but also with the ability to use that knowledge to solve life's challenges. According to this, the goal of teaching with dilemmas is to develop the student's critical, analytical and creative thinking and the ability to make decisions independently. When teaching with dilemmas, so called VaKE method can be applied, which means “value education”, the same as confrontation of knowledge and values. In both cases, in case of teaching with dilemmas and in case of teaching with VaKE have the same theoretical bases, both of them are based on constructivism, but the novelty is that students see the problems which are connected to their everyday life. In our opinion, the role of teaching with dilemmas is to give the student the opportunity to choose, which is a necessary condition for the education of a free personality, and to intensify emotions, which has a great role in teaching and learning. The situational tasks that we offer the student when teaching with dilemmas inevitably serve these purposes
Some problems of Official Language Teaching in Georgian School
The article discusses the issues of Georgian language teaching in Georgian schools at the modern stage. Among the fields of linguistics, grammar issues are presented the most extensively in the national curriculum. This is natural, as the well-thought-out knowledge of grammar is the basis for the formation of proper spelling, punctuation and stylistic habits in students, which is ultimately aimed at improving their oral and written speech. Language classes at the basic level of school education must be given a separate academic hour. In fact, these will not be lessons of grammar, but of speech culture. But this does not mean at all that we should include material in the textbooks without taking into account the age characteristics of the student, overloading them with complex grammatical categories, which in many cases are disputed among linguists themselves; Let's endlessly confront the rules... What to teach and how to teach - this is one of the main and relevant issues in teaching the grammar of the Georgian language today.
The truth of the Olympic content inequalities about one method of approval
The paper discusses certain categories of inequalities and one non-standard method of solving/proving them, which implies that if the inequality fa+fb+fc+…≥1, is to be proved, then we will try to choose a number k such that fair let there be inequalities: faakak+bk+ck+…; fbbkak+bk+ck+…; fcckak+bk+ck+… and then we get the desired result as a result of adding these true inequalities. It should be noted that the first two of the problems discussed in the presented paper are quite well-known inequalities (Nesbitt's inequality and the problem of the 2001 International Mathematical Olympiad), and the third one we created specifically to offer more practical exercises to the reader so that he can get to know the presented method better.
Some types of problems from probability theory
In the article, we discussed the structure of the space of elementary motions of the discrete type in the problem of placing n particles in the partition M. We deal with such problems in statistical physics, when studying the distribution of n particles (these can be protons, neutrons or other particles) in M ​​states (these can be energy levels). We have considered several tasks of different types and have calculated all the sesaslo elementary movement quantities.
The importance of complex numbers in mathematics
Complex - is a Latin word that means a connection, a combination of things, a set of events or properties. Complex - a concept in psychology is a set of subconscious, mental factors in the consciousness of an individual, which are related to specific subjects or topics and have a significant influence on the behavior of the individual. In mathematics, the term "complex number" is found, and therefore a complex number that is different from the real number. The discovery of complex numbers had a huge impact on all of mathematics, unifying many things that were previously inexplicable. In the article, I will discuss the history of semotan of complex numbers and, based on a specific example, discuss the results related to the solution of cubic equations.
Studies on English Language Teaching in Georgia: A Literature Review (2016-2023)
Over the past three decades, English has become the most popular foreign language taught in Georgia. This shift has been driven by various factors, including globalization, political changes in the country, the evolution of teaching methodologies from traditional grammar-translation methods to more dynamic communicative language learning, the emergence of international schools, etc. Additionally, the involvement of native English speakers in teaching, the establishment of teacher certification programs, and advancements in technology have contributed to the growing interest in English language education in Georgia. However, there are relatively few literature reviews on research trends and studies conducted in English language teaching. This literature review analyzes empirical studies published in English in peer-reviewed journals from 2016 to 2023. The review examines the objectives of these studies, the participants involved, the research methods used, the findings reported, and the identified gaps. A comprehensive search was conducted in academic databases, with inclusion criteria requiring the studies to be in English, peer-reviewed, and focused on English language teaching in Georgia published between 2016 and 2023. Thirteen papers met these criteria and were included in the review. The analysis provides insights into the current state of English language education in Georgia, highlights the progress made, and identifies areas needing further research and development.
General Principles of Group Work in the Classroom
Education occupies a very important role in the life of each person. It is the means that we can rely on to become successful members of our society and occupy suitable place. It helps people to develop such skills as critical thinking, analysis, general transferrable skills and many others. Group work is one of the important skills the development of which in students requires effective planning and implementation from teacher’s side. Group work prepares students for real life situations. Group work is considered as an efficient methodology type which increases motivation in learners, involves them in active learning and develops critical thinking, decision-making and co-operation skills. Student-centered education gave a strong influence to the development of cooperative pedagogy. Collaborative pedagogy offers a different way of learning, when the student has his friends by his side, whom he needs to help or ask to find out what he does not understand. Group work is one of the important skills, the development of which requires effective planning and management by the teacher. The importance of group work is indisputable, if we consider that the goal of modern education is not only the accumulation of knowledge level, factual information, but also the development of the ability to analyze and critically evaluate the received information. A student's critical thinking is formed only in such a learning environment, where there is frequent intense, structured interaction between students. The work deals with the size of group, methods of groupings, the role of a teacher, major problems in groups, etc. We offer a very interesting research which we have conducted in public school students (4-5 grades). The research gives information about the position of students towards the group work and main problems they have found out during this method of working. The findings help us to improve the
ThinkingWisely, Acting Widely: Enhancing Critical Thinking Skills in Students
The paper aims to review existing research on critical thinking and develop targeted activities and exercises to enhance these skills in students. By synthesizing findings from multiple studies, the paper identifies common themes and effective practices in teaching critical thinking. Additionally, it explores the challenges and barriers faced by educators. Building upon this review, the paper proposes a set of practical activities and exercises specifically designed to enhance critical thinking abilities in students. These activities are crafted to be engaging and adaptable to different educational settings. The proposed exercises aim to stimulate analytical thinking, problem-solving, and reflective judgment among students. The paper concludes with practical recommendations for educators and educational institutions to implement these strategies, ultimately aiming to foster a generation of critical thinkers capable of navigating complex issues.
The Harkness Method in Teaching English Reading Skills
The presented article explores the innovative Harkness Method as a dynamic approach to teaching English reading skills. Originating from the progressive educational philosophy of Exeter Academy, the Harkness Method involves student-centered teaching through round-table discussions, creating an environment where students are actively engaged in text analysis and discussion. The Harkness Method was initially developed at Phillips Exeter Academy in the 1930s. It represents a student-centered approach to the learning process, focusing on collaborative, discussion-based teaching. The method was authored by Edward Harkness, a supporter of democratic teaching. Unlike traditional teaching approaches, which are teacher-led, the Harkness Method promotes critical thinking, collaborative analysis, and deep understanding, placing students in the roles of discussion leaders and participants. This study examines the effectiveness of the Harkness Method in improving English reading skills, asserting its productivity in developing students' interpretation, critique, and literature analysis abilities. Through qualitative data analysis, the article demonstrates how this pedagogical strategy enhances not only reading but also communication and analytical skills. The conclusion of the article notes that the Harkness Method offers a promising alternative to traditional reading instruction, making it a valuable tool for teachers whose primary goal is to create interactive teaching and reflective classroom experiences.
Integrated Teaching of Science and English Language at Primary Level
The paper presents techniques for planning, implementing and evaluating school curriculum at the primary level of education to support the content integration of science and English. In particular, according to the standard of natural science, in the 4th grade, the topic - water as an environment is developed. It is important to teach based on inquiry and to let students make discoveries to describe and explain this or that event/process. The main goal of the national curriculum at the primary level is to make students interested in and share the basics of natural science, to develop research skills that will allow them to know and understand the world, to feel responsible for themselves, society and the environment (NC, 2018-2024). Depending on the educational goals, the curriculum provides for solving specific tasks. One of these tasks is the formation of communication skills, for which it is important to use verbal tools - words, their combinations and sentences. Such an approach leads to the formation of deep, functional knowledge in students and the transformation of a foreign event/process into a familiar context. And in the English lessons, work is done on vocabulary items related to the topic discussed in the natural science lessons. In the paper, together with natural science tasks, English language tasks are presented, which allow students to use the content introduced in natural science lessons. The tasks are aimed at the development of students' oral speech and learning skills, which corresponds to the results of the first foreign language and natural science standard of the primary level (I-IV) (NC, 2018-2024).
Another Method of Integrated Teaching of Chemistry and Biology
The article presents another example of integrated teaching of subjects. In particular, the integration of chemistry and biology in the educational process. The effectiveness of the integrated lesson is due to the fact that the student examines the issue in terms of different disciplines; establishes connections between subjects; At the same time, he/she considers the issue as a whole; Makes a transfer between subjects. Integrated lessons have a large functional role. For this purpose, it is important to highlight the integration within any study discipline defined by the national curriculum and integrated approaches to teaching the issue within different subjects. Integration between subjects allows students to study a specific issue not separately and fragmented, but to combine the knowledge gained in separate subjects and, based on the target concepts, imagine the interrelationship between subjects and events as a whole. The presented integrated lesson was conducted in the 11th grade. The topic of the lesson was food additives, during which the students naturally connected food with human health. After the end of the educational process, students' awareness about food additives increased. Responsibility for living a healthy lifestyle also increased. Students understood the importance of a healthy life, were able to record data, organize, process and present information in different forms. They understood and substantiated that the adopting a healthy lifestyle is important for human health.
The Role of a Complex Task in a Physics Lesson
For certain period of time, the school was switched to distant learning. Less communication, systemic and uncontrolled usage of computer technologies, the necessity of using own opportunities less effected on students’ motivation directly. The lack of motivation is reflected on learning outcomes and students’ achievements. Age peculiarities and above mentioned factors especially effected on 9th grade students who had difficulties to match everyday interests and routine learning process with each other. For me as a physics teacher, the most interesting was to find the answer to the following question-how the students can see physics laws in the phenomenon taking place in the world and solve various life problems with the attained knowledge and because of this I offered the class to work on complex task “Tires“. In the process of working on complex tasks I took into consideration students’ needs, individual peculiarities and used differentiated approach. This helped students to comprehend the issue in depth. I constantly monitored the process and in case of need I gave feedback to students and the whole class about process improvement. I used formative assessment to evaluate the students. The complex task was funny, the students had to see the laws of physics and use the acquired knowledge to solve specific life problems. The complex task aroused the interest in students and increased their interest in physics learning. Progress in results gave me the chance to make such conclusion: Complex tasks help students to see the need to use theoretical knowledge in real life and help teachers to increase students' motivation and knowledge
The importance of climate literacy in school
On the road to sustainable development, the 13th goal - "Achieving climate sustainability" is a multi-faceted issue and a complex challenge that presents the whole world with a problem, but at the same time unites the ways to solve this problem. One of the main goals in the education space is to prepare a climate literate generation, on the basis of these people who will be able to understand the consequences of the climate crisis and find solutions to overcome it. Education about climate change, or climate literacy considers the impact of society and specifically each of us on the climate, and vice versa - the impact of the climate on us and society. Climate literacy is a very important skill for every person in order to make the right decisions and act wisely in relations to the environment. The study of issues related to the climate change must be action-oriented. To encourage and motivate students in order to be action-ready, it involves three main components: 1. Action learning - students must acquire the knowledge and skills they need to be successful; 2. Learning by doing - to allow students to plan and implement projects related to taking emergency measures against climate change and its effects; 3. Action-based learning - allow students to analyze their own achievements, acquired knowledge, and also discuss what they can do better for the next time. Thus, a climate literate person knows dispositions (how to respond), has competencies (skills and abilities about how and when) and treats as an environmentally responsible person.
Differenciated Approach as the Means of Developing Cognitive Skills at a Music’s Lesson
Modern standards are widely aimed at the humanization of education and the individualization of teaching, which contributes to the development of a student. Differentiated teaching approaches are an effective way to fulfill this requirement. We often use similar approaches in practice. For example, when we plan a lesson, we try to answer the question: how to achieve that a student does not just memorize a certain amount of information, but learns regardless of what means and what potential he has. Individualization and differentiation of teaching in music lessons enable each student to understand themselves and the teacher to find ways of transferring the teaching material to the majority and to encourage students. Advantages of differentiated teaching: difficulties are easily overcome; no students are falling behind in the class; All students are involved in the learning process; Personal qualities are actively formed; independence, diligence, self-confidence, creativity, motivation, and curiosity increase; the content is actively being processed; students prepare in advance for such work; the process is easy to monitor. A differentiated approach encourages low-achieving students by helping them see their knowledge gaps and learning abilities more broadly. As a result, they constantly maintain an interest in the subject.
About the training of personnel for teaching the subject of music
The article discusses the importance of the teacher training educational program and the preparation of novice teachers for school life. The article discusses the curriculum of the program and the syllabus of several school courses. In the form of an appendix, a resource for music teachers, a workshop plan, is presented.
A study of chess teacher training practices
Introducing a healthy lifestyle is one of the priorities of the state, which is written in the national goals of general education of Georgia, and at the same time, it is one of the goals of the programs to be implemented by the Minister of Sports and Youth Affairs. They hope to achieve this goal by strengthening the sports sector, and the promotion of chess teaching is also meant among the listed sports. Until 2009, in the Georgian educational space, chess teaching was available only to students of private schools, depending on the market requirements, and the selection of chess teachers was made in accordance with the private requirements of the general educational sector. In the 2022-2024 academic years, the form of learning/teaching chess as a school subject falls within the legal framework, it became a mandatory subject for students of I and II grades, the subject standard of chess appeared, but the document of the teacher's sectoral characteristics, On the basis of which it would be possible to prescribe a chess teacher training program, there is no one available. Given the fact that we do not have school teacher training programs, the chess teachers selected by the school principals do not have the subject Theoretical and practical skills relevant to teaching. The relevance of my topic stems from this problem, that despite the mandatory subject taken into account by the national curriculum, we do not have a document on what field characteristics it should possess. A chess teacher, on the basis of which it would be possible to develop such a training program, after passing which the future school chess teacher will receive the theoretical knowledge, practical skills necessary for teaching the subject and grasp the values ​​that The planning/implementation of students' learning/teaching process should be based on this. Also, despite the fact that chess is a compulsory subject in accordance with the national curriculum, due to the lack of a professional exam for teachers, the school's chess teachers They cannot prove subject competence after which they would be able to join the teacher scheme. Also, due to the lack of a test confirming the subject qualification of a chess teacher, they do not have the opportunity to develop even a chess teacher. The 60-credit teacher training program, which would be a full-fledged tool for the training of those who wish to become a school chess teacher.
The Muses Do Not Fall Silent! (Art in Times of War)
The relevance of this research is driven by the need to refute the well-known Roman saying "Inter arma silent Musae", more familiar to us in its altered form: "When cannons speak, the muses fall silent". In the harsh times of war, art not only must not remain silent but must also help, console, inspire, unite, and provide hope and confidence in victory. The aim of this research is to review and summarize the creative artistic and scientific achievements of the faculty and students of the Faculty of Arts at H.S. Skovoroda Kharkiv National Pedagogical University during the full-scale military aggression of Russia against Ukraine. The research methodology includes cataloging, socio-artistic and pedagogical analysis of the creativity of faculty and students; analysis of the programs of scientific events and lists of publications; conversations and interviews with authors and participants of artistic and scientific events. The research results showed that since February 2022, a significant number of artistic works (paintings, murals, choreographic compositions, choral arrangements, etc.) and scientific works (articles, monographs, etc.) have emerged. Numerous scientific and practical events have been held, and faculty and students have participated in a significant number of national and international artistic festivals and competitions. The conclusions allow us to assert that Ukrainian muses not only refused to remain silent but also raised their voices against war and aggression, in defense of Ukraine's independence and territorial integrity, its culture, and artistic heritage.
Gender Perspectives in History Teaching: Challenges and Opportunities
The purpose of this study is to reveal the degree of integration of gender perspectives in the teaching of history in Georgian schools through an analysis of textbooks and teaching practices. Textual material, visual representations, and exercises within textbooks were analyzed to assess gender balance. Semi-structured interviews explored teachers' experiences with teaching gender-sensitive topics, assessed gender representations in textbooks, and evaluated the frequency and effectiveness of using supplementary resources to introduce gender perspectives. Textbook analysis showed that historical narratives are still predominantly male-oriented, especially in political and economic contexts. Women’s roles are mostly confined to family and social spheres, failing to fully reflect their historical contributions. Interviews with teachers revealed a general awareness of the importance of gender perspectives; however, their effective application in practice remains challenging. This is largely due to a lack of appropriate experience and knowledge, indicating a need for professional development programs. Progress towards achieving gender balance in modern history education is a positive trend, though it remains uneven and requires reinforcement. Findings suggest systemic challenges in Georgia’s educational system that hinder the establishment of a balanced gender narrative. A comprehensive approach is needed, involving both content revision of textbooks and professional development of teachers in gender-sensitive teaching methods. This would foster inclusive and critical historical thinking in students, essential for forming a modern, equality-oriented society.
Teaching organization and methodology in Kutaisi State Nobelman High School- Gymnasium – “Pedagogical Advice”
In 1880, The Kutaisi nobleman-land-bank Georgian State Nobelman High School- Gymnasium was founded on the initiative and financial assistance of the bank. To implement the Georgian educational process, it was necessary to create national educational programs, textbooks, and scientific terminology. The fulfillment of the national mission required proper organization and management. The teaching and educational processes in the school-gymnasium were led by the advisory "Pedagogical Advice ", which consisted of school teachers and the care committee. The gymnasium inspector led the said deliberative. The secretary was chosen by him to organize the "Pedagogical Advice" protocols. The deliberative included the best representatives of the teaching collective of the school gymnasium who made a special contribution to the development of Georgian scientific terminology, Georgian textbooks, and Georgian pedagogical thinking. Studying the archival materials reveals that the "Pedagogical Advice" as a deliberative had a methodological function as well. Based on the analysis of existing archival documents, it can be safely said that "Pedagogical Advice" successfully managed the first Georgian educational institution in western Georgia despite the background of the problems characteristic of that era. "Pedagogical Advice " was administrating the most difficult task of education and teaching in the Georgian language based on the modern principles of pedagogy. From the first days of its establishment, it raised the next generation with a national spirit. Their approach to all problematic issues was creative and based on the interests of students, teachers, school and country.
Issues of physical upbringing in the work of Jacob Gogebashvili and modernity
The Georgian state aims to create such a school system that will give each student an equal opportunity to acquire physical development skills among with other skills. Pedagogical views of Iakob Gogebashvili do not lose relevance according to the development of physical skills by students. At the same time, Iakob Gogebashvili belongs to the ranks of those authors, whose creations from the perspective of the centuries leave a feeling of searching for something new, drawing parallels with modernity. The paper reviews the issues contained in the physical education and sports subject standards of the national curriculum of Georgia. And the opinion is expressed that the current state of physical education and sports education in schools shows many hindering factors, the reduction/elimination of which would make sports education more fruitful and effective. The issue is very important and its study, we think, is the subject of joint, systematic research of education researchers, teachers, masters and doctoral students. We believe that the obtained results will help the education reform itself and make physical education and sports teaching more effective.
STEM Education and Innovative Methods, Integration of Artificial Intelligence in the Learning Process
This article explores the integration of Artificial Intelligence (AI) into the teaching process of STEM (Science, Technology, Engineering, and Mathematics) subjects. The research examines the role of AI in personalized learning, virtual laboratories, and data analysis, which contribute to students' academic achievements and development of research skills. The study is based on experimental research conducted in schools where AI technologies were implemented in STEM education. The results demonstrate that AI fosters creativity, critical thinking, and significantly improves students' progress in STEM subject.
Artificial intelligence - Open AI ChatGPT Challenges of digital reality in education
The development of digital technologies, particularly in the context of Artificial Intelligence (AI-Art Intelligence), is creating a new dynamic within the field of education. Digital innovation promises a more effective, personalized, and interactive learning process but also presents significant challenges that must be addressed to shape future educational systems. This ensures that the learning process becomes not only innovative but also stable and sustainable. To this end, the paper discusses ChatGPT, one of the most widely used and powerful models developed by OpenAI, outlining its purpose and fundamental operating principles. It explores the technological aspects of utilizing the ChatGPT platform within higher education through a teaching/research project example titled "ChatGPT for Education Transformation". The paper provides a detailed account of the project model's implementation process. It examines and analyzes the primary challenges and achievements of ChatGPT in transforming student learning and teaching practices.
Prospects of using information technologies and artificial intelligence in the process of teaching the subject of anatomy-physiology
As a result of the research, it was determined that modern technologies increase the quality of students' education, using high technologies of virtual reality reduces the duration of information transfer, improves and modernizes the laboratory and practical work process of students. Lecturers and students are given the opportunity to receive information and work through spatial, interactive, models of human anatomy, which makes the learning process more interesting and fun. The use of artificial intelligence resources such as ChatGpt, Gemini, Microsoft Copilot, Heuristi.ca, OpenReead, acefy.ai, AdobeFirefly and Ideogram allow students to consolidate knowledge and facilitate preparation in such components of learning as working on open and closed tests, creating quizzes and cases, to organize an interesting discussion-debate, to better prepare for midterm and final exams, to gain solid knowledge.
Digital reality – challenge for vocational education teachers
Technologies have changed the essence of teaching-learning. A modern vocational education teacher needs to effectively navigate the sea of ​​information, obtain and sort the necessary information, create and share new information. This in itself requires the possession of specific digital skills. (Using office programs; managing e-mail; using online learning platforms; using video conferencing tools; creating digital educational resources; integrating digital tools into the learning process, etc.). The paper presents the results of the research on the digital skills of vocational education teachers in Georgia. The research aimed to evaluate the readiness of teachers to use modern technologies in the educational process. The competencies of teachers were investigated in areas such as: creation and use of digital resources, online communication, data analysis and digital security. The results show that the digital skills of vocational education teachers need significant improvement. Both strengths and challenges were identified. The report presents recommendations for the development of professional development programs aimed at improving the digital competencies of teachers.
Digital Innovation Practices and Supporting Mechanisms in Schools
Integrating technology in educational systems represents a complex process encompassing three interrelated domains: pedagogy, change management, and technology. Achieving an optimal balance among these components is crucial for creating an effective educational environment. This study presents the results of empirical research conducted in four countries (Estonia, Finland, Norway and Lithuania). The research aimed to identify and analyze digital innovation practices in schools, specifically to reveal the characteristics of digitally innovative schools and examine the supporting mechanisms for digital innovation practices. Although the educational institutions in the studied countries do not fully meet all the criteria of an innovative digital school, the analysis of each country's experience provides valuable information. The research findings will contribute to the process of implementing and developing digital innovations in schools, which, in turn, will enhance the effectiveness of the educational system in the modern technological environment.
Learning and teaching are complex mental and physical processes that require certain skills, willpower, experience, purpose, desire, health, and mood, in addition to the learning environment, the methodological level of textbooks, the quantity and quality of knowledge, and the experience of the teacher. It should be noted that among all technological achievements, artificial intelligence is a powerful tool for improving the quality of education. It has transformed traditional teaching methods by introducing new approaches and creating educational systems with quick access to essential resources. Artificial intelligence can contribute to education in various ways: Personalized Learning: AI-powered systems, such as multimedia platforms and educational applications (e.g., Knewton, ALEKS), use special algorithms to assess and analyze students' knowledge. These systems identify students' weaknesses and strengths, providing personalized assignments to help develop their skills. Interactive Simulations and Virtual Labs: In subjects like physics, chemistry, and biology, virtual labs (e.g., PhET Interactive Simulations, Labster) allow students to perform experiments in a safe and interactive environment. Tutors and Automatic Problem Solving: AI helps students solve math problems by explaining each step, guiding them through the process, and enhancing their understanding. Visualizations and Animations: In subjects such as biology and chemistry, AI can animate complex processes, making them easier to understand. Automated Assignment Grading: AI systems provide quick and accurate grading with instant feedback, helping students learn more efficiently. Lesson Adaptation and Progress Monitoring: AI can monitor students' learning progress and suggest relevant materials to help them better understand difficult topics.
Information Technologies and Artificial Intelligence in the Training of Future Teachers (Experience of the Department of Music Art at H.S. Skovoroda Kharkiv National Pedagogical University)
The relevance of this research is driven by the need to generalize the unique experience of Ukrainian educators in utilizing information technologies and artificial intelligence in the professional training of future teachers in artistic disciplines: music and the integrated course "Art". The aim of this research is to outline and summarize the main technological solutions used by the faculty of the Department of Music Art in conducting choral classes, choral conducting, and teaching methodology of the integrated course "Art", among others. The research methodology primarily involved the analysis and generalization of personal experience, observation during classes, surveys of students and colleagues, and more. The results demonstrated the presence of a unique experience in Ukraine, and possibly beyond, in using information technologies in areas previously considered least adaptable for this purpose: working with choirs, teaching choral conducting and vocals, and even preparing and conducting the qualifying exam in choral conducting and preparation for event-art activities in a remote format. The conclusions outline the prospects for further research, which will detail the pedagogical technologies developed by the faculty of the Department of Music Art at H.S. Skovoroda Kharkiv National Pedagogical University and compare them with similar international experiences.
Teaching financial and economic literacy in general education institutions using digital and physical learning resources of universal design
The theme is based on best practices from European countries, Japan and China in 2020-2023, and the results were presented in the form of three focus groups and a questionnaire that we conducted at national level in 2023-2024, collecting data from various pre-school and secondary schools. It was revealed that the implementation of activities in terms of the basics of arithmetic, financial skills and economic literacy, the understanding of relevant information in general educational institutions is fragmented and does not have a systematic, consistent character, which would ensure the development of thinking skills of each student in the financial and economic direction. Based on the urgency of the issue, general educational institutions need flexible and effective educational projects that ensure the involvement of all students in the educational process, using digital and material resources of appropriate universal design.
Public Relations (PR) as a strategic tool for the transformation and development of higher education at the regional universities of the region
In today's world of increasing competition among academic institutions, the positive image of a university is of particular importance in attracting students, researchers and funding. The effective work of the Public Relations Department (PR) plays a crucial role in the process of supporting the mission and goals of the university; in managing internal and external communication, transparency, balancing institutional, academic interests and adapting to digital communication. The reputation of the university is created and maintained and its formation in the long-term mode is thanks to PR.
Using problematic situations in natural science lessons as a strategy for developing students' cognitive skills
A student's cognitive development refers to the development of the skills that his brain uses for thinking and learning. These skills are: maintaining interest in new things, asking questions and expressing assumptions, concentration of attention, observing objects and events, experimenting, comparing, determining cause and effect, analyzing, interpreting, creating and solving problems. Curiosity and interest are the main driving force and motivator for children. That is why it is important to stimulate and maintain it, which can be the key to increase its motivation, thinking and further development. The paper discusses the result of observing one natural science lesson, where the teacher posed a problem through an interesting fairy tale in the beginning of the lesson, made the children think and led them to solve the problem through discussion. As the observation of one particular lesson showed us, creating a problematic situation in the lesson is not a scheme that throws the learning process out of its natural bed. Its elementary form is asking a question/problem correctly, which disturbs the students' mental balance and creates an active need for an answer.
Research on the involvement of students with learning disabilities in the teaching process (on the example of teaching of Georgian language and literature, 5th grade)
The aim of our research was to study the participation of students in the Georgian language and literature classes through observation; we found out how fully they are involved in the learning process. The observation was carried out in the 5th grades of specific five public schools, where students with learning disabilities were recorded. The observation of the lessons revealed that in most cases, the activities to be performed according to the plan remain a formality and the teacher cannot work according to the curriculum, due to the reasons that there is no time for the rest, and the students themselves have a low motivation to study. The observation showed that the teachers participating in the research, especially in numerous classes, have difficulty in teaching students with learning disabilities together with the class and preparing tasks and resources based on individual curricula. Their answers also revealed the need for a teacher's assistant to work permanently in the classroom, which is a well-tested and successful practice in European and American schools.