Journal articles on the topic 'Educational innovations'
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Mykhailyshyn, Halyna, Oksana Kondur, and Lesia Serman. "Innovation of Education and Educational Innovations in Conditions of Modern Higher Education Institution." Journal of Vasyl Stefanyk Precarpathian National University 5, no. 1 (April 25, 2019): 9–16. http://dx.doi.org/10.15330/jpnu.5.1.9-16.
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The article describes the different approaches to the interpretation of educational innovations and innovations in education. The modern labor market requires graduates ability to operate such technologies and knowledge that meet the needs of the information society, prepare young people for new roles in this society.
It is necessary to distinguish between the concepts “educational innovations” and “innovations in education”. Innovation in education is a broader concept than educational innovation. They include educational, scientific and technological, infrastructural, economic, social, legal, administrative and other innovations. Educational innovations are understood as a procedure or method of educational activity that differs significantly from established practice and is used to increase the level of efficiency in a competitive environment. Educational innovations include pedagogical innovation, scientific and methodological innovation, educational and technological innovation. It is substantiated that the education market is one of the most important elements of the national innovation system. Higher education institutions that have chosen an innovation-based development, become competitive leaders on the education market. The formation of new forms of education and the use of perfect controlling mechanisms at each educational institution will give the opportunity to create single educational space, which is able to meet the needs of society in quality education with specific opportunities of customers in the educational market. The main components of the innovation development of higher education institutions are determined
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Murashchenko, Olena. "EDUCATIONAL INNOVATIONS, THEIR CHARACTERISTICS AND STAGES OF IMPLEMENTATION IN PRIMARY SCHOOL." Collection of Scientific Papers of Uman State Pedagogical University, no. 2 (June 29, 2022): 69–75. http://dx.doi.org/10.31499/2307-4906.2.2022.262920.
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The article reveals and characterizes the essence and content of innovations in education, distinguishes between the concepts of “novelty”, “newness” and “innovation”, which have semantic differences in the result obtained in the process of their practical implementation. Priority educational innovations in primary school, innovative methods, technologies, and organizational forms of education of junior schoolchildren are given. Based on the analysis, the classification of educational innovations according to the degree of novelty was performed: retro-innovation, modified, combinatorial and author’s innovations were identified, which are illustrated schematically. It is emphasized that only the last two types of it provide for the formation of new essential features both for the subjects of the innovation process and for its results, but the absolute innovation is only the author’s innovation.The author pays special attention to determining the features of the development of the innovation process in the educational space of primary school, reveals five stages of its implementation, namely: identifying innovations and deciding on the need for its implementation; substantiation and elaboration of innovations, forecasting of the process of their realization and consequences; creation of experimental groups for the introduction of innovations; development of the author’s model of introduction of innovation in the educational process of junior schoolchildren and pedagogical conditions that ensure its effectiveness; implementation.
Keywords: educational innovations; retro-innovation; modified innovation; combinatorial innovation; author’s innovation; primary school; junior schoolchildren; primary school teacher.
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Kravchuk, Oksana. "MANAGERIAL ACTIVITY TO OVERCOME ANTI-INNOVATION BARRIERS IN EDUCATIONAL INSTITUTIONS." Problems of Modern Teacher Training, no. 2(24) (October 29, 2021): 36–43. http://dx.doi.org/10.31499/2307-4914.2(24).2021.244177.
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The implementation of pedagogical innovations becomes a required condition to enhance the quality of the education and competitive potential of an educational institution at the market of educational service, and it requires qualified management of its innovation activity. However, pedagogical employees stand against innovations, and in scientific literature it is called an anti-innovation barrier.The purpose of the paper is to consider the issue of overcoming anti-innovation barriers as a component of managerial activity in educational institutions.The work is aimed at coping with psychological barriers in educational institutions that can be made in the following directions: the change of value orientation of educators; the correction of motivation of the members of the teachers’ staff; the creation of new exemplars of individual behavior of educators; the formation of readiness of the members of the teachers’ staff for innovation activity.Systematic monitoring of educators’ readiness to accept innovations, its step-by-step studying should precede the implementation of all the mentioned directions. The administration of an educational institution is to organize explanatory and educational work on a regular basis, to provide pedagogical employees with comprehensive information about the performance of the educational institutions where successful implementation of innovations has taken place. A keystone of a successful introduction of innovations is the creation of “an innovation climate” – an external environment that forms educators’ attitude to innovations, to attract those educators who do not accept innovations to the planning of the stages of their introduction. The organization of the measures directed towards the increase of the professional competence of those educators who are involved in the implementation of innovation activity is a vitally important component in the management that is aimed at overcoming anti-innovation barriers. The task of the administration of an educational institution is to create the conditions, which will motivate teachers to improve their professional skills and to study an advanced experience.
Keywords: management of an educational institution; management of an innovation activity; innovation activity; anti-innovation barriers; innovation climate; implementation of innovations; value orientations; pedagogical activity.
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Shinkevich, A. I., E. Sh Shaimieva, and G. I. Gumerova. "Digitalization of educational organizations as a product- and process-innovation in the data economy: managerial and methodological aspects." Russian Journal of Economics and Law 18, no. 2 (June 12, 2024): 387–421. http://dx.doi.org/10.21202/2782-2923.2024.2.387-421.
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Objective: to reveal the essence of educational organizations’ digitalization as the implementation of product- and processinnovations in their innovation activity from the managerial viewpoint, including (here) innovation statistics in the data economy. The research tasks were: to formulate the essence of educational organizations’ digitalization as product- and process-innovations in their innovation activity in the digital economy based on the analysis of scientific works; to identify product- and process-innovations as a result of educational organizations’ digitalization; to form tools of educational organizations’ digitalization in the context of product- and process-innovations in the form of methodological material.Methods: analysis, synthesis, classification. The study object is the processes of educational organizations’ digitalization as an integral part of their innovative activity under the fourth industrial revolution. The study subject matter is product- and process-innovations implemented in the process of educational organizations’ digitalization.Results: the paper identifies product- and process-innovations as a result of educational organizations’ digitalization, compiles a list of them, while taking into account the processes of virtualization of assets, management and platformization in the internal and external environments of an educational organization. The concept of “digitalization of educational organizations” was clarified: it is a set of processes of virtualization and platformization, considered as an integral part of the innovative activity of educational organizations, which results in product- and process-innovations. Recommendations for experts in the field of educational organizations’ digitalization were developed, in terms of normative and legal regulation of the process under study, its organization, methodological support and achievement of the educational system’s technological sovereignty based on the introduction of product- and process-innovations.Scientific novelty: consists in revealing the essence of an educational organization’s digitalization as part of its innovative activity, while distinguishing the product- and process-innovations in theoretical and practical virtualization and platformization of the issue.Practical significance: the study results can be used to form strategies for managing product- and process-innovations arising during digitalization of educational organizations and to collect statistical information on the innovation activity of educational organizations in the digital economy.
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O.M., Slushnyi. "EDUCATIONAL INNOVATION AS A RELATIONSHIP BETWEEN THEORY AND PRACTICE OF EDUCATIONAL ACTIVITY." Collection of Research Papers Pedagogical sciences, no. 96 (November 15, 2021): 7–12. http://dx.doi.org/10.32999/ksu2413-1865/2021-96-1.
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The article considers innovation in the field of education through the synthesis of theory and practice as a branch of scientific knowledge. It is noted that educational innovation is aimed at finding the most effective methods of transmitting information from teacher to student, in the field of education, it is based primarily on pedagogy and psychology; innovation in education is perceived as a branch of scientific knowledge that explores the educational process and methods of its implementation. Pedagogical innovation includes the doctrine of the inseparable relationship of the following components of the innovation process: the development of educational innovations, their testing and implementation, application in practice and dissemination; the subject of pedagogical innovation is considered to be a set of tools and patterns in the field of development and implementation of pedagogical innovations in educational institutions. The article analyzes a number of concepts, in particular: “innovation”, “innovative person”, “educational innovation”. Thus, the concept of “innovative person” is interpreted as a person of such socio-cultural development, who is able to work creatively, to be competitive in today’s conditions. Attention is paid to the problems of forming innovative models of education in higher education. The model of innovative learning in higher education proposed by scientists is taken into account, which provides for: active participation of the student in the learning process; opportunities for applied use of knowledge in real conditions; bringing concepts and knowledge in a variety of forms, not just in text; approach to learning as a collective rather than individual activity; shifting the focus to the learning process rather than memorizing information. The article draws attention to the interpretation of the definition of “pedagogical innovation”. Pedagogical innovation is a purposeful change that introduces innovations into the educational environment that improve the characteristics of individual parts, components and the educational system as a whole; the process of mastering innovation; search for ideal methods and programs, their implementation in the educational process and their creative rethinking. It is noted that innovative processes in the education system are perceived as controlled processes of creation, perception, evaluation, development and application of pedagogical innovations. The classification of pedagogical innovations is given, in particular: by types of activity; by the nature of the changes; on the scale of changes; by scale of use; by source.Key words: innovation, innovative models, pedagogical innovation, educational environment, pedagogical innovations. У статті розглянуто інноватику у сфері освіти через синтез теорії та практики як галузь наукового знання. Зауважується, що освітня інноватиканацілена на пошук найбільш дієвих методів передачі інформації від вчителя до учня, у сфері освіти вона спирається в першу чергу на педагогіку і психологію; інноватика у сфері освіти сприймається як галузь наукового знання, що досліджує освітній процес і методи його втілення в життя. Педагогічна інноватика включає в себе вчення про нерозривний взаємозв’язок таких компонентів інноваційного процесу, як: розробка освітніх нововведень, їх тестування та впровадження, застосування на практиці і поширення; предметом педагогічної інноватики вважають сукупність засобів і закономірностей в області розробки і впровадження педагогічних нововведень в освітніх установах. У статті проаналізовано ряд понять, зокрема: «інноватика», «інноваційна людина», «освітня інноватика». Так, поняття «інноваційна людина» тлумачиться як особа такого соціально-культурного розвитку, яка здатна творчо працювати, бути конкурентноспроможною в умовах сьогодення. Звертається увага на проблеми формування інноваційних моделей навчання у вищій школі. Взято до уваги запропоновану науковцями модель інноваційного навчання у вищій школі, яка передбачає: активну участь студента у про-цесі навчання; можливості прикладного використання знань у реальних умовах; наведення концепцій і знань у найрізноманітніших формах, а не тільки у текстовій; підхід до навчання як до колективної, а не індивідуальної діяльності; зміщення акценту на процес навчання, а не на запам’ятовування інформації. У статті звертається увага на потрактування дефініції «інновація педагогічна». Інновація педагогічна – це цілеспрямована зміна, що вносить в освітнє середовище нововведення, які поліпшують характеристики окремих частин, компонентів і самої освітньої системи в цілому; процес освоєння нововведення; пошук ідеальних методик і програм, їх впровадження в освітній процес і їх творче переосмислення. Зауважуєть-ся, що інноваційні процеси в системі освіти сприймаються як керовані процеси створення, сприйняття, оцінки, освоєння і застосування педагогічних нововведень. Наводиться класифікація педагогічних інновацій, зокрема: за видами діяльності; за характером внесених змін; за масштабом внесених змін; за масштабом використання; за джерелом виникнення.Ключові слова: інноватика, інноваційні моделі, педагогічна інноватика, освітнє середовище, педагогічні нововведення.
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Harahap, Ahmad Sukri, Nurul Hafizhoh, Agustian Agustian, and Dinna Utami. "PEMBELAJARAN PAI BERBASIS DARING." Jurnal Bilqolam Pendidikan Islam 1, no. 2 (November 21, 2020): 82–97. http://dx.doi.org/10.51672/jbpi.v1i2.4.
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The purpose of this research was to describe educational innovation in managing instructional media in SMP Baitul Aziz Tembung. The formulation of the research problems are (1) Do teachers have educational innovations? and (2) What educational innovations are applied by teachers in managing learning media. The results of this study indicate that based on the description of the research results in the field, the authors can draw conclusions, namely: (1) Educational innovation using learning media is through video calls to see students' ability to understand the material being taught, showing videos to teach students to understand the material and especially wudhu and shalat. (2) Educational innovation through video and video calls carried out in groups and privately (3) Constraints experienced in teaching students through educational innovations using learning media are network problems, package problems, and understanding of the learning media used.
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Sweet, J., J. Wilson, and L. Pugsley. "Educational innovations for dentistry." British Dental Journal 206, no. 1 (January 2009): 29–34. http://dx.doi.org/10.1038/sj.bdj.2008.1123.
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Danilov, Sergey, Margarita Lukyanova, and Irina Aryabkina. "Methodological and practical aspects of pedagogical innovation logistics application in the regional educational holding." Revista Amazonia Investiga 9, no. 28 (April 21, 2020): 30–41. http://dx.doi.org/10.34069/ai/2020.28.04.4.
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Transition to a post-industrial society determines the development of an educational system through innovations. To address the related issues, we need a methodology lined up with the post-industrial society and capable of maintaining effective innovation management in education. Creation of much-in-demand, competitive, and economically attractive educational innovations is largely associated with combined efforts of several educational organizations. Once merged in a territorial educational cluster, they establish conditions for a complete innovation life cycle. A driving mechanism for innovations to move throughout the entire life cycle is logistics. So far, two scientific positions have been formed in relation to the use of logistics in education. The first position is represented by educational logistics aimed at sustainable functioning of the educational system infrastructure. The second one encompasses pedagogical logistics, which facilitates effectiveness and quality of the teaching and educational process. None of them aim at development of an educational organization or its pedagogical system being implemented. Boosting the situation already in place could be done through integration of the educational and pedagogical logistics’ achievements supplemented by the idea to develop an educational infrastructure with a pedagogical system already in place into pedagogical innovation logistics. This logistics serves as a methodological basis of pedagogical innovations management in education. The scope of such logistics is a territorial educational cluster; its subject is infrastructural, educational, integrative flows, a flow of obstacles, and a pedagogical innovation flow. As a matter of applicability, the efficiency of pedagogical innovation logistics has been tested with a regional educational holding being an example. Its performance has been analyzed by using six criteria that evaluate the changes in the pedagogical innovation flow: rate, capacity, reference quality assessment, density, content variability, and uniformity. The data obtained have provided the evidence of practical efficiency of pedagogical innovation logistics.
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Loučanová, Erika, Vladislav Kaputa, and Miriam Olšiaková. "Perception of Eco-innovation Based on Educational Attainment." European Management Studies 2023, no. 2 (July 12, 2023): 103–21. http://dx.doi.org/10.7172/2956-7602.100.5.
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Aim: To evaluate the influence of educational attainment on the perception of ecological innovation was the main objective of the paper. The depth of attention paid to the interdisciplinary impact of innovations and education in society ultimately affects the level of the culture of education and whether the innovations that arise respect people and their environment. Design/methodology/approach: Input data gathered via survey of customers using the Kano questionnaire. The research applied the Kano model to data processing. The analysis allowed us to measure and explore the emotional reactions of Slovak customers to products. Findings: If multidisciplinary innovations positively affect the environmental, economic, and social development of society, they also tend to increase competitiveness of regions and lead to sustainability, development, and the knowledge economy. It can be concluded that the level of education achieved affects attitudes towards ecological innovation. The higher the education level of the respondents, the more sensitively they perceived the issue of eco-innovation. The interpretation of the results is a contribution to the discussion about the importance of education with an interdisciplinary overlap, as well as a view on innovation that respects individuals, society, and the environment. Research limitations/implications: Even though the results demonstrate the influence of the attitudes of Slovak customers depending on their educational attainment, it is necessary to verify whether they are reflected in real purchasing behavior. Originality/value: The originality of the research lies in the methodical approach of connecting the perception of ecological product innovations and the socio-demographic aspect (educational attainment) in the market conditions of the Slovak Republic.
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Danilov, Sergey V. "Logistics of Pedagogical Innovations: Paradigms of Development in Educational Holding." Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology 9, no. 4 (December 15, 2020): 317–23. http://dx.doi.org/10.18500/2304-9790-2020-9-4-317-323.
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The transition of Russian society to the post-industrial stage actualizes the problem of developing educational systems based on innovations and the search for a relevant methodology for managing pedagogical innovations. Its basis is the logistics of pedagogical innovations as the theory and practice of flow control in educational systems. The purpose of the study is to determine the paradigms of logistic development of pedagogical innovations as a methodology and mechanism for managing innovation in an educational holding. The hypothesis is presented by the assumption that these paradigms form value, content and instrumental frameworks for the implementation and development of logistics of pedagogical innovations. The study is based on an analysis of primary sources, including 1492 cases, which include reports on the results of innovative activities of educational organizations of Ulyanovsk Oblast, which are innovative sites that are part of a regional educational holding (100 educational organizations annually). The materials were prepared during the period from 2003-2004 to 2017-2018 academic years. We introduced the concept of “logistics of pedagogical innovations”, which describes the theory and practice of managing flows (pedagogical, infrastructural, integrative, interference) in an educational holding in order to ensure a steady flow of pedagogical innovations that are the result of its activities and development factor. We identified directions of development of pedagogical innovations logistics, which are defined by five paradigms: axiological (value of innovation), humanitarian (a person as a subject of logistics), interaction paradigm (focus on the development of interaction in the holding’s internal and external environment), meaningful (priority in the study of flows in an educational holding) and technological (focus on improving methods and means of logistics). Each of them sets priorities for improving the educational holding.
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Kuchynska, Iryna, Olena Blashkova, Nataliia Rodiuk, Oksana Holiuk, Svitlana Polishchuk, Nina Ivanytska, and Kateryna Mnyshenko. "INNOVATIVE EDUCATIONAL ACTIVITY IN HIGHER EDUCATION IN THE CONDITIONS OF MODERN REFORMING OF UKRAINIAN EDUCATIONAL SYSTEM." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 19, 2022): 168–83. http://dx.doi.org/10.17770/sie2022vol1.6864.
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The processes of creation, development and application of innovations are increasingly spreading in the education system and pedagogical science. The specific historical situation in Ukraine necessitates the restructuring of education, its reforming and approximation to European and world standards. The aim of the study is to study the purposeful impact of these processes on the constant formation and renewal of Ukrainian pedagogical theory and practice with further rethinking the importance of innovation to increase the rating of higher educationinstitution and increasing its competitiveness.Basic research methods are surveys, observation and statistical analysis.The article emphasizes the key values of improving the modern sphere of education, pays attention to the innovative processes that take place in the modern school, and pedagogy, in particular. The peculiarities of the introduction of innovative education in higher education institutions are highlighted. The authors analyze the importance of the application and management of innovative educational processes that can help to increase the level of quality education for the success and competitiveness of higher education institution.The author's team studied the structure and dynamics of the development of educational innovation processes of modern higher education institutions, as well as the scheme of division of the innovation process, which was called the "life cycle of innovation". The importance of developing individual perception of a particular applicant of the proposed innovations during studying at the higher education institution is proved.It is noted that it is important to develop the initiative of teachers of Ukrainian higher education institutions before making decision about necessity to introduce innovations of a certain type.
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Beck, Sarah W. "Educational innovation as re-mediation: a sociocultural perspective." English Teaching: Practice & Critique 16, no. 1 (May 2, 2017): 29–39. http://dx.doi.org/10.1108/etpc-07-2016-0085.
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Purpose The purpose of this theoretical essay is to discuss recent scholarship in sociocultural studies of literacy – including two recent books by Peter Smagorinsky (2011) and Luis Moll (2013) and recent articles by Gutierrez and Engestrom – and to synthesize ideas from this scholarship into a coherent lens for understanding innovations in language and literacy education and in education more broadly, when language is seen as the means through which transformation of thought is achieved. Design/methodology/approach This essay uses ideas from Vygotskian theory, as interpreted by Moll, Smagorinsky, Gutierrez and Engestrom, to re-conceptualize innovation – a theme of current importance in literacy education and indeed education broadly – as culturally mediated. The author discusses specifically two examples of recent innovations in educational practice – the notion of multiliteracies and approaches to teacher education based on hybrid activity settings that link researchers and teachers, university and school. Findings As this is not an empirical study, there are no findings per se. However, the author’s discussion of innovation through a sociocultural lens focuses on re-mediation and the deliberate, conscious setting of goals as a means for construction knowledge in, and about, innovations in literacy teaching and learning. Also, the author concludes the essay with several principles by which to evaluate innovations from a sociocultural perspective. Research limitations/implications This conceptual paper has the potential to contribute to new ways of applying sociocultural theory in literacy teaching and research, particularly research that involves the study of innovative, transformative practices in teaching and learning. Originality/value This essay offers a theory-driven reconceptualization of innovation for use in educational research and practice, which has a potential value as an antidote to shallow, narrow and/or prescriptive models of language and literacy innovations that are offered to practitioners. Put another way, it offers readers a new way to think about innovation in sustainable and culturally relevant terms.
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Mullakhmetov, Khanif Sharifzyanovich, Rosalia Mullamehametovna Aminova, and Ilnara Ilshatovna Filimonchuk. "Administrative Innovations as Necessary Condition of Competitiveness in Schools." Journal of Educational and Social Research 9, no. 4 (October 1, 2019): 21–26. http://dx.doi.org/10.2478/jesr-2019-0050.
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Abstract In the present-day education environment, requiring managerial flexibility in assessing ongoing changes, innovation becomes a prerequisite for effective management, and professional and psychological readiness of managers to apply management innovation – an indicator of managerial potential. Management innovation is today the “bottleneck” of educational management theory and practice. There are no theoretical models that are directly related to managerial innovation; technological innovations take priority in the practice of educational management; incorrect interpretation of innovations blunts their effectiveness. The school's competitive advantage today is not determined primarily by capital accumulation, but by the ability of management to initiate, appreciate and use changes, to learn faster than the rest from the experience of the changes. New theories of growth emphasize that it is the development of innovations that is an engine of sustainable educational growth. These circumstances determine management innovations as the domain that is the most in-demand for the development of education under the conditions of today.
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Sahuichenko, Valentyna. "INNOVATION IN EDUCATION: THE PHILOSOPHICAL AND EDUCATIONAL ASPECT." Educational Discourse: collection of scientific papers, no. 12(4) (May 7, 2019): 7–27. http://dx.doi.org/10.33930/ed.2019.5007.12(4)-1.
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Turning to the classics of innovative pedagogy, it is necessary to look for practical ways to implement the normative and legal documents of Ukraine on issues of innovation in education, namely: to pay attention to the terminology, purpose and principles of state innovation policy, objects of innovation activity, subjects. It is important to emphasize that innovations are determined by newly created (applied) and / or improved competitive technologies, products or services, as well as organizational and technical decisions of an industrial, administrative, commercial or other nature that significantly improve the structure and quality of production and (or) social sphere. when educational innovations recognize the first created, improved or applied educational, didactic, educational, management systems, their components, which significantly improve the results of educational activities and reforms.
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Denadi, Alfath Rizq, and Wafa Nabilah Sopyan. "Educational technology innovation during the COVID-19 pandemic." Curricula: Journal of Curriculum Development 1, no. 2 (November 10, 2022): 143–56. http://dx.doi.org/10.17509/curricula.v1i2.48798.
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Innovations in education are continuously being made to continue learning when COVID-19 pandemic. One of solution for dealing with negative impact of pandemic in the domain of education is to innovate accompanied by technology or to innovate in the elements of learning to achieve educational and the learning goals. The purpose for this research is proposed as an overview of educational innovations in Indonesia during COVID-19 pandemic. This research use a descriptive research method and descriptive content analysis study. Research analysis is carried out on international articles, national articles, and other sources regarding learning solutions for the pandemic by making innovations in the field of educational technology. The use of technology in learning cannot be separated in distance learning for COVID-19 pandemic. Therefore, to solve the problem of education for this pandemic, innovations are made not only in the technology used in learning, but there needs to be innovation in the elements of learning to achieve educational goals during this pandemic.
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Serdyukov, Peter. "Innovation in education: what works, what doesn’t, and what to do about it?" Journal of Research in Innovative Teaching & Learning 10, no. 1 (April 3, 2017): 4–33. http://dx.doi.org/10.1108/jrit-10-2016-0007.
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Purpose The purpose of this paper is to present an analytical review of the educational innovation field in the USA. It outlines classification of innovations, discusses the hurdles to innovation, and offers ways to increase the scale and rate of innovation-based transformations in the education system. Design/methodology/approach The paper is based on a literature survey and author research. Findings US education badly needs effective innovations of scale that can help produce the needed high-quality learning outcomes across the system. The primary focus of educational innovations should be on teaching and learning theory and practice, as well as on the learner, parents, community, society, and its culture. Technology applications need a solid theoretical foundation based on purposeful, systemic research, and a sound pedagogy. One of the critical areas of research and innovation can be cost and time efficiency of the learning. Practical implications Several practical recommendations stem out of this paper: how to create a base for large-scale innovations and their implementation; how to increase effectiveness of technology innovations in education, particularly online learning; how to raise time and cost efficiency of education. Social implications Innovations in education are regarded, along with the education system, within the context of a societal supersystem demonstrating their interrelations and interdependencies at all levels. Raising the quality and scale of innovations in education will positively affect education itself and benefit the whole society. Originality/value Originality is in the systemic approach to education and educational innovations, in offering a comprehensive classification of innovations; in exposing the hurdles to innovations, in new arguments about effectiveness of technology applications, and in time efficiency of education.
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Benabarre, Rosa, and Jordi Garreta-Bochaca. "¿Innovación bajo presión? Autoridades educativas, familias y profesionales e innovación educativa." Ehquidad Revista Internacional de Políticas de Bienestar y Trabajo Social, no. 16 (July 5, 2021): 187–208. http://dx.doi.org/10.15257/ehquidad.2021.0019.
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INTRODUCTION. Educational innovation is experiencing in Catalonia (Spain) what has begun to be called a "third pedagogical spring" that is leading to a significant increase in schools that make changes at different levels. METHOD. In this context, taking as a reference classifications of types of educational innovation (innovations in the formative structure, pedagogical, process, teacher training and the educational chain), the article presents the analysis of questionnaire carried out on the whole of the population (N) of non-university educational centers of the Territorial Education Service of Lleida (Catalonia). The intention of the questionnaire, and of the research project, was to detect: the degree of innovation of the non-university educational centers as a whole (differentiating the different educational levels), the degree to which this innovation is sustainable over time, the reasons that lead to innovation and its degree of success. In summary, the RESULTS indicate that there really is an "innovative spring" (although some levels of education are higher than others) that can be generalized, as other studies indicate, to the whole of Catalonia. This spring focuses mainly on the implementation of pedagogical actions, formative structure and with the educational chain and is motivated by the interest of improving results, motivation, learning... of students. Although entering into DISCUSSION with other studies also responds to pressure from society and families for educational change.
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Stasewitsch, Elena, Sofia Dokuka, and Simone Kauffeld. "Promoting educational innovations and change through networks between higher education teachers." Tertiary Education and Management 28, no. 1 (December 22, 2021): 61–79. http://dx.doi.org/10.1007/s11233-021-09086-0.
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AbstractInnovation in higher education teaching is essential to respond to global challenges and actively improve teaching (e.g. through new technologies), necessitating the implementation of educational reform programmes that fund educational innovations. Although currently deployed strategies frequently promote networks between innovators to diffuse educational innovations, little is known about the efficiency of these networks or whether they promote innovation diffusion. This study investigates a network comprising 88 higher education teachers who received funding for their educational innovations in a German university. We collected longitudinal data by asking higher education teachers from whom they adopted innovative teaching ideas and requesting self-reports on innovative teaching climate. Our findings show that the teachers’ social network had a smaller path length and more clustering than might be expected by chance. This observation might indicate that the examined educational innovation network exhibits a small-world property and allows efficient exchange of ideas among the teachers. In line with our hypotheses, the network’s initial tendency toward hierarchy and homophily decreased over time in response to strategies and network interventions. In summary, this study provides initial empirical support that educational reform programmes can create efficient educational innovation networks, facilitating innovation diffusion and promoting change in higher education teaching.
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Bogush, Alla. "Pedagogical message of innovative activity of future specialists." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2020, no. 2 (131) (June 25, 2020): 31–37. http://dx.doi.org/10.24195/2617-6688-2020-2-4.
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In the article, based on the analysis of the source and scientific base of the problem of innovation and innovative activity, the key concepts of further research are described, the discussion issues are characterized and our view on the studied construct is outlined. We understand the pedagogical message as a pedagogical professional orientation and the content of innovative activity of future specialists in various fields of education. Definitions of concepts and phenomena “innovation”, “innovation in education”, “innovational activity”, “pedagogical provision in innovation education” are considered. The origin in the scientific circulation of the concept of “innovation” has been clarified. We understand pedagogical innovations as a creative educational process of innovations aimed at updating the content, forms, means and methods of teaching and education, application of new (both in content and form) technologies, organizational dialogue, interactive forms of teacher interaction with students who change globally the nature of the acquisition of professional skills by future specialists and certify the effectiveness of the end result. We consider the innovative activity of students as the orientation of the student’s personality to active scientific and pedagogical activity to obtain new educational, scientific or professional information, immersing themselves in a new information space. The origins of research on the problem of “innovation” and “innovative activities” date back to the second half of the ХІХ century in foreign pedagogical science with the emergence of a new pedagogical field – experimental pedagogy (A. Binet, O. Decroly, A. Lai, E. Clapered, V. Kilpatrick, E. Mayman, E. Thorndike and others), the core of which was creative development of the personality. The historical scientific digression on the studied construct testified to the priority of the functioning of the related term “innovation”, which was formulated by E. Rogers. According to M. Lapin, “innovation” is a conscious introduction also in the main features of reproduction (replication), change of the structure and (or) process of functioning of the sociotechnical system as an element or subsystem and meet both the laws of society development and internal laws of development of object that changes. Under pedagogical innovations we will understand the creative educational process of innovations aimed at updating the content, forms, means and methods of teaching and educating future professionals, the use of new (both in content and form) technologies, organizational dialogue forms of teacher-student (professor-students) interaction, which globally change both the content and forms of its acquisition and educational outcomes. We understand innovative activity in the educational process of higher education institutions as an integrated interaction of teachers-innovators of professional disciplines, activities of students-performers and students-initiators, ready not only to introduce innovations in the process of their professional training, but also to initiate innovations.
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Kravchenko, Olena I., Dmytro S. Tymchuk, Tetiana H. Pavlych, Dmytro P. Kyslenko, and Olena V. Lutsenko. "Educational Management of Innovative Pedagogical Process in Higher Education Institutions (HEIs)." International Journal of Higher Education 9, no. 7 (August 4, 2020): 1. http://dx.doi.org/10.5430/ijhe.v9n7p1.
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The article proves that one of the objectives of the contemporary high school is developing the potential of all participants of the pedagogical process, giving them opportunities for revealing creative abilities. Such a change in the role of education in society has led to innovative processes. We distinguish the following elements of innovative activity in HEIs: the goal (increasing the efficiency of resource use in the HEIs), the content (the processes of creating and applying the innovations, including regular ones) and the product (the quality of training the graduates of the HEIs). We also identified the following types of innovation: organizational, processive and productive, which are the subjects of innovative activity in the HEIs. Under these circumstances, the planning and application of innovations are considered as the area of involving teachers into innovation activity. We specified the factors increasing the number of innovative activities: organizational and technological preparation of creating innovations is considered pre-innovation activity; the production of innovations depends on research and scientific work; the application of innovations includes the stages of implementation, design and dissemination. We distinguished contextual, educational, scientific and innovative processes and the process of strategic development of human potential. We identified the prospects of researching the innovative environment of HEIs as a condition for effective innovative activity of teachers. Generally, the structure of indirect management of the innovative process includes the main stages of the reflexive regulation of searching a new idea: the stages of criticism, conscious rethinking and normalization of the activity. The organizational structure of such management includes the following stages: diagnostic, regulatory, analytical and verification. Knowledge of the varieties of structures and their main stages is necessary to define the whole system of reflective management, because the innovation process consists of micro-innovation processes, which need to be adjusted in communication. We analysed the basic structural components of the authors’ technology of managing the innovation process at the department level as a structural part of НЕІs.
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Suleymanova, Tamila Z., Zarema U. Temirova, and Oksana Yu Vatyukova. "RESEARCH OF THE PROBLEM OF INNOVATIVE CHANGES IN EDUCATIONAL INSTITUTIONS." EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 3/6, no. 144 (2024): 209–14. http://dx.doi.org/10.36871/ek.up.p.r.2024.03.06.027.
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Innovations in modern education The current socio-economic situation in our country requires essential changes in all spheres of public life, including education. Innovations in education are connected with general processes in society, global problems, integration of knowledge and forms of social existence. Consequently, a characteristic feature of modern pedagogy is innovation-the ability to update, openness to new things. In the article, based on the analysis of theoretical sources and the practical state of information support, the system of information introduction of educational innovations in the provision of professional training of teaching staff is considered, the principles of its creation and functioning are defined, its structure and content are described.
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Yaroshenko, Evgeniya Valerievna, Yulia Ivanovna Zhuravleva, and Zakir Magomedovich Zapirov. "The implementation of the gender approach in the educational organization." KANT 38, no. 1 (March 2021): 357–62. http://dx.doi.org/10.24923/2222-243x.2021-38.75.
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The genderalization of the learning process is currently of key importance for the formation of the academic and political foundations of pedagogical innovations in the education system. This article presents the results of a study aimed at defining the concept of modern pedagogical innovations in the field of gender education. The analysis of the obtained data allowed us to identify seven different concepts of the concept of gender pedagogical innovations, formulate an updated definition and propose a cycle of the pedagogical innovation concept. The article analyzes the factors contributing to the successful implementation of gender-based innovative pedagogical practices in the education system. Considers the issues of configuration and level of intensity of the influence of different gender factors involved in the implementation of innovative pedagogical practices, the relationship between the level of intensity of the identified factors affecting the dynamics of pedagogical innovation and change level of the education system as a whole.
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Thrasher, Ashley B. "Educational Innovations Drive Athletic Training." Athletic Training Education Journal 16, no. 4 (October 1, 2021): 237–38. http://dx.doi.org/10.4085/1947-380x-21-073.
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Dakhin, Aleksandr Nikolaevich. "Educational projects: history, innovations, interpretations." Moscow University Pedagogical Education Bulletin, no. 3 (September 30, 2016): 21–28. http://dx.doi.org/10.51314/2073-2635-2016-3-21-28.
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In the article the questions of development of project-technological culture of pupils and students are examined by facilities of the competent going near teaching. In basis expositions are a retrospective analysis of the project teaching and correlation of basic ideas with modern pedagogical practice.
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Tateo, Luca, and Paola Adinolfi. "Integrating Educational and ICT Innovations." International Journal of Digital Literacy and Digital Competence 1, no. 4 (October 2010): 16–29. http://dx.doi.org/10.4018/jdldc.2010100103.
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The paper explores the effectiveness of a new computer-supported collaborative problem solving educational approach in higher education at a master’s course level. After outlining the technological and pedagogical characteristics of a new digital cooperative environment, as well as the constructivist, learner-centered philosophy of the Daosan Master (Management of Health-care Services) at the University of Salerno, the integration of the educational approach and the technological support is reported and discussed in an exploratory case-study. The authors show that a large number of post-graduate students have been able to participate in a dense collaborative problem solving activity within a relatively short lesson period, working and reflecting on a real problem of healthcare management. This indicates that the experience is effective in fostering reflexivity, collaboration and situated learning in management training.
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Fullan, Michael. "Managing Educational Innovations. Audrey Nicholls." Comparative Education Review 29, no. 3 (August 1985): 421–22. http://dx.doi.org/10.1086/446540.
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Lawrence, Abigail R., Lily Jarmanrohde, Ruth E. Dunkle, Ruth Campbell, Harriet Bakalar, and Lydia Li. "Student Pioneers and Educational Innovations." Journal of Gerontological Social Work 39, no. 1-2 (May 6, 2003): 91–110. http://dx.doi.org/10.1300/j083v39n01_09.
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Wilbeck, Jennifer, and Margaret (Betsy) Babb Kennedy. "Educational Innovations for Continuing Education." Advanced Emergency Nursing Journal 40, no. 3 (2018): 194–97. http://dx.doi.org/10.1097/tme.0000000000000198.
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Lorenzo, Albert L., and Kul B. Gauri. "Educational Implications of Technological Innovations:." Library Hi Tech 6, no. 1 (January 1988): 55–59. http://dx.doi.org/10.1108/eb047718.
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Fitouri, Chadly. "Cultural Models and Educational Innovations." Oxford Review of Education 12, no. 2 (January 1986): 125–33. http://dx.doi.org/10.1080/0305498860120204.
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Towndrow, Phillip A., Rita E. Silver, and James Albright. "Setting expectations for educational innovations." Journal of Educational Change 11, no. 4 (July 8, 2009): 425–55. http://dx.doi.org/10.1007/s10833-009-9119-9.
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Cohen-Vogel, Lora, Ariel Tichnor-Wagner, Danielle Allen, Christopher Harrison, Kirsten Kainz, Allison Rose Socol, and Qi Wang. "Implementing Educational Innovations at Scale." Educational Policy 29, no. 1 (December 30, 2014): 257–77. http://dx.doi.org/10.1177/0895904814560886.
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Perry, CG, KA Maloney, AL Beitelshees, LJB Jeng, NP Ambulos, AR Shuldiner, and MG Blitzer. "Educational innovations in clinical pharmacogenomics." Clinical Pharmacology & Therapeutics 99, no. 6 (April 7, 2016): 582–84. http://dx.doi.org/10.1002/cpt.352.
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Burleson, Wayne, Aura Ganz, and Ian Harris. "Educational Innovations in Multimedia Systems*." Journal of Engineering Education 90, no. 1 (January 2001): 21–31. http://dx.doi.org/10.1002/j.2168-9830.2001.tb00563.x.
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Rabenatolotra, Alexandre, and Gabriel Alekseevna Moshlyak. "Technological innovations of educational. Innovations of smart university type." Acta Scientiarum. Education 45 (June 27, 2023): e64756. http://dx.doi.org/10.4025/actascieduc.v45i1.64756.
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A tecnologia é uma das direções importantes no desenvolvimento da sociedade do futuro, pois afeta o sistema de ensino superior como um todo, e está inserida no conceito de ‘S.M.A.R.T’, que se baseia em organizações educacionais do tipo Smart University. O objetivo do estudo apresentado no artigo foi analisar o uso das inovações tecnológicas em diversas áreas de atuação das organizações educacionais do tipo Universidade Inteligente, seu impacto no setor educacional como um todo. Neste artigo, o conceito de ‘Universidade Inteligente’ é analisado sob vários pontos de vista científicos. Além disso, é apresentada uma classificação das inovações tecnológicas utilizadas nas principais áreas de atuação das universidades em termos de análise de tecnologias de informação e comunicação e equipamentos/materiais tecnológicos. Foi realizada uma análise comparativa da utilização dos meios tecnológicos em termos de troca de informações, comunicação e apetrechamento dos sistemas de segurança das organizações educativas estudadas. Diferenças na inovação tecnológica usada pelas principais universidades do mundo: Escola Politécnica de Lausanne (EPFL) na Suíça, Instituto de Tecnologia de Massachusetts (MIT) nos EUA, Universidade de Aalborg (AAU) na Dinamarca, Universidade da Cidade de Hong Kong (CityU) na China , Central Queensland University (CQU) na Austrália e a Hamdan Bin Mohammed Smart University (HBMSU) nos Emirados Árabes Unidos. Dependendo da quantidade de recursos e capacidades de cada uma das universidades, bem como considerando a legislação dos países, das universidades estudadas que tentam introduzir o conceito de “Smart University” em suas atividades não conseguem utilizá-lo plenamente. Os materiais deste artigo podem ser usados para um estudo mais aprofundado do conceito de Smart University relacionado à introdução de inovações tecnológicas em organizações educacionais do mundo. Sua implementação atende às necessidades de alunos e funcionários em um mundo em rápida mudança. É claro que tal conceito é um dos fatores que afetam a saída gradual do contingente das principais universidades do mundo no mercado educacional global, por isso é importante a constante atualização dos serviços educacionais com as novas tecnologias.
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Bangerl, Mia, Sebastian Dennerlein, Katharina Maitz, Marie Nitschke, Martin Ebner, and Viktoria Pammer-Schindler. "Supporting Sustainable and User-Oriented Educational Technology Innovation with the University Innovation Canvas." Education Sciences 14, no. 5 (May 13, 2024): 528. http://dx.doi.org/10.3390/educsci14050528.
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Innovating higher education teaching and learning is challenging due to structural, cultural, and resource-related reasons, and research indicates that university innovation benefits from a bottom-up approach as well as strategic alignment with university objectives. In this paper, we investigate such bottom-up innovation processes within higher education as supported by a specific tool: the University Innovation Canvas (UIC). Adapted from the Business Model Canvas and Lean Canvas, the UIC is designed to promote educational technology innovation and foster alignment of the innovation process with strategic objectives of the university: namely, sustainability and user orientation. An evaluation of the UIC based on interview and questionnaire data shows that its usage differs between innovation teams (on paper vs. digital, individual vs. collaborative, co-located vs. remotely, and synchronous vs. asynchronous). UIC usability is linked with these differences and with teams’ experience in realizing innovations. Overall, the UIC is perceived to be useful by (particularly, less-experienced) innovation teams and is successful at supporting sustainable and user-oriented innovations, as 14/15 innovations are still in use after up to four years since completion. To maximize its potential, more effort needs to be devoted to improving understanding of the UIC and supporting different workflows of innovation teams in the future.
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Posypanova, Olga, Petr Menshikov, Anastasia Demchuk, Albina Sibagatullina, Ekaterina Kraynova, Aleksandr Kosov, and Mariam Arpentieva. "Environmental friendliness of educational innovations and agency of consumption of educational services." E3S Web of Conferences 284 (2021): 09004. http://dx.doi.org/10.1051/e3sconf/202128409004.
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The environmental imperative is one of the leading imperatives of our time. Its understanding varies widely in different contexts. One such object is educational innovation. The theoretical basis of variations is two main groups of ideas: 1) the idea of development as a process and a result of gradual, “stable”, often “planned” / projected quantitative “accumulations”, and 2) the idea of development as a crisis, coupled with periods of abrupt / revolutionary, “emergent integrative and qualitative transformations, the exit of the system from the state of homeostasis to a new state, transparent for its members. The purpose of the study is to analyze the problems of environmental friendliness of educational innovations in the context of ensuring the subjectivity of the consumption of educational services. The research method is a phenomenological theoretical analysis of the problems of educational innovations within the framework of traditional and modern concepts of the development of society. The concept of the development of society, reflecting the general ideas about its functioning and improvement, as well as the formation and development of its members, acts as the basis for education reforms. Each of the concepts provides its own view of the forms and goals of education as a process of formation and improvement of subjectivity.
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Gumerova, Guzel I., and Elmira Sh Shaimieva. "Latest tools for the intensification of research and innovations of educational organisations in the digital environment." Proceedings of Voronezh State University. Series: Economics and Management, no. 2 (June 30, 2024): 85–97. http://dx.doi.org/10.17308/econ.2024.2/11848.
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Subject. Digitalisation of educational organisations’ activities is impossible without the intensification of all parties of academic and educational processes. At the moment, the effectiveness of digitalisation of educational organisations depends to a large extent on the effectiveness of the innovative activities of management. Purpose. This paper specifies the range of tools for the development and improvement of the results of research and innovation activities of an educational organisation in the course of its virtualisation, considering all participants of this process.Methodology. In this paper we conducted a critical analysis of the works of researchers indexed in the Scientific Electronic Library by the following research areas: “research activities of educational organisations, digital economy” and “innovation activities of educational organisations, digital economy”.Results. A plan was suggested for the intensification of research and innovations, including all participants of these processes: students and academic staff of an educational organisation based on positive non-advertising mentions in mass media where the educational organisation was named as the current place of employment.Conclusions. Specifying the range of tools for developing the innovations and research results of educational organisations in the course of their virtualisation allowed the authors to differentiate between the concepts of “research activities” and “innovation activities” in relation to an individual educational organisation, emphasise the item “Positive non-advertising mentions in mass media with the educational organisation named as the current place of employment” as part of the ranking system of this educational organisation as a tool for the intensification of research and innovation activities of students and academic staff in the digital economy, and show that the intensification of research and innovations of educational organisations in the digital economy is based on intellectual property items.
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Jucha, Peter, and Tatiana Corejova. "STUDENTS 'OPINION OF A SELECTED EDUCATIONAL INSTITUTION ON THE USE OF TECHNOLOGICAL INNOVATION IN ORDINARY LIFE." Proceedings of CBU in Natural Sciences and ICT 2 (October 24, 2021): 34–40. http://dx.doi.org/10.12955/pns.v2.150.
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Technological progress is becoming more significant every year, and people are witnessing a number of innovations that are becoming part of their daily lives. The development of technology is advancing at great speed because the needs and requirements of people are becoming more and more difficult to meet, and so innovations are being developed to help fulfill these needs. However, not all people accept technological progress and innovation positively. The aim of the paper is to evaluate the opinion of people, specifically students of the selected higher education institution, on new technologies and innovations. In particular we wish to evaluate their general attitude towards technological innovation, but also their views on the use of specific technologies such as robots, drones or autonomous vehicles. Students' responses as to whether they would like them and whether they would be satisfied with the aforementioned innovations being widely used in the future vary. Some would benefit from the use of such innovations, others would not. Some students don't like it because people could lose their jobs and others don't really believe in such innovations. The results of the paper provide an evaluation of all the answers given by the students.
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Azizova, K. M. "The Theoretical Aspects of Marketing Innovations in Educational Activities." Business Inform 11, no. 526 (2021): 105–11. http://dx.doi.org/10.32983/2222-4459-2021-11-105-111.
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The article is aimed at theoretical substantiating the essence features of marketing innovations in educational activities, defining their features in the current conditions and identifying their characteristics. It is proved that marketing innovations play an important role in the development of educational activities of a university. The introduction of an innovative product or service into the university’s activities allows to make the latter more successful. The use of modern research methodologies, the involvement of stakeholders will ensure the development of the university’s entrepreneurial activity, increase its competitiveness in the educational services market. In order to determine the essence of marketing innovations in educational activities and its manifestation in the educational services market, the article analyzes its constituent elements: actors of marketing relations and the functions of these entities in the market; scope, goals and objects of marketing of innovations in educational activities; principles, instruments and peculiarities of implementation. It is proved that the marketing of innovations in educational activities should be understood as a management conception focused on the effective use of the university’s potential and resources to satisfy consumers and make a profit by developing and implementing innovations. It is defined that the main task of marketing innovations is: determining the ways and actions to ensure that innovative products as ware represent value and usefulness for potential consumers, informing consumers about this, and ensuring the availability of ware. Solving these tasks is provided by using the following marketing methods: research of the market and the needs of potential consumers; search for possible applications of an innovative product; organization of its promotion to the market; use of pricing methods, along with various forms and methods of sale. The use of marketing orientation when introducing innovations in educational activities involves continuous analyzing the needs of consumers of educational services, determining the structure of consumer motives, researching their reactions to a new or updated service, and constantly monitoring both the existing and the potential opportunities of the university. Therefore, the prospects for further research in this direction are the definition of directions and instruments for monitoring the innovation and marketing activities of the university.
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Carrascal, Mary Cristina, Emigdio Andrés Lara Silva, Ivan Eduardo Hernández, and Ulises Hernández Pino. "ICT and Educational Innovation: Demands and Expectations." Revista Ingenierías Universidad de Medellín 20, no. 39 (June 28, 2021): 71–83. http://dx.doi.org/10.22395/rium.v20n39a4.
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In the development of the research project "Strengthening and expanding the coverage of postgraduate training in Educational Innovation with ICTs through virtual education strategies relevant to the socio-cultural context of the region", the meaning of Educational Innovations for teachers was investigated. Through 7 focus groups, with the participation of 168 teachers from urban and rural schools, public and private schools, as well as teachers in training, schoolteachers and university professors, from 3 different departments in southwestern Colombia, it was identified, through the use of the grounded theory analysis method, that teachers associate educational innovations with changes in the way they teach in their classes. In this way, the incorporation of ICTs is seen as important, since it facilitates teaching processes, motivates learning and improves the quality and pertinence of education.
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Meen, Teen-Hang, Charles Tijus, and Chun-Yen Chang. "Selected Papers from the Eurasian Conference on Educational Innovation 2019." Education Sciences 9, no. 3 (August 15, 2019): 218. http://dx.doi.org/10.3390/educsci9030218.
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The Second Eurasian Conference on Educational Innovation 2019 (ECEI 2019) was held in Singapore on 27–29 January 2019, and provided a communication platform for researchers on the topic of educational innovations [...]
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Zhao, Zhenzhou. "Educational Policy Innovations: Levelling Up and Sustaining Educational Achievement." Frontiers of Education in China 10, no. 4 (December 2015): 660–63. http://dx.doi.org/10.1007/bf03397094.
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Levchenko, Nataliia, Veronika Odarchenko, Iryna Diatlova, Petro Kvitkin, and Nataliia Mykhalchenko. "TECHNOLOGICAL FEATURES OF IMPLEMENTING INNOVATIONS IN INSTITUTIONS OF HIGHER EDUCATION." Conhecimento & Diversidade 15, no. 38 (August 15, 2023): 383–400. http://dx.doi.org/10.18316/rcd.v15i38.11053.
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The article, based on the international experience and the experience of innovative activity of Ukrainian universities, analyzes not only the conceptual foundations and general innovative trends of domestic higher education, but also the peculiarities and problems of development and implementation of innovations in educational activities technologies in the process of professionalization. This approach largely determined the structure of the book, in which the chapters devoted to educational innovation strategies are correlated with the practice of implementing educational innovations in the system of professional training of future specialists.
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Kolomiiets, Inna. "INNOVATIVE PEDAGOGICAL TECHNOLOGIES AS A MEANS OF MODERNIZATION OF HIGHER EDUCATION." Collection of Scientific Papers of Uman State Pedagogical University, no. 2 (April 27, 2023): 67–77. http://dx.doi.org/10.31499/2307-4906.2.2023.282466.
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The article is devoted to the consideration of current issues of educational innovation in the context of modern paradigmʼs formation in higher education.As a result of the conducted research, the essence of innovative pedagogical technologies as a means of modernizing the current educational environment is established. Based on the analysis of the regulatory documents of the education development strategy, the author substantiates the natural prerequisites for updating the educational policy in the context of European integration and global challenges of today as well as effective implementation and proactive approval of progressive achievements of education and science in the practice of domestic universities. In terms of the raised problem, the content of technological processes as a pedagogical category is revealed. In addition, the pedagogical meaning of innovations and the process of innovations in technologies as well as methods of modern education are clarified. Moreover, the meaningful content of key concepts in the field of technological education is examined.The article highlights the fundamental theoretical and methodical foundations of the formation of an improved system of promising technologies, aimed at the development of communicative, creative and professional competencies of students. The practical levers of the productive use of modern pedagogical technologies in the training of future competitive specialists of the innovative type are outlined. The specifics of the targeted application of methodological innovations in the interactive environment of higher education institutions based on the principle of their integration with traditional forms and methods of organizing educational and cognitive activities are revealed.In the research, the descriptive method, the method of critical analysis of scientific and methodical sources, generalization and systematization of practical experience as well as the method of systematic analysis are used.
Keywords: educational environment; educational technologies; innovation; innovative pedagogical technologies; interactive learning technologies; learning technologies; linguistic training; modernization of education.
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TULIN, Kyrylo. "PEDAGOGICAL INNOVATIONS OF TRAINING IN THE EDUCATION SPHERE FOR NATIONAL MINORITIES (COMMUNITIES) IN UKRAINE AND THE COUNTRIES OF THE EUROPEAN UNION." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 2 (18) (2023): 62–67. http://dx.doi.org/10.17721/2415-3699.2023.18.13.
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B a c k g r ou nd . The article is a study of pedagogical innovations in education for national minorities (communities) in Ukraine and the countries of the European Union. Relevance. At the current stage of Ukraine's development, the problem of providing adequate education to representatives of national minorities is becoming particularly urgent, since an effective approach to this problem is of great importance for main- taining harmony between different nationalities in a multinational society. The positive experience of implementing pedagogical innovations in educational institutions of EU countries aimed at the needs of national minorities is particularly important for its integration in our country. Purpose and objectives. The purpose of the study is to analyze pedagogical innovations in education for national minorities (communities) in Ukraine and the countries of the European Union. To fulfill the stated goal of the research, the following objectives were set: to characterize the definition of the term "innova- tion" in educational activity; to determine pedagogical technologies used in innovative pedagogical activities; to consider peda- gogical innovations in education for national minorities in Ukraine; to analyze the peculiarities of pedagogical innovations in education for national minorities in EU countries. The research methods used in the work are the following: search based on the available methodical and scientific literature with analysis of the found material, comparison, systematization. Re su lt s . In the context of the educational activity, the term "innovation" is used in a number of important meanings. The classification of pedagogical technologies, which are most often used in the educational environment, is given. It was empha- sized that innovative educational activity in Ukraine is carried out at three levels. The spectrum of technologies, which today functions in general educational institutions in which education is conducted in the language of national minorities, is multi- format, which is connected with the introduction of new educational standards. Analyzing pedagogical innovations in education for national minorities in EU countries, some features of such countries as Hungary, Slovakia, Poland, and Lithuania are listed, since their views on the issue of education of national minorities are quite diverse. C onc lu si on s . Pedagogical innovations in education for national minorities (communities) in Ukraine and the countries of the European Union were analyzed. The definition of the term "innovation" in educational activity is characterized. Technologi- cal schemes and pedagogical technologies used in innovative pedagogical activities are also defined. Pedagogical innovations in education for national minorities in Ukraine are considered. Peculiarities of pedagogical innovations in education for national minorities in such EU countries as Hungary, Slovakia, Poland, and Lithuania are analyzed.
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Chornomordenko, Dmytro, Ganna Taran, Vasyl Havronenko, Iryna Astremska, and Svitlana Parfilova. "Innovations in the field of education in the context of improving the personnel incentive system." Eduweb 17, no. 3 (July 20, 2023): 195–201. http://dx.doi.org/10.46502/issn.1856-7576/2023.17.03.16.
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The article summarizes the trends of change in education as a context for the development of social innovations and posing the problem of their open management in the interaction of educational organizations. The concept of "social innovation" is concretized, revealing their essential features and characteristics, including management features them. The possibility of integrating process, project, system approaches to the management of social innovations on the basis of their comparative analysis is substantiated. A pedagogical strategy for managing social innovations in intra-organizational and inter-organizational network interaction of educational organizations has been developed and its effectiveness has been tested.
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Georgescu, Claudiu-Iulian. "Management of innovations in education: concept and particulars." Studia Universitatis Moldaviae. Seria Științe ale Educației, no. 9(169) (January 2024): 3–9. http://dx.doi.org/10.59295/sum9(169)2024_01.
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The management of innovations in the educational context is a vital process for educational institutions in the face of changes and challenges in contemporary society. It is a strategic approach aimed at the identification, implementation and efficient management of innovations in educational processes. One of the most significant contemporary developments in the management of educational innovations is the influence of digital technology on the learning and teaching process. The integration of technological tools in the educational process has brought with it radical transformations, opening up new opportunities for personalizing learning, access to diverse educational resources and stimulating students’ creativity. Another important trend is also the adoption of innovative teaching methodologies, such as project-based learning, collaborative learning or the STEM (Science, Technology, Engineering and Mathematics j approach. These methods promote the active involvement of students in the learning process, the development of problem-solving skills and stimulate critical thinking. Also, the development of digital skills of teachers is another significant trend. Teachers must be prepared to use technology effectively in the teaching process, evaluate and integrate digital tools in lesson planning, and facilitate a safe and effective digital learning environment. This involves creating an environment conducive to innovation, where new ideas are encouraged, tested and implemented effectively. In conclusion, contemporary phenomena and trends in the management of educational innovations have a significant impact on the development of educational institutions.
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Kjimova, Gjorgina. "PEDAGOGICAL REALITY THROUGH INNOVATIONS." Knowledge International Journal 34, no. 2 (October 4, 2019): 399–404. http://dx.doi.org/10.35120/kij3402399k.
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Pedagogy as a science of human upbringing needs to be innovated and changed in parallel with changes in science and society, аs at the same time she must be basis for change in both personality and society. The process of upbringing in practice is a reflection of the scientific findings from pedagogy and related sciences. The innovations produced from new knowledge in science have a central force in any science towards advancing the practice, and so in pedagogy. They aim to provide new approaches in the educational process and new quality in practice. Innovation aims to bring dynamics to science and continuous development. The upbringing with the enormous role of positive modifying human behavior and development is essential to the progress of the whole society. Education as a process that takes place from birth to the end of life, have a particular importance in the formal education phase, especially in school. Education within the school period has an pedagogical as well as educational character. Through all its components the upbringing of the intellectual, moral, aesthetic, working and bodily component influences the entire human development. Therefore, every new approach that will be applied in the educational process is important for refreshing the teaching and for enhancing the quality of education in every society. For this reason, it is necessary to look for innovation. Through the globalization of the world, knowledge from other cultures and civilizations is included in the teaching and acquisition of knowledge that enables innovative advancement ways in the educational process. The occurrence of drones related to technological development has enriched visualization opportunities as an important aspect of the educational process. There are also new learning opportunities through unusual themes and imaginations that stimulate thinking and are extremely important for the development of young people. These innovations and many more new approaches that change pedagogical theory and practice have been essential in the educational process of futuristic generations. The paper deals with the topic of innovation in the pedagogical process in primary education in the Republic of North Macedonia. It is a descriptive research wich elaborate the level of application of innovation in the process of education in primary education.
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Turrado-Sevilla, María Ángeles, and Isabel Cantón-Mayo. "Design and Validation of an Instrument to Measure Educational Innovations in Primary and Pre-Primary Schools." Journal of New Approaches in Educational Research 11, no. 1 (January 15, 2022): 79. http://dx.doi.org/10.7821/naer.2022.1.727.
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The creation and implementation of innovation proposals in education can provide a new key towards sustainable development. We are aware that schools perform very different innovations but often, with very low levels of impact and dissemination in their community. There are not many studies that describe, put a value on, categorize or analyse the innovations. This study sought to gain insight into the ICT innovations produced in Spanish primary and pre-primary schools. A quantitative approach based on a questionnaire was used to collect the data, named MANEDUIN, completed by 86 teachers selected by stratified random sampling (public - private, rural - urban). The reliability and the construct-related validity was evaluated from the questionnaire and the validity of content decided by means of experts’ judgment. Our findings point to a good consistency in the questionnaire (Cronbach’s Alpha: 0.848). The descriptive statistics and the analysis were made by factorial categories. The results of the factorial analysis confirm the dimensions proposed in the design of the questionnaire in the categories of the factors included in the innovation (social cohesion, interaction with the community, technologies, and success), the innovative schools and their characteristics, the topic and the type of innovation (on resources, direction, materials and time), as well as the obstacles to the innovation. This paper concludes that the questionnaire MANEDUIN is a valid and reliable tool to measure the management of schools’ innovations.