Integration of information technologies into innovative teaching methods: Improving the quality of professional education in the digital age

Kravchenko, Hanna; Ryabova, Zoya; Kossova-Silina, Halyna; Zamojskyj, Stepan; Holovko, Daria

doi:10.56294/dm2024431

Cited by 3 publications

References 32 publications

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Exploring the Role of Artificial Intelligence in Second Language Acquisition

Rodrigues

2024

Advances in Educational Technologies and Instructional Design

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As technology advances, the integration of Artificial Intelligence (AI) in education is prompting a paradigm shift. This chapter explores AI's impact on English as a second language (ESL) acquisition, focusing on its role in developing listening, writing, reading, and speaking skills among students in Portugal. The study highlights the importance of considering students as active participants in shaping their learning environments and ensuring their perspectives influence educational practices. Data were gathered through an online questionnaire targeting secondary school students from public schools in Portugal. Although AI is still emerging in Portuguese schools, students generally view AI-powered tools positively for both English learning and daily tasks. Importantly, they do not see AI as compromising the teacher's role, recognizing the irreplaceable value of empathy and human connection. The study calls for further research into students' perceptions of AI in education.

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Exploring the Role of Artificial Intelligence in Second Language Acquisition

Rodrigues

2024

Advances in Educational Technologies and Instructional Design

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Developing an integrated internship application for vocational schools: aligning user-centered design with technological innovation to enhance internship experiences

Sahputra Batubara,

Jalinus,

Rizal

2025

Data and Metadata

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This research intends to present an integrated vocational school internship application that will improve vocational school internships through a user-cantered design approach and the use of technology. The application is also expected to help meet the demands of vocational students and industry market demands where students are expected to have practical experience in alignment with their academic and career interests. The research design of the study involves both qualitative and quantitative data collection techniques such as interviews with key informants of the industry and self-developed questionnaires administered to students and educators. This approach helps the application provide information regarding the functionality to cater to the needs of all users; this includes information regarding the matching of job vacancies, feedback, and the progress made in the process. The study also focuses on the possibilities of utilizing recent technologies like artificial intelligence and data analysis to improve the strategies of internship delivery so that it becomes more responsive to individual student needs. Consequently, the study demonstrates that applying the user-centred design strategy with technology improvement increases students’ and employers’ satisfaction with the application besides improving the usability of the application. The application ensures better matching of the skills imparted in vocational schools with the workforce needs hence improving the competitiveness of the graduates.

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Digital Skills and Technology Integration Challenges in Vocational High School Teacher Learning

Riyanda,

Parma Dewi,

Jalinus

et al. 2025

Data and Metadata

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This study evaluates the digital skills, level of technology integration in teaching, and challenges faced by vocational high school (SMK) teachers in Solok City, Indonesia. A total of 105 SMK teachers participated in this descriptive-correlational study, which used a four-point Likert scale questionnaire to assess these areas. The findings reveal that SMK teachers exhibit very high digital competencies, with an average score of 3.42, especially in digital literacy, collaboration, creativity, and problem-solving. Technology integration in teaching also shows a very high level, with an average score of 3.52, particularly in multimedia usage and collaborative tools. Despite these positive results, key challenges include limited access to technological devices, lack of technical support, and insufficient digital learning resources. The study found no significant differences in digital skills based on age, but gender differences were observed, with female teachers performing better in certain domains. Additionally, teachers’ digital skills are positively correlated with their educational attainment and participation in training. The study suggests that improving technological infrastructure, offering practice-based continuous training, and providing technical support at the school level are essential for overcoming existing barriers and ensuring the effective integration of technology in teaching. These recommendations are vital to preparing students for the demands of the 21st-century workforce

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Integration of information technologies into innovative teaching methods: Improving the quality of professional education in the digital age

Cited by 3 publications

References 32 publications

Exploring the Role of Artificial Intelligence in Second Language Acquisition

Exploring the Role of Artificial Intelligence in Second Language Acquisition

Developing an integrated internship application for vocational schools: aligning user-centered design with technological innovation to enhance internship experiences

Digital Skills and Technology Integration Challenges in Vocational High School Teacher Learning

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