Journal articles on the topic 'Innovation in education'
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Romanovskyi, Oleksandr O., Yuliia Yu Romanovska, Oleksandra O. Romanovska, and Mokhamed El Makhdi. "Higher education innovatics: management of innovation in the sphere of higher education and science." Journal of Social transformation and Education 2, no. 2 (September 2, 2021): 47–76. http://dx.doi.org/10.54480/jste.v2i2.37.
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The purpose of the article is the development of the concept and fundamentals of the innovatics of higher education, further development, and improvement of higher education innovatics, the definition of directions, and management of innovations in the field of higher education and science. Higher education innovatics, proposed by the authors, studies and summarizes theoretical issues and practices of implementing and managing innovation activities of higher educational institutions, scientific institutions, organizations and management bodies associated with the higher education system. This article analyzes innovative changes in the higher education system caused by the environment of academic capitalism. Among them: basic issues of the organizational theory of higher education innovatics; analysis of the direction and impact of innovation processes in the field of higher education and science on the objects and subjects of innovative transformations; the role of the state in the management of innovation activities in the field of higher education and science; types of innovations in the higher education system that can lead to innovative changes; innovations of economic and market type in higher education; innovations of organizational type in the higher education sphere; innovations of educational and pedagogical type in the system of higher education; means and tools for innovation management in education; problems of the forced or emergency distance learning, etc.Innovative activity in the field of higher education and science leads to serious innovative transformations both in the entire field of higher education and science, and in its subjects – universities, research institutes, and related organizations and institutions.
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Mamajanov, Ikramjon. "INNOVATION AND INNOVATIVE ACTIVITY IN EDUCATION." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 09 (September 30, 2021): 101–5. http://dx.doi.org/10.37547/pedagogics-crjp-02-09-23.
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This article is focused on the meaning and content of innovation and innovative activity and the descriptions given to them by Uzbek scientists and scientists from foreign countries. Besides that the article comprises different opinions and approaches on the descriptions, attitudes articles given to “Innovation” and “Innovative activity” in the framework of the laws on “Innovative activity”, “Education” and “Science and scientific activity”.
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Mamajanov, Ikramjon. "INNOVATION AND INNOVATIVE ACTIVITY IN EDUCATION." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 09 (September 30, 2021): 101–5. http://dx.doi.org/10.37547/pedagogics-crjp-02-09-23.
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This article is focused on the meaning and content of innovation and innovative activity and the descriptions given to them by Uzbek scientists and scientists from foreign countries. Besides that the article comprises different opinions and approaches on the descriptions, attitudes articles given to “Innovation” and “Innovative activity” in the framework of the laws on “Innovative activity”, “Education” and “Science and scientific activity”.
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Gushko, O. A. "DEFINITIONS "INNOVATION" AND "INNOVATIVE ACTIVITY" IN SCIENTIFIC LITERATURE." Educational Dimension 25 (June 23, 2009): 191–99. http://dx.doi.org/10.31812/educdim.6920.
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In the field of education innovative activity is investigated by pedagogical innovatiks. A concept "innovation" in it is the major gnosiological reference point. The article is devoted to the problem of existence of different opinions as for the determination of the essence of such concepts as « innovations, enovations, «innovative activity»
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Krejci, P., and J. Sebestova. "Innovative Literacy Levels: Gender Age and Education Matters." Marketing and Management of Innovations, no. 4 (2019): 353–63. http://dx.doi.org/10.21272/mmi.2019.4-27.
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This paper presents the arguments and counterarguments within the scientific discussion on the issue of an innovation activity, which is very important for entrepreneurship and is considered a significant competitive advantage. However, there are factors such as education, age and gender that can influence innovation creation. The main purpose of the research is finding out how innovation creation is related to the gender, age and education of entrepreneurs in common entrepreneurship and social entrepreneurship. The systematic literature review has shown that innovative activity is supported by entrepreneurial competencies. The relevance of the decision of this scientific problem is that they are few studies focusing on that problem. Investigation of the topic of innovative activity in the paper is carried out in the following logical sequence: (1) literature review concerning on innovative activity, typology and modern trends in innovations (2) possibilities of competencies needed for innovations, (3) case study background, based on literature review and previous studies (4) presentation of key results concerning gender, which was found to have no significance regarding entrepreneurship. Methodological tools of the research methods were sociological survey, data analysis. As a result of the calculations, the main issues of innovative activities were detected. The main results were analysed using Cluster analysis and tests of statistical significance. The paper presents the results of an empirical analysis that shows the main gaps in the innovation classification when pure and combined innovation types are presented. The research empirically confirms and theoretically proves the necessity of doing the following steps: inform and educate entrepreneurs in the area of innovation, not only to support innovative activities financially. The findings have practical significance and the results of the research can be useful for public supporters and educational organizations how to work with entrepreneurs with innovative ideas. Keywords: competencies, determinants of innovations, innovations, literacy.
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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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Hall, Andrew K., Carly Hagel, Teresa M. Chan, Brent Thoma, Aleisha Murnaghan, and Farhan Bhanji. "The writer’s guide to education scholarship in emergency medicine: Education innovations (part 3)." CJEM 20, no. 3 (June 20, 2017): 463–70. http://dx.doi.org/10.1017/cem.2017.28.
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AbstractObjectiveThe scholarly dissemination of innovative medical education practices helps broaden the reach of this type of work, allowing scholarship to have an impact beyond a single institution. There is little guidance in the literature for those seeking to publish program evaluation studies and innovation papers. This study aims to derive a set of evidence-based features of high-quality reports on innovations in emergency medicine (EM) education.MethodsWe conducted a scoping review and thematic analysis to determine quality markers for medical education innovation reports, with a focus on EM. A search of MEDLINE, EMBASE, ERIC, and Google Scholar was augmented by a hand search of relevant publication guidelines, guidelines for authors, and website submission portals from medical education and EM journals. Study investigators reviewed the selected articles, and a thematic analysis was conducted.ResultsOur search strategy identified 14 relevant articles from which 34 quality markers were extracted. These markers were grouped into seven important themes: goals and need for innovation, preparation, innovation development, innovation implementation, evaluation of innovation, evidence of reflective practice, and reporting and dissemination. In addition, multiple outlets for the publication of EM education innovations were identified and compiled.ConclusionThe publication and dissemination of innovations are critical for the EM education community and the training of health professionals. We anticipate that our list of innovation report quality markers will be used by EM education innovators to support the dissemination of novel educational practices.
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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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Yakubova, D. E., and Zh Saparkyzy. "DEVELOPMENT OF THE INNOVATIVE POTENTIAL OF UNIVERSITY TEACHERS IN ADDITIONAL PROFESSIONAL EDUCATION." Bulletin of the Korkyt Ata Kyzylorda University 58, no. 3 (2021): 208–13. http://dx.doi.org/10.52081/bkaku.2021.v58.i3.089.
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The article considers the theoretical foundations of the creation and understanding of the effectiveness of the development of innovative potential of teachers of universities with a personal point of view. The result of the innovation process in education is the application of innovations in theory and practice. Innovation in the education system is the introduction of innovations for the purpose of education, the transformation of new approaches and practices and forms of education, the introduction and dissemination of new pedagogical systems, the creation, development and implementation of new school management technologies. to meet the new requirements. The concept of an innovative educational process as a system of primary values characterizes it as spiritual production, and its product is not only the acquisition of new knowledge and values, but also the disclosure of the true strengths and abilities of students. Innovations in education are based on socially significant values: people, life, work, home land. This is considered as an indispensable condition for creating an effective model for the development of innovation potential of teachers of universities at the expense of using innovations in additional professional education. The basic concept of "innovative potential of university teachers" is defined. The purpose of this article is to consider the theoretical aspects of the development of innovative potential of teachers in the system of additional professional education.
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Klyap, Marianna, and Mykhailo Klyap. "Innovative Directions of the Higher Education of Ukraine." Studia Universitatis „Vasile Goldis” Arad – Economics Series 26, no. 4 (November 1, 2016): 54–66. http://dx.doi.org/10.1515/sues-2016-0019.
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Abstract The article clarifies the concept of “innovation”, including “educational innovation”, examines some innovative teaching methods in universities. The main approaches of implementation innovations in modern higher education of Ukraine are analysed. It also defines the differences between traditional and innovative teaching, discovers different variants of the classification of innovative teaching methods and formulates basic approaches to the selection of innovative didactic purpose in accordance with the classes, the advantages and disadvantages of the use of certain methods. It tightly describes actual interpretation of innovative study methods in the Ukrainian higher educational institutions, as well as the realization of the innovative aspects in the separate Ukrainian universities. The importance of innovation in the learning process of entering higher education of Ukraine into the European educational space is also being highlighted.
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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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Sherimmat, Avazov, and Saydamatov Farkhod Rajabovich. "Innovative Geographical Education - A Factor For Effective Formation Of Geographical Culture." American Journal of Social Science and Education Innovations 02, no. 10 (October 30, 2020): 279–85. http://dx.doi.org/10.37547/tajssei/volume02issue10-47.
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This article reveals the most common innovative technologies in geography education, the relevance of innovative geographical education, the main objectives of innovative geographical education, the tasks, basic principles (principles) of innovative geographical education and the factors of their effective formation of geographical culture. The teacher is taught to understand innovative geographical education as a method of forming a geocologically cultured (competent) student / student personality. Enlightenment (pedagogical) innovation is mainly covered by the following concepts - innovation, educational innovation, innovation, innovation, innovation process, innovation activity, pedagogical innovation, pedagogical innovation, pedagogical innovation process, pedagogical innovation activity.
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Khanin, I. H., V. S. Bilozubenko, and S. Y. Shablii. "Features of the Innovative Model of Economic Development and the Growing Role of Education Therein." Business Inform 9, no. 512 (2020): 56–64. http://dx.doi.org/10.32983/2222-4459-2020-9-56-64.
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The growing importance of innovations in the economy has turned them into a more important factor in production and consumption, structural changes, economic dynamics, competitiveness, and social development. This has gained a paradigm importance and has led to the emergence of an innovative model of economic development, the peculiarities of which being the topic that the article is concerned with. Taking into account the dependence of innovations on the generation and dissemination of new knowledge, the article emphasizes the critical importance of the productivity of science and the quality of education. This is confirmed by global trends and finds a manifestation in the development strategies of the countries and companies. In this context, a modern understanding of innovations and the basis of their emergence, which is connected with knowledge and creativity, has been closer defined. The authors characterize the main features of innovation, in particular: cumulativeness, chain character, integration of practical and theoretical knowledge, duration of «maturation» and emergence of innovation, uncertainty, collectivity, uneven appearance in time and concentration in space, propensity towards conflict. A vision of the process of developing innovations by stages covered by system management is proposed. The main models of emergence of innovation together with the model of innovation process (the model of extraction through demand (market); the model of «needs seekers»; the model of «readers of market information»; the model of technological nudging; the cyclical model of innovations; the model of open innovations; the chain and interactive model of innovation process; the innovative model of «funnel»; the network model of innovation) are described. A number of features of the innovative model of economic development are allocated: recognition of innovation as the most important factor of economic growth; constant interaction of production, science and market, focused on the development of innovations; defining role of human capital; structural changes in the system of social production; domination of the innovative nature of competition in the modern economy; development of innovative entrepreneurship. On the basis of the formation of an innovative model of development, the growing role of science and education, the modern economy is characterized as an economy of knowledge; the main points of its concept are considered. An increase in the influence of education in the innovation model of the economy in terms of generating and disseminating new knowledge in order to intensify innovation is substantiated.
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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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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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Bellavista, Joan, Carmen Elboj-Saso, Carme García Yeste, and Beatriz Villarejo-Carballido. "Innovative Methodological Approach to Analyze Innovation and Social Impact." International Journal of Qualitative Methods 21 (January 2022): 160940692210833. http://dx.doi.org/10.1177/16094069221083373.
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The scientific literature has presented evidence of the links between innovation and change and has published excellent methodologies to analyze them. Nowadays, international scientific programs like Horizon Europe prioritize social impact and co-creation; researchers need to develop methodologies to analyze the link of innovation with change and new knowledge and specially with social impact. This paper presents an innovative methodological approach to this endeavor using Social Media Analytics to investigate citizens' participation in paying attention to and differentiating between innovations with social impact and innovations without social impact. The method used to address this aim is Social Media Analytics, specifically through a Twitter sample on innovation and social impact composed of 16,794 tweets obtained during January–June 2021. The result obtained indicates that the definition of methodologies to capture citizens’ participation in paying attention to and differentiating between innovation and social impact is crucial for advancing this innovative methodological approach to analyze innovation with social impact.
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Kodolova, Irina Arkadevna, Lilia Mirgaziyanovna Yusupova, Tatyana Viktorovna Nikonova, Elvira Distantovna Khisamova, and Elvira Nurkhatovna Mendybayeva. "Development of the Innovation Infrastructure of Modern Education in the Republic of Tatarstan." Journal of Educational and Social Research 9, no. 4 (October 1, 2019): 35–42. http://dx.doi.org/10.2478/jesr-2019-0052.
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Abstract The formation of a new efficient education based on knowledge, the development of innovation, the creation of innovation infrastructure, high-tech sectors of the education, small education as the main conductor of mass innovations are becoming priority areas of innovation policy in the Republic of Tatarstan. The article discusses the development of innovative infrastructure of the Republic of Tatarstan. The characteristic of the innovation infrastructure of the Republic of Tatarstan in the modern development of the Modern education is given. Development of innovation infrastructure in the region on the basis of the cluster approach is shown. Some comparative indicators of the innovative development of the Republic of Tatarstan with the regions of the Volga Federal District are given. Management recommendations for the development of innovation at the regional level are developed.
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Katasanovas, Vytautas, Vidmantas Katasanovas, and Žilvinas Stankevičius. "INNOVATIVE LEADER IN HIGHER EDUCATION." Laisvalaikio tyrimai 1, no. 9 (2017): 1–10. http://dx.doi.org/10.33607/elt.v1i9.236.
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Research background.Changing higher education environment, global competition of universitiesand colleges, need to react to the changes in labour market created new challengesfor highereducationinstitutions, that must implement innovations that help to keep their activityeffective and improve it.One ofthe traits of effective leadership is innovative leadership in higher educationinstitutionthat is especiallyoriented towards implementing changes in universities and colleges. Challenges for higher educationinstitutionin the context of innovations are widely determined in scientific literature. It is important to identifywhat are the roles of innovative leader in higher education, and to research the level of innovative leadershipin Lithuanian higher educationinstitutions.The object of the research is the innovative leader in highereducation.Goal of researchisidentify main roles of innovative leader in higher education and to determine howthey manifest at higher education organization “Kauno kolegija”.Methods of research.Methods of analysis and systemising were used performing theoreticalliterature analysis. Method of questionnaire survey was used to perform an empirical research, that is, toevaluate how roles of innovative leader manifest at higher educationinstitution“Kauno kolegija”(n= 49).Questionnaire was prepared,Cronbach’s Alpha= 0.76.Results and findings.Analysis of theoretical literature revelsthat working with people is an importantpart of innovative leader’s agenda. Such a leader should use style of transformational leadership (idealizedinfluence, inspirational motivation; intellectual stimulation, individualized consideration). On the other hand,innovative leader should take part in innovation process. He should initiate important innovations that wouldimprove higher education environment (help a university or college to correspond to challenges of our times;implement new methods of activity and education; stimulate meaningful researches; implement innovationsthat prepare students for international and internal labour market), and also take part in planning and executinginnovations.Results of empirical research performed in higher educationinstitution“Kauno kolegija” reveal thatinnovative leadership is yet not fully implemented in this organization. Abilities of formal leaders to act asinnovative leader and work with people as a transformational leader are not sufficient. Leadersin thisorganization do not take an adequate role starting innovations that would help organization to cope withchallenges of our times, management innovation,or innovationshelping students to become prepared forinternational labour market is rather weak.Main conclusions:1.Innovative leader should play two main roles in higher education organization: working with peopleusing the style of transformation leadership; and working with innovation process, stimulated right innovationscorrespondingtothe challenges in higher educationinstitution’s environment.2.Abilities of formal leadersin higher educationinstitution“Kauno kolegija”to act as innovativeleader and work with people as a transformational leader are not sufficient; role of innovative leaders inimplementing innovations that helpinstitutionto cope with challengesin the environmentis rather weak.
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Rubalcaba, Luis. "Understanding Innovation in Education: A Service Co-Production Perspective." Economies 10, no. 5 (April 19, 2022): 96. http://dx.doi.org/10.3390/economies10050096.
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Innovation in education has been heavily focused on pedagogical, technological, or regulatory elements, while service innovation relates to other elements involving interpersonal and community co-production too. This paper provides a conceptual framework to understand innovation in education from a service economic perspective. This is done by bridging two rather disconnected research areas: service innovation and education innovation. The results indicate that (i) the characteristics of education as a service (such as interactive co-production) should be taken into account to better understand how innovations are created and implemented; (ii) innovation modes in education can be aligned with service innovation modes, mainly when a public service logic is adopted; (iii) the tension existing in service innovation between customization and standardization is replicated in the education sector; and (iv) multiagent frameworks in service innovation are particularly visible in innovative learning communities. Managerial and policy implications should be guided by service-friendly principles such as freedom, autonomy, and subsidiarity.
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Khaliullina, Liliya R., and Nailya N. Askhadullina. "Innovative Processes in Vocational Education: Challenges and Opportunities." Volga Region Pedagogical Search 3, no. 37 (2021): 92–97. http://dx.doi.org/10.33065/2307-1052-2021-3-37-92-97.
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The system of higher education in modern conditions sets tasks related to increasing the efficiency of preparing students for professional activities. One of the ways to achieve these goals is to introduce innovations in the university. Innovative technologies in education make it possible to regulate learning, steer it in the right direction and also to provide training for modern specialists who are open to changes and innovations. The article provides an analytical review of the concept of “innovation”. The article studies the features of the use of this term in professional pedagogical education. The article considered current innovative processes in the vocational education system in the context of globalization. The essential characteristics of the concept of “innovation” are revealed. The authors found that at present in innovative activities the leading place is given to innovative thinking, the use of the capabilities of artificial intelligence, and the preservation of the identity of educational institutions.
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Aprielieva, Iryna, Viktoriia Yatsenko, Vasyl Vasenko, Valentyna Vasenko, and Oleksandr Vasenko. "A pedagogical profession in the context of the latest educational research and innovative pedagogical knowledge (consider the pedagogical profession in the context of preschool education)." LAPLAGE EM REVISTA 7, Extra-A (May 17, 2021): 491–501. http://dx.doi.org/10.24115/s2446-622020217extra-a850p.491-501.
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This article aims to establish how effective it is to introduce information about innovative pedagogical knowledge into training courses, how educators perceive the latest educational research and innovations, practices of preschool educational space, how to motivate integration into professional activities; identified several characteristics of forecasting (attitude to innovation, alarming use of innovation, external barriers to integration of innovation into pedagogical practice, courses related to innovative pedagogical practices and previous experience, readiness to use innovative pedagogical knowledge in the space of preschool education). Empirical, statistical, and theoretical methods were used in this research. The result of this study is to prove that training programs for educators in preschool education, new pedagogical knowledge, and courses, related to innovations, have the effect of enabling preschool teachers to use innovations in their professional practice. A further perspective is the study of effective ways to introduce innovative pedagogical knowledge to teachers in the field of preschool education.
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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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SYCHENKO, Viktor, Svitlana RYBKINA, and Elmira SOKOLOVA. "MANAGEMENT OF INNOVATIVE ACTIVITIES IN HIGHER EDUCATION SYSTEM." Dnipro Academy of Continuing Education Herald. Series: Public Management and Administration, Vol. 1 No. 1 (2021) (December 20, 2021): 45–49. http://dx.doi.org/10.54891/2786-698x-2021-1-11.
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Summary. The article considers the role of the innovation management system in higher education institutions as a set of methodological approaches, principles and mechanisms that can ensure the successful implementation of innovations in scientific, international, economic and other activities of higher education institutions. The study outlines the tasks of innovative development of higher education institutions, analyzes the current regulations governing the strategic development of higher education. Based on the analysis of the scientific literature on this topic, it is revealed that the features of innovation management are related to the specifics of business entities, management entities, modern management processes. The main idea of the study is to generalize the theoretical and methodological approaches in the management system for innovative educational activities in higher education institutions. The practical significance of the growth of consolidation of education, business and state regulation to improve the innovation potential of the state as a whole is analyzed. All proposals for the innovative development of the higher education system can be implemented on the basis of directing the activities of public administration, business communities in the direction of establishing business universities, coworking centers, technology parks. It is substantiated that the management of innovation creates the preconditions for strengthening the partnership between the state, education and entrepreneurship, and the dynamics of innovation leads to increased competitiveness of the state as a whole. It is proved that the management of innovation has a great influence on the reform of the education system. Education-based education, innovation and management actions must be integrated into building a qualitatively new system of interaction in higher education.
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Zhuravlova, Yuliya, Yaroslav Kichuk, Olena Yakovenko, Viktoriia Miziuk, Serhii Yashchuk, and Nina Zhuravska. "Innovations in Education System: Management, Financial Regulation and Influence on the Pedagogical Process." Journal of Curriculum and Teaching 11, no. 1 (January 17, 2022): 163. http://dx.doi.org/10.5430/jct.v11n1p163.
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The article aims to develop recommendations for improving universities' innovation management, their financial regulation and influence on the pedagogical process. The authors examined the essence of innovation and innovation in the education system, clearly presented their classification and methods of modernization, analyzed modern problems of management and financing of innovation in education. The authors contributed to managing innovation processes in the education system and improved the generalized model of the innovation process in the education system. As an improvement in the foundations of innovation management, the authors proposed the joint influence of the laws of the course of innovation processes, principles, stages, and functions of innovative processes that determine the direction of management activities at all stages. To improve financing by innovation, the authors empirically determined which tools are the most effective and efficient. The authors used the methods of expert assessments to present their proposals visually. At the same time, the authors emphasize the importance of using the synergistic effect here, too. The rest of the instruments will only enhance the effectiveness of the priority instrument for financing innovations in the education system. The systematic use of other tools is no less compelling. The proposed ways of improvement will allow universities to manage innovations and their financing more effectively.
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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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A. Evreeva, O., and . "Innovation in Education: Goals and Prospects." International Journal of Engineering & Technology 7, no. 4.38 (December 3, 2018): 163. http://dx.doi.org/10.14419/ijet.v7i4.38.24344.
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The focal point of the paper is the study of one of the actual challenges of the modern educational philosophy, i.e., the problem of innovations in education. This point encompasses the definition of targets and prospects describing the development of an educational environment. The focus of the paper is the essence of innovations in an educational process. We proceed from the idea that it is critical to outline the reasons that determine innovations. We believe that they emerge as necessary changes in a traditional educational paradigm and the model of the educational system. Of much importance is the understanding of the goals and the prospects of innovative educational processes. Therefore, we describe the goals, methods and means of modern educational innovation policy. Our major finding is that they stem from global economy’s challenges emerging in the conditions of postindustrial society both at global and local levels. Consequently, education, as a unique resource for the development of society, is a subject for transformation of its structure and content. Another important finding is the critical role of innovative education as the major shaper of the relations that will determine the future of our civilization. This future depends on the personality that originates from the new educational system.The authors’ conclusions emerge as a combination of empirical facts from the sphere of Russian and foreign educational experiences, and as the provisions of selected educational concepts and strategies.
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Kyrylenko, Svitlana. "Innovative Technologies in Ensuring the Development of a modern Educational Institution." Problems of Education, no. 1(96) (July 16, 2022): 158–69. http://dx.doi.org/10.52256/2710-3986.1-96.2022.10.
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The article presents a theoretical and methodological analysis of pedagogical innovation; the importance of innovative technologies in ensuring the development of a modern educational institution is revealed; features of innovative technologies in the educational process of the educational institution are revealed; the object and subject of pedagogical innovation are defined; the stages of the innovative educational process are characterized.
An analysis of the ideas of innovation in the field of education in modern Ukraine revealed the importance of modern innovative technologies in ensuring the development of educational institutions, generalized approaches to understanding their essence, clarifying the essential features of educational innovations, and research of the main factors of innovation in education in modern Ukraine.
It is determined that pedagogical innovation reveals the deep processes of creation, development, and implementation of new in education, which is characterized by features associated with the participants in this process, the subjects of developmental interaction
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An, Le. "Separation and Integration of Music Education and Innovation and Entrepreneurship Education." International Journal of Education and Humanities 4, no. 3 (September 27, 2022): 192–96. http://dx.doi.org/10.54097/ijeh.v4i3.1805.
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Innovation and entrepreneurship education is a new educational model and new idea centered on the guidance of college students' innovative thinking, the training of innovative consciousness, the cultivation of entrepreneurial spirit and entrepreneurial ability. With the development of economy and society, especially the proposal of the strategy of building an innovative country in 2020, it is not only required to cultivate talents with innovative consciousness, spirit and entrepreneurial ability while mastering music professional skills, but also with the ability to achieve innovative self-development from work or the ability to realize self-entrepreneurship. The integration of music professional education and innovation and entrepreneurship education is the final trend in the development process of music education and the embodiment of higher education to achieve educational goals in the new period. This paper analyzes the separation and integration of music professional education and innovation and entrepreneurship education to help solve the confusion of students' employment, improve students' music professional ability, clarify their employment goals, and provide reference for the integration of professional education and innovation and entrepreneurship education in colleges and universities.
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Arpentieva, M. R., K. M. Gaidar, and L. A. Kunakovskaya. "The innovation stress in education." Professional education in the modern world 10, no. 4 (January 30, 2021): 4331–46. http://dx.doi.org/10.20913/2618-7515-2020-4-17.
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This article focuses on the stress of innovation in higher and secondary education. The authors discuss the concept of stress of innovation. The stress of innovation in educational institutions is the stress that occurs in the process and as a result of introducing innovations in education. Iinnovations for students and teachers are situations evoked stress and post-stress disorders (didactogeny in forms of pediogeny, mathetogeny and eductogeny). Innovation also acts as a way to overcome such stresses, problems, and development crises. These violations and attempts to transform them concern the transformations and deformations of personal, interpersonal, and organizational levels. It is important to note the relationship between causes and consequences, as well as the manifestations of stress of teachers and students at the personal, interactive, educational and organizational levels. The main study objectives are to find out how the stress of innovation in education affects the professional and academic success of teachers and students; and what way it relates to their satisfaction with themselves, their health and life in general. The main research method is a theoretical analysis of problems of the stress of innovation among students and teachers in higher education. At the same time, many conclusions were generalized and extended to secondary education and education in general. The obtained results made it possible to conclude that pupils (students) and teachers need both training in productive and effective methods of preventing and correcting the stress of innovation in situations of organizational and didactic development or, conversely, stagnation, in the context of reforms and other changes, and ideas about possibilities, limitations, mechanisms and directions of development in crisis and stress periods. Crisis and stress states of the child or adult psyche are conditions, which forming and fasten the risk of deviant behavior, developmental disorders, diseases and injuries, etc. These changes become more pronounced in cases, when under conditions of training and education, work and leisure existing and changing relationships in the process of innovation and other changes are not taken into account. All productive and effective innovations in education are connected by an idea – the creation of conditions under which the development of a man as a person, partner and student/professional is inevitable, and not just stated or impossible. While developing an integrative model to prevent and overcome the stress of innovation for students and teachers (in case of mathetogeny, pediogeny and eductogeny), it is important to set and solve the tasks of stress prevention and correction in the process of developing education subjects in different contexts: educational, professional, personal and interactive development ones. Preventing and correcting education in innovative education (and the stress from innovation) is associated with the prevention and correction of pediogeneias (harm caused by the wrong, destructive and pathological attitude of teachers to students), mathetogenias (harm caused by the wrong, destructive and pathological attitude of students to teachers), and eductogenias (harm associated with the deformation of organizational conditions and forms of training and education). A component of this work is psychological (psychotherapeutic) assistance to the education subjects (in the form of one-time consultations and trainings, coaching and systematic support). Such assistance, even in the form of one-time consultations, should nevertheless be aimed at systematic, integrative prevention and correction of stresses in education, including the stresses of innovation.
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Romanovskyi, Oleksandr, Yuliia Romanovska, and Oleksandra Romanovska. "ACADEMIC CAPITALISM AS A DRIVER OF TRANSFORMATIONAL CHANGE IN THE COMPLEX SYSTEM OF HIGHER EDUCATION AND SCIENCE." Baltic Journal of Economic Studies 7, no. 4 (September 27, 2021): 165–75. http://dx.doi.org/10.30525/2256-0742/2021-7-4-165-175.
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The purpose of the work is to study the complex essence of higher education as an integral part of the anthroposphere (technosphere); to define the main fundamental tasks of innovative academic (university) entrepreneurship; to study the main types of innovations initiated by academic capitalism in the higher education system, which can lead to innovative changes and its classification; to determine the main objects of innovation activity in the field of higher education and science and expedient directions of further innovative development of higher education in Ukraine; to study the types of innovations in the higher education system. Innovative transformations in the sphere of higher education and science are considered by the authors as objectively conditioned transformational changes caused by the environment of academic capitalism. The core of the study is academic or university entrepreneurship based on the market relations spread by academic capitalism in the sphere of scientific and educational activities of universities, research institutes and other institutions and organizations of this field. An important basis of scientific work is the application to national conditions of the Triple helix model of innovation of N. Etzkowitz on the innovative development of society. Scientific novelty consists of the following: the world experience of innovative transformations in the sphere of higher education and science occurring under conditions of academic capitalism is studied; theoretical data for new approaches in understanding of innovative transformations in the sphere of higher education and science which are economic categories and occur under market laws are formulated and offered; new approaches for further innovative reformation of higher education and science under conditions of academic capitalism are offered. A new scientific term of “innovatics of higher education” has been put into circulation. Provisions on the uniqueness of the essence of higher education, the main fundamental tasks of innovative academic (university) entrepreneurship, the types of innovations initiated by academic capitalism in higher education that can lead to innovative changes, and their classification of both theoretical and practical importance for the development of domestic science and higher education are proposed. The main objects of innovative activity in the sphere of higher education and science, the corresponding directions of further innovative development of higher education in Ukraine, as well as the types of innovations in higher education that can lead to innovative changes are also defined.
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Major, Jae, Sandi Lynne Tait-McCutcheon, Robin Averill, Amanda Gilbert, Bernadette Knewstubb, Anita Mortlock, and Liz Jones. "Pedagogical Innovation in Higher Education." International Journal of Innovative Teaching and Learning in Higher Education 1, no. 3 (July 2020): 1–18. http://dx.doi.org/10.4018/ijitlhe.2020070101.
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Quality teaching in higher education (HE) is gaining increasing international attention and pedagogical innovation is seen as an important construct of quality teaching. The drivers for pedagogical innovation include the need for 21st century skills and understandings, student demographics and empowerment, technological advances, and a turn to teaching in HE. Defining innovative pedagogies is a recurring challenge in the literature and a key focus of this article. Using an investigation into innovative approaches to teaching and learning at one New Zealand university, prevailing themes of newness, benefit, and student outcomes are discussed to develop a working definition. What is missing from the discourses and definitions is specific consideration of the influence of context on what counts as pedagogical innovation. In light of this, the authors offer an emergent definition of pedagogical innovation in higher education.
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Schröder, Antonius, and Daniel Krüger. "Social Innovation as a Driver for New Educational Practices: Modernising, Repairing and Transforming the Education System." Sustainability 11, no. 4 (February 18, 2019): 1070. http://dx.doi.org/10.3390/su11041070.
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Based on the results of the EU funded Social Innovation – Driving Force of Social Change (SI-DRIVE) project the major challenges and needs of education and lifelong learning worldwide are revealed, focusing on solutions via new educational practices delivered by social innovations and embedding civil society. Against this background, a more learner-oriented approach instead of institutional improvements is presented. Based on the results of SI-DRIVE’s global mapping of more than 200 innovative education initiatives and 18 in-depth case studies, the article spotlights the relevant settings and success factors of social innovations in education, leading to a system related typology of social innovation. New ways of repairing, modernising and transforming education as well as separated approaches are illustrated showing the underdeveloped, unexploited and unrecognised potential of this kind of innovation. For setting up a more innovation friendly environment, it is particularly important to realise a paradigm shift towards a learner perspective and rationality. More leeway and new governance structures for integrating and fostering social innovations and unfolding the potential of all societal sectors for enhancing education are necessary. This especially includes a more active and new role of universities in enabling, exchanging, moderating and researching social innovation.
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Пилипенко, П., P. Pilipenko, Г. Тимошенко, and G. Timoshenko. "Modern Trends in the Introduction and Promotion of Innovations in Russian Universities." Scientific Research and Development. Economics of the Firm 8, no. 4 (December 2, 2019): 33–43. http://dx.doi.org/10.12737/2306-627x-2019-31-42.
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The article describes the category of "innovation in education", its role in the national economy, the main types of innovation in Russian universities. The analysis of the features of the current stage of innovative development of higher education is carried out. The modern trends of introduction and promotion of innovations in Russian universities are revealed.
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Argyropoulos, Theodoros, and Ioanna Chronopoulou. "Innovation in nursing practice and education." Health & Research Journal 7, no. 2 (April 13, 2021): 58. http://dx.doi.org/10.12681/healthresj.26788.
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AbstractBackground: Innovation is defined as "the applied use of knowledge for the production and provision of new or substantially improved products, processes or services that find direct productive, utilitarian or commercial application. Innovations in healthcare fall under the broader umbrella of social innovations.Aim: The presentation of innovation in the field of nursing science and the promotion of its beneficial role in the development of nursing practice and in the improvement of the care provided.Material and method: A literature review was conducted in online databases (Google Scholar, PubMed) with appropriate indexing words. Articles published in Greek or English language were sought, in reputable journals with a publication date after 2000.Results: In nursing, as in science and art, there are both elements of product innovations and elements of process-related innovations. Innovation in nursing science is widespread with the direct effect of improving nursing practice, patient experiences and providing care.Conclusions: By proposing and implementing innovations in nursing science, important results are achieved such as modern concepts, new knowledge and skills, scientific recognition of nurses, the formation of a different work culture as well as higher incomes. The nurse leader forms a working culture of innovations, encourages nurses in continuing education, facilitates the development of innovations and actively participates.
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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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Romanovskyi, Oleksandr, Yuliia Romanovska, and Oleksandra Romanovska. "THE IMPACT OF ACADEMIC CAPITALISM ON THE FORMATION OF INNOVATION POLICIES IN HIGHER EDUCATION AND SCIENCE." Baltic Journal of Economic Studies 7, no. 5 (December 27, 2021): 169–83. http://dx.doi.org/10.30525/2256-0742/2021-7-5-169-183.
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Innovation policy in the field of higher education and science is one of the main components of the state socio-economic policy of social development and is aimed at creating favorable conditions for the market launch of new ideas created in this sphere. The purpose of the study is to analyze the decisive influence of academic capitalism on the formation of innovation policy in higher education and science, contributing to the creation of an innovative environment for transformational change in this sphere. The methodology of the research is based on an objective standardized approach to the analysis of factual data on the development and implementation of innovation policy in higher education systems and leading universities of the world, the latest published results of experiments, materials of scientific literature on innovation policy and innovation management. Research results. The main directions of innovation policy of entrepreneurial university and innovation relations in the sphere of higher education and science are investigated. It is shown that innovative transformations in the sphere of higher education and science, as a rule, take place within the framework of the innovative policy determined by the leaders of this sphere. It is noted that innovation policy in higher education is a link between the policy of research and scientific (scientific and technical) activities, search and dissemination of knowledge, education and training of qualified specialists in the field of technological development, industrial policy and environmental policy. The authors studied the following: the types of activities promoted by innovation in higher education and innovative environment of this activity; the main directions and main components of innovative policy of entrepreneurial university; innovative relations in higher education and science; innovative environment; the importance of having the necessary competencies, their formation and development; internal and external sources of competencies for universities, etc. Practical implications. The authors suggest that innovation policy in higher education is a link between the policy of research and scientific (scientific and technical) activities; search and dissemination of knowledge; education and training of qualified specialists – on the one hand, and technological development; industrial policy and environmental policy – on the other. This can be used in the creation of the theory and practice of innovation policy development in higher education. The article as a whole is devoted to the further development of the theoretical foundations of higher education innovatics.
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Maghfiroh, Laila, Nanik Setyowati, and Tina Zulfa Suryani. "Al-Ibtikārāt fi Istikhdām Wasāil Ta’līmiyyah al-Lugah al-‘Arabiyyah Litaḥsīn al-Mahārāt al-Lugawiyyah fi 'Aṣri al-Wabā' Covid-2019." Aphorisme: Journal of Arabic Language, Literature, and Education 2, no. 1 (February 10, 2021): 23–32. http://dx.doi.org/10.37680/aphorisme.v2i1.669.
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This research is about innovations in using Arabic language learning media to improve Arabic language skills in the sixth semester of the Islamic elementary school, Arrisalah Slahung- Ponorogo 2019-2020. In this paper, we talk about the process of teaching the Arabic language, its innovations and the benefits of its innovation in the VIB class. In the sixth semester, we need innovation, education, the Arabic language, so that students do not feel afraid to study the Arabic language. By creating this, teaching Arabic is fun and joyful and students do not feel afraid to learn Arabic.
This research is qualitative , the researcher obtained data from observation, interview, and documentation in the Islamic Primary School of arrisalah. Innovation from the Latin language, innovation means renewal and change. Innovation is the idea, event, and method as something new to a community of people. Education innovation is an innovation in education or innovation to improve problems in education. So, educational innovation is the idea, method, and new state of a person or community, either discovery or interference, which is used to achieve the goals of education or to improve the problems of national education.
By innovating education in the sixth semester, students' ability increases in the Arabic language lesson better than ever before. And students do not feel afraid when learning Arabic. The Arabic language lesson was fun and enjoyable for the students.
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Lysenko, Iryna, Serhii Stepenko, and Hanna Dyvnych. "Indicators of Regional Innovation Clusters’ Effectiveness in the Higher Education System." Education Sciences 10, no. 9 (September 12, 2020): 245. http://dx.doi.org/10.3390/educsci10090245.
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Under globalization conditions, the main priority of the state education policy in many countries of the world is to ensure higher education quality. This is possible through close and efficient cooperation between the state, higher education institutions, future specialists, employers and innovative structures (clusters). This study focuses on the development of indicators that can comprehensively assess the effectiveness of regional innovation clusters in the higher education system. The main attention is given to the analysis of innovations, business, education development and competitiveness, as indicators of the effectiveness of regional innovation clusters in the higher education system. The following methods have been used within the research: content analysis, statistical, correlation and regression analysis, econometric modeling and the graphical method. As a result of the research, indicators of the effectiveness of regional innovation clusters have been identified and the impact of these indicators on the higher education system has been evaluated. The authors have shown that there is a close relationship between the level of development of regional innovation clusters, indicators of business and innovations development, and the level of competitiveness. The direct impact of those on the higher education system has been established and confirmed by the provided calculations.
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Zawadzka-Bartnik, Elżbieta. "MODA, CHWYT REKLAMOWY CZY KONIECZNOŚĆ? – ROZWAŻANIA O ISTOCIE DZIAŁAŃ INNOWACYJNYCH W EDUKACJI." Neofilolog, no. 50/2 (September 13, 2018): 181–95. http://dx.doi.org/10.14746/n.2018.50.2.2.
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The purpose of this paper is to indicate an ambiguous understanding of the notion of innovation in education and misunderstandings connected with it. It also involves a critical analysis of the main sources of difficulty in choosing and executing pedagogical innovations, as well as encourages reflection on and mobilisation for self-preparedness to make changes in the profession. This paper will discuss arguments confirming the necessity of innovative actions in education. Examples of actual innovative actions and ostensible actions/pseudo-innovations will be given, characteristics of innovators and “Pharisees of innovation” will be presented. This paper will also demonstrate the possibilities of organising pedagogical innovations efficiently, and the possible support for innovative teachers, leading to the increase in the efficiency of their actions.
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Magnussen, Rikke. "Game-Like Technology Innovation Education." International Journal of Virtual and Personal Learning Environments 2, no. 2 (April 2011): 30–39. http://dx.doi.org/10.4018/jvple.2011040103.
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This paper examines the methodological challenges and perspectives of designing game-like scenarios for the implementation of innovation processes in school science education. This paper presents a design-based research study of a game-like innovation scenario designed for technology education for Danish public school students aged 13-15. Students play the role of company heads that develop intelligent music technology. This game-like learning environment was designed to develop innovation competencies through the simulation of a practical learning situation. The term “game-like” is used to denote that the scenario should not be considered an educational game, such as the educational computer games used in many schools today. The focus of the design is to include practices and tools from innovative professions and use game principles and elements to create a meaningful frame around the creative and innovative practices.
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Belinova, Natalya Vladimirovna. "Innovation and Education: Technologies and Perspectives." Journal of Advanced Research in Dynamical and Control Systems 12, SP4 (March 31, 2020): 1307–13. http://dx.doi.org/10.5373/jardcs/v12sp4/20201607.
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Ahmad, Muktar, and Salma Shaheen. "Encouraging Creativity and Innovation in Education." Indian Journal of Applied Research 3, no. 2 (October 1, 2011): 114–17. http://dx.doi.org/10.15373/2249555x/feb2013/39.
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Vakaliuk, Tetiana, Inesa Novitska, Igor Verbovsky, Tetiana Rozhnova, and Valerii Kontsedailo. "Management of educational institutions with inclusive education based on innovative technologies." SHS Web of Conferences 104 (2021): 03008. http://dx.doi.org/10.1051/shsconf/202110403008.
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The paper analyzes the theoretical and methodological basis of the organization of management of educational institutions, especially in the organization of management of educational institutions with inclusive education based on innovative technologies. Lack of conceptual and operational-practical aspects of management of educational institutions, which leads to spontaneity in the mechanisms of innovation management, lack of definition of target and value aspects of such changes, necessitates the development of a new model of management of educational institutions that would take into account new trends in inclusive education, provided favorable conditions for innovation, asserted humanistic values as a priority in the development of innovative educational space. The paper presents and scientifically substantiates the model of management of educational institutions with inclusive education based on innovative technologies, as well as key components of the organization of the educational process, which determine the areas of management in educational institutions. The algorithm of the introduction of managerial innovative technologies is offered, and also the innovative technologies which are necessary for the realization of the model of innovative management of educational institutions with inclusive training are systematized and analyzed. Analyzing the results of the experiment, it can be argued that innovative technologies are a necessary condition for successful innovation management. The introduction of innovative educational management requires an analysis of all stages of innovation, from the process of preparation to the introduction of innovations; finding out the direction of pedagogical processes, trends in their development, compliance with goals, identifying potential opportunities for the system.
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Maiorov, Andrey A. "Management of a higher education institution and ways to implement effectively its innovation policy." Economic Consultant 34, no. 2 (June 1, 2021): 42–51. http://dx.doi.org/10.46224/ecoc.2021.2.5.
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Introduction. The utilization of innovation activity mechanisms increases the competitiveness and quality of educational services. The necessity to develop an innovative environment, to intensify the innovative activity of higher education institutions determines the relevance of research in the field of innovative management. The purpose of the article is to identify ways to implement effectively the innovation policy of a higher educational institution. Materials and methods. A theoretical analysis of research materials (data of ratings of technological innovations in education, publications in periodicals, conference proceedings, and analytical materials) was used. Results. The main innovative educational factors and technologies were identified: educational virtual and media technologies, human resource management, balanced scorecard as an innovative technology, bimodal educational systems. Discussion. The main functions of the educational knowledge management system are in solving interrelated problems: in the formation of innovative and self-learning corporate human capital; in social conditions, within which this capital realizes itself in the creation of innovations demanded by the market and other consumers in the form of educational products.
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BOLSHAYA, O. "INNOVATIVE MANAGEMENT IN MODERN EDUCATION." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 22 (November 7, 2018): 31–34. http://dx.doi.org/10.33989/2075-146x.2018.22.184374.
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The article deals with the essence of innovative management and forms of its implementation in the educational process of Ukrainian higher establishments. The implementation of an innovative management in the educational process, which aims at developing educational institutions and the prospects for the education of the region, is substantiated. The peculiarities of traditional and innovative management of educational processes are examined, basic directions of educational management improvement in Ukraine are defined.It is determined that the introduction of innovative management in educational establishments involves the following conditions: socio-pedagogical, implemented through the principles of democratization and humanization of the educational process and management of this process. Creation of all prerequisites for the development of creative potential of teachers, students, members of the administrative apparatus in order to attract them to experimental research activities; Psychological and pedagogical ones, which are based on continuous informing of workers on scientific and pedagogical issues, entry of the institution into innovative infrastructure, institutional provision of the training process and raising the professional level of the subjects of the innovation process, formation of employees of the innovation culture; organizational and pedagogical ones, which are based on the financing of the innovative activity of the institution and the creation of a system of special incentives for the implementation of educational innovations through the establishment of scientific, legal and economic ties with scientific institutions and organizations both within the state and abroad.
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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.
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Kassymova, G. K., G. V. Valeeva, O. P. Stepanova, O. A. Goroshchenova, R. R. Gasanova, A. A. Kulakova, P. V. Menshikov, M. R. Arpentieva, S. K. Dossayeva, and G. V. Garbuzova. "STRESS OF THE INNOVATION AND INNOVATIONS IN EDUCATION." BULLETIN 6, no. 382 (December 15, 2019): 288–300. http://dx.doi.org/10.32014/2019.2518-1467.173.
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Вакулова, Ірина. "EDUCATIONAL INNOVATION AS A SUBJECT OF STUDY BY UKRAINIAN AND FOREIGN SCHOLARS." Educological discourse 35, no. 4 (2021): 118–40. http://dx.doi.org/10.28925/2312-5829.2021.48.
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World globalization processes require changes in all spheres of human life, especially in the education system. Total innovativeness becomes one of the main features of modern specialist's worldview. Therefore, the central project of the modern education is to educate an "innovative person", an individual with a high adaptive and innovative potential, with developed critical and divergent thinking, capable of non-standard solutions and active creative search. At the same time, modernization of education contributes to the emergence of new terminology and requires comprehension of innovative processes in pedagogical theory. Thus, the purpose of the article is to define the essence of the definition " educational innovation" in the studies of Ukrainian and foreign scientists, to find common and specific in the reasoning of researchers on this phenomenon. In addition, the article determines the prerequisites of the innovation process in Ukraine and the need to implement educational innovations in world practice. Summarizing the scientific views on the essence of the educational innovation defined that the research area of educational innovation are: the laws and regularities of all aspects of the educational innovation process, mechanisms of change management states of education and the relationship between past acquired teaching experience and the design of future educational innovation processes; reorganization of the educational process in particular and the impact on the development of the educational system as a whole; the process of updating the relationship of subjects of education in innovative cooperation; preparing young people for future professional innovative activities, etc. In addition, the relevance of the definition of " educational innovation" and the dynamism of the formation of this definition were established; the procedural nature of the essence, the presence of the personal factor of educational innovation and its value as a necessary component of pedagogical and social development were determined And also the article determines the main tasks of educational innovation as a science. It is proved that educational innovation, exercising direct influence on all participants of the innovation process, is a theoretical foundation for effective changes in the educational system in general
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Castro-Spila, Javier. "Social Innovation Excubator." Higher Education, Skills and Work-Based Learning 8, no. 1 (February 12, 2018): 94–107. http://dx.doi.org/10.1108/heswbl-11-2017-0094.
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Purpose The purpose of this paper is to propose a new framework for developing social innovation competencies in social sciences within the agenda of the Relational University. It explores the educational strategy promoted by the Social Innovation Excubator (SIE), an experimental social sciences lab that provides students with a work-based learning scenario focusing on the solution of social problems. Design/methodology/approach This conceptual paper explores a new learning strategy to promote the Relational University. This exploration designs an experimental infrastructure named SIE. This infrastructure promotes the link between work-based learning and social innovation to develop four key competencies: heuristic, epistemic, relational and experimental skills. Findings There is little attention in the literature about work-based learning and social innovation. The conceptual framework provides a program on Social Innovation Capitalization (SIC) in the framework of the SIE. This framework provides a process of four phases to prototype social innovations: exploration, experimentation, exploitation and evaluation as a process to boost social innovation skills. Research limitations/implications The conceptual framework of Relational University is an innovative and integrative model (companies, social organizations, public sector and civil society) that develops a work-based learning strategy through SIE infrastructure. The SIE has a strong implication for social sciences developing an experimental space to explore, exploit and evaluate local social problems. Practical implications The SIE infrastructure and the SIC program promotes a new strategy in social sciences to boost employability (new competencies), entrepreneurship (pilot social organizations) and intra-entrepreneurship (social innovation in organizations). Originality/value This paper proposes a conceptual and empirical framework to develop the Relational University through a new learning strategy linking work-based learning and social innovation. This practical framework covers a lack in the work-based learning perspective opening a new line of research linked to social innovation.
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Oltaev, Shavkat Sobirovich. "Innovative Education Is An Important Factor To Increase The Efficiency Of Economic Education." American Journal of Interdisciplinary Innovations and Research 03, no. 11 (November 13, 2021): 9–13. http://dx.doi.org/10.37547/tajiir/volume03issue11-02.
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This article discusses the importance of innovative education for educational institutions today and the role of innovation. At the same time, it is shown that today they are able to increase the effectiveness of education through the use of innovative education. It is stated that meeting the requirements of today through the use of new innovative technologies in educational institutions imposes a great responsibility on teachers and educators of educational institutions.