Youths’ Posting Practices on Social Media for Digital Storytelling

Most young people spend time online every day in order to access social networks, where not only do they consume, but also produce content. The posting of content ends up reflecting a personal story in which young people recognize themselves. This posting practice requires competences that can be developed in digital literacy-related educational activities. Our research is aimed at understanding the posting habits of young people with the goal of integrating these practices in formal educational contexts. For this purpose, we have qualitatively analyzed the interviews of 21 young people. The results show different posting habits, as well as the motivating factors, perceptions and types of content posted by young people on social networks. An interpretative analysis of the results shows the possibilities of working on the storytelling experiences of young people on social networks from the perspective of the Personal Digital Storytelling educational methodology.

CONCEPT FOR DEVELOPMENT OF EMOTIONAL COMPETENCES AND CONFLICT MANAGEMENT SKILLS THROUGH MEDIATION METHODS AT THE AGE OF 3-7 YEARS

This report examines the concept of developing emotional competencies at the age of 3 - 7 years, which is the basis of an innovative for Bulgaria model for conflict management in preschools. The conclusions raise as relevant and important the question of the difference between emotional intelligence and emotional competence and how they are integrated into the educational methodology of preschool education at the moment.

CONCEPT FOR DEVELOPMENT OF EMOTIONAL COMPETENCES AND CONFLICT MANAGEMENT SKILLS THROUGH MEDIATION METHODS AT THE AGE OF 3-7 YEARS

This report examines the concept of developing emotional competencies at the age of 3 - 7 years, which is the basis of an innovative for Bulgaria model for conflict management in preschools. The conclusions raise as relevant and important the question of the difference between emotional intelligence and emotional competence and how they are integrated into the educational methodology of preschool education at the moment.

Scientific Heritage of Professor G.S. Gaverov in the Science of Criminal Law

On July 12, 2021 the community of legal scholars celebrated the 90th anniversary of Honored Lawyer of the Russian Federation, Doctor of Law, Professor Grigory Stepanovich Gaverov. This article presents an overview of the scientific career of a famous criminal law scholar, the author of a substantial number of research publications on a wide range of different aspects of criminal law, its effectiveness, and problems of crime and punishment, who made an invaluable contribution to the criminal law theory and practical work of the law enforcement bodies. The authors describe key milestones of the career path of Professor G.S. Gaverov, present an overview of his major achievements in the spheres of research and teaching, as well as educational methodology. They prove that the scientific school of criminal law was formed and outline the scope of major scientific interests of G.S. Gaverov which widened as Grigory Stepanovich acted as mentor for postgraduate researchers who later successfully defended their Ph.D. in Law theses. Special attention is paid to the legacy of G.S. Gaverov in the area of educational methodology, which kept up with the major developments of criminal law. The scholar’s talents in the sphere of publicistic writing are highlighted. Special place is given to an overview of a research conference «Scientific heritage of Irkutsk scholars of criminal law» organized in Baikal State University on June 11–12, 2021 in honor of the 90th anniversaries of two outstanding Irkutsk scholars — Honored Lawyer of the Russian Federation, Doctor of Law, Professor G.S. Gaverov and Doctor of Law, Professor V.Ya. Rybalskaya.

Why a Virtual Assistant for Moral Enhancement When We Could have a Socrates?

Can Artificial Intelligence (AI) be more effective than human instruction for the moral enhancement of people? The author argues that it only would be if the use of this technology were aimed at increasing the individual's capacity to reflectively decide for themselves, rather than at directly influencing behaviour. To support this, it is shown how a disregard for personal autonomy, in particular, invalidates the main proposals for applying new technologies, both biomedical and AI-based, to moral enhancement. As an alternative to these proposals, this article proposes a virtual assistant that, through dialogue, neutrality and virtual reality technologies, can teach users to make better moral decisions on their own. The author concludes that, as long as certain precautions are taken in its design, such an assistant could do this better than a human instructor adopting the same educational methodology.

Interdisciplinary Learning Methodology for Supporting the Teaching of Industrial Radiology through Technical Drawing

Technical drawing (TD) is a subject frequently perceived by engineering students as difficult and even lacking in practical application. Different studies have shown that there is a relationship between studying TD and improvement of spatial ability, and there are precedents of works describing successful educational methodologies based on information and communications technology (ICT), dedicated in some cases to improving spatial ability, and in other cases to facilitating the teaching of TD. Furthermore, interdisciplinary learning (IL) has proven to be effective for the training of science and engineering students. Based on these facts, this paper presents a novel IL educational methodology that, using ICT-based tools, links the teaching of industrial radiology with the teaching of TD, enhancing the spatial ability of students. First, the process of creating the didactic material is described in summary form, and thereafter, the way in which this educational methodology is implemented in the classroom. Finally, we analyze how the use of ICT-based didactic tools such as the one described in this paper can contribute to the achievement of the sustainable development goals set out in the 2030 Agenda of the United Nations.

Textbook of Neonatal Resuscitation

The NRP 8th Edition introduces a new educational methodology to better meet the needs of health care professionals who manage the newly born baby.

Flipped Classroom: Active Methodology for Sustainable Learning in Higher Education during Social Distancing Due to COVID-19

Methodological guidelines for virtual teaching during the lockdown, tailored to Flipped Classroom, are suggested by the Spanish University Education System. This educational methodology is recommended as an effective method for distance learning due to COVID-19 by several articles, studies, research, universities and institutions in different countries around the world. However, what is the impact of these extreme circumstances on the implementation of Flipped Classroom in Higher Education? The study design is a descriptive and correlational research that compares the frequency of the implementation of Flipped Classroom before and during social distancing. This information is provided by the participants, university professors from the Faculty of Education Sciences of the University of Malaga, through an ad hoc questionnaire. The results reveal a significant increase in the frequency of Flipped Classroom sessions (z = −4.80; p <.001) during the lockdown. The data also show a significant increase in the quantity and variety of didactic resources (t = −2.390; p = 0.021), mainly those related to Flipped Classroom, with video (z = −2.860, p = 0.004) and audio (z = −2.049, p = 0.040) files. University professors consider virtual teaching during the lockdown an opportunity for Flipped Classroom and digital skills that could improve the quality of university educational methodology.

Phenomenon of Education: Philosophical and Methodological Aspects of Research

The purpose of the work is to identify in the study of education, as a socio-cultural phenomenon, its functional and structural-organizational features at different historical stages of development and to analyze the relation of the concepts of "education", "science" and "intelligence". Methodology and research methods used in the study are the following: comparative analysis method, systematic approach, functional and cultural approaches and philosophical reflection. Key findings are the following: strategy of introducing new standards in the educational process in connection with the transition to digital reality requires changing the educational methodology and creating a new format for the development of teaching methods. The relation between the concepts of "methodology", "education" and "science" are ambiguous, their use is contextual. The main method of analysis of the study of functionality is philosophical reflection, which reveals their meaning and purpose. As a result of the study of the functional, structural and organizational features of education, the necessary object (material or spiritual) of research is created, where the relation between science and education is revealed. The question of the relation of research methodology and methods of the educational process becomes a question of the interactions of spirituality and science, values and knowledge.