Advanced education

Постійне посилання на фонд

https://ela.kpi.ua/handle/123456789/9999
ISSN 2410-8286 (Online), ISSN 2409-3351 (Print) Періодичність: 2 рази на рік
Рік заснування: 2013
Тематика: психолого-педагогічні, методологічні проблеми вищої освіти в Україні та світі; новітні методи викладання гуманітарних і суспільних дисциплін у вищій школі; інформаційно-комунікаційні технології в освіті.
Офіційний сайт: https://ae.fl.kpi.ua/

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    A confirmatory factor analysis of teacher’s competence in action research (TCAR) questionnaire
    (Igor Sikorsky Kyiv Polytechnic Institute, 2021) Cortes, Sylvester T.; Pineda, Hedeliza A.; Geverola, Immar Jun R.
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    A mixed-methods analysis of efl teachers’ attitudes toward socio-emotional learning and well-being: insights from Poland and Ukraine
    (Igor Sikorsky Kyiv Polytechnic Institute, 2024) Luis Javier Pentón Herrera; Chugai, Oksana
    This mixed-methods study explores EFL teachers’ attitudes toward socialemotional learning (SEL) and well-being in Poland and Ukraine, focusing on how sociodemographic factors and professional contexts influence these perspectives. Findings reveal that younger Polish teachers, generally more open to adopting innovative SEL strategies, demonstrated higher engagement in SEL practices, while older, more experienced Ukrainian teachers exhibited a robust commitment to well-being but faced greater challenges in implementing SEL due to socio-political pressures. Age and institutional environment were significant factors in shaping teachers’ SEL engagement, emphasizing the need for professional development programs tailored to these demographic and contextual differences. The study also found that Polish teachers more frequently used well-being apps, while Ukrainian teachers, facing the stresses of teaching in a conflict zone, showed a more cautious approach to managing their workload and selfcare. These insights highlight the necessity of contextualized SEL and well-being teacher training and strategies that account for the distinct educational and socio-political landscapes in each country, contributing to ongoing discussions about enhancing teacher well-being and SEL engagement in diverse contexts.
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    A model for teaching speaking English for specific purposes (information security) using business game
    (НТУУ «КПІ», 2015) Kolomiets, S. S.; Konoplenko, L. O.; Коломієць, С. С.; Конопленко, Л. О.; Коломиец, С. С.; Конопленко, Л. А.
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    A Qualitative Exploration of Students’ Experiences with Acquiring Culture during Foreign Language Instruction
    (Igor Sikorsky Kyiv Polytechnic Institute, 2018) Gözpınar, Halis
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    A scale development to determine university students' attitudes to online exams assessment
    (Igor Sikorsky Kyiv Polytechnic Institute, 2023) Arun, Korhan; Gedik, Nesli Kahraman; Olcay, Zeynep; Ozdemir, Guven; Çıkrıkçı, Mustafa
    Purpose: This study aims to develop and validate a scale to determine university students' attitudes toward assessment and evaluation in online exams. Background: Measuring students' attitudes toward online exams is crucial, especially in the context of emergency transitions to online learning and the impact of external factors such as the COVID-19 pandemic. Students' perspectives on online examination practices in higher education institutions are significant in understanding students' attitudes and perceptions of online exams for effective implementation. Method: During the developmental phase of the scale, 13 items were created and presented for expert opinion. The scale propositions are designed to question the compliance of the courses with the curricula in the online education process, the transparency of online exams, and the University's technological infrastructure for online exams. The participants in the study consist of 1095 students studying in different programs at the Vocational Schools of three foundation universities in Istanbul, and they were reached via e-mail. Explanatory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted. Findings: The results obtained prove that the 13-question scale is valid and reliable and is a good measurement to determine university students' attitudes to online exams. Implications for Research and Practice: Attitudes are likely determinants of academic achievement. Furthermore, utilizing e-tests positively impacts higher education students' performance and participation in online testing. Therefore, it is essential to consider students' attitudes towards online exams to increase academic success in online courses and provide better learning outcomes. Thus, scale development plays a pivotal role in advancing knowledge within specific domains of social science research, and it is integral to ensuring the quality and reliability of online exam instruments used in higher education.
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    A Study on Educational Needs of Adults (on the Example of Zaporizhzhia Region Residents)
    (Igor Sikorsky Kyiv Polytechnic Institute, 2018) Pryima, Serhii; Orlov, Andrii; Anishchenko, Olena; Pozdnyakova-Kirbyateva, Ellina
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    A systematic review of research on soft skills for employability
    (Igor Sikorsky Kyiv Polytechnic Institute, 2024) Villegas, Christian
    Science mapping was utilized in this systematic review of research to analyze the body of knowledge on soft skills for employability. The research review selected high impact articles, charted the "intellectual structure", and recorded the volume, development rate, and geographical spread of this literature. Forty-five English-language, Scopus-indexed documents that were published between 2013 and 2023 made up the database of this review. The review revealed that the documents on soft skills for employability has slightly grown over the recent years with an average of 6 documents published in each year of 2017 to 2021. The field was mostly dominated by scholars from Europe and Asia. Four "schools of thought" were identified through author co-citation analysis as the "intellectual structures” of soft skills for employability. These are: Soft Skill Development of Students, Employers’ Expectations on Graduates, Key Soft Skills, and Measuring Employability. Analysis of the document content resulted in the conclusion that there is a clear agreement in the literature that employability and career preparedness are difficult notions that cannot be simply defined, quantified, or put into practice. A significant gap between the demands of the actual world and our educational system in terms of soft skills has been determined. The research recommends "skillfying the syllabus" or "skillification" in order to guarantee that soft skills are taught in the curriculum.
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    Academic staff adaptation to the challenges of the COVID-19 pandemic: a case of Pavlo Tychyna Uman State Pedagogical University
    (Igor Sikorsky Kyiv Polytechnic Institute, 2022) Bezliudnyi, Oleksandr; Komar, Oleh; Kolisnichenko, Anhelina; Kapeliushna, Tetiana
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    Addressee’s factor in the limerick discourse
    (Igor Sikorsky Kyiv Polytechnic Institute, 2019) Yemelyanova, Olena
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    Addressing challenges in language teaching in india: exploring the role of corrective feedback in enhancing learning
    (Igor Sikorsky Kyiv Polytechnic Institute, 2023) Kumar, Amrendra; Halim, Huzaina Binti Abdul
    Corrective feedback is a crucial aspect of language teaching, which aims to help students improve language accuracy and fluency. While research on corrective feedback has been conducted worldwide, there is a dearth of empirical studies in the Indian context. Despite this gap, several studies suggest that corrective feedback practices in India are based mainly on traditional grammar-translation methods prioritizing accuracy over fluency rather than considering students' needs and learning styles. Issues related to corrective feedback in India include cultural factors, optimal timing, teacher beliefs, technology-mediated feedback, and student motivation. Cultural factors such as societal expectations and values can influence teachers' and learners’ attitudes toward corrective feedback. The optimal timing of providing corrective feedback in ESL writing is also an issue, as the effectiveness of immediate versus delayed feedback on language accuracy and fluency is still unclear. Moreover, teachers' views on corrective feedback may influence their practices and need further exploration in the Indian context. The potential of technology-mediated corrective feedback and its effects on student motivation and self-efficacy also require further research (Doley, 2023). Overall, this review highlights the need for more empirical research on corrective feedback practices in India to inform effective teaching practices and enhance the effectiveness of ELT in the country. Future studies should focus on examining cultural factors that influence corrective feedback practices, identifying optimal timing for feedback, examining teachers' views and practices, examining technology-mediated feedback, and examining the effects of corrective feedback on student motivation and self-efficacy.
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    AI in English language learning: Saudi learners’ perspectives and usage
    (Igor Sikorsky Kyiv Polytechnic Institute, 2024) Mai Abdullah Alqaed
    Artificial intelligence (AI) is gaining wide attention in second language learning as a beneficial tool. The current research investigates EFL learners’ perceptions and usage of AI applications among 68 undergraduate English language major students. The aim is to enhance students’ awareness of valuable AI applications and involve them with AI applications to help them correct their English language errors and develop their English usage. The intervention involved guiding participants’ engagement with AI applications through specific prompts and analysing their errors into surface and linguistic categories. The objective of this approach is to raise participants’ awareness of recurrent errors in their English essays. Also, the study gathers participants’ perceptions before and after using the AI applications through pre- and post-questionnaires and focus group interviews. The participants’ responses are mainly positive, indicating AI holds the potential to significantly enhance their English language across a variety of skills. The results revealed positive engagement with AI applications, although participants expressed cautious usage due to concerns about overreliance and reliability of the information provided. The study recommends that AI can facilitate language learning through immediate feedback and productive interactions. Further research is needed to guide teachers and L2 learners to use AI while learning English ethically.
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    An Inquiry into Iranian Engineering Students Life Experiences of the Evaluation of Educational Progress
    (Igor Sikorsky Kyiv Polytechnic Institute, 2017) Hojjati, Seiied Abdollah; Yarmohammadian, Mohammad Hossein; Keshtiaray, Narges
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    An integrated-skills approach to learning a foreign language through the use of the project method
    (НТУУ «КПІ», 2014) Kotkovets, A. L.; Котковець, А. Л.; Котковец, А. Л.
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    Analysis of the Current State in Innovative Research Training of PhD Students in Ukraine
    (Igor Sikorsky Kyiv Polytechnic Institute, 2018) Meniailo, Viktoriia
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    Analytical reading for students-philologists in the English class
    (Igor Sikorsky Kyiv Polytechnic Institute, 2022) Verhovtsova, Olga; Ishchenko, Olga; Kalay, Dilşah; Tikan, Yana
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    Anglicisms in the French Language: Linguistic and Social Aspects
    (Igor Sikorsky Kyiv Polytechnic Institute, 2018) Kostiuk, Maryna
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    Anglo-American Schools of Scientific Communication in the Context of Academic Discourse Genres
    (Igor Sikorsky Kyiv Polytechnic Institute, 2018) Shcherbyna, Svitlana
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    Announcement-annotation texts: definition, correlation and synthesis
    (КПІ ім. Ігоря Сікорського, 2017) Dzykovych, Olga; Langer, Sandra J.
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    Anti-corruption Education at Technical University
    (Igor Sikorsky Kyiv Polytechnic Institute, 2017) Kravchuk, Oleksiy
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    Application of CLIL methodology in teaching economic disciplines at university
    (Igor Sikorsky Kyiv Polytechnic Institute, 2019) Kuzminska, Natalia; Stavytska, Iryna; Lukianenko, Valentyna; Lygina, Olga