Academic literature on the topic 'Innovation. university pedagogy. pedagogical systems'

Introduction. The ongoing geopolitical and socio-economic global changes, undoubtedly, have a strong impact on educational systems in general and on the paradigm of pedagogical education in particular. The ability of educational ecosystems to anticipate possible changes, respond to them in a timely manner, and, ideally, to make these changes manageable, seems to be relevant. Materials and methods. Content analysis of pedagogical literature, source study method, comparative description, binary analysis, linguistic analysis. Results. The analysis of socio-cultural and educational tendencies, as well as the university trends and the actual trends in pedagogical education, let the authors conclude that pedagogical education faces an institutional crisis. Discussion. The post-critical phase of development of the pedagogical university’s institutional identity is represented by a stage of formation and implementation of a new institutional model of pedagogical education – Open Pedagogical Education of the Future (OPEF). The open transregional project-based educational institution trains personnel for constructing a knowledge economy; it is an innovational basic centre for improving pedagogues’ professional mastery, as well as a resource centre for advanced educational projects providing systemic training of innovation agents. Conclusion. The open pedagogical education of the future should become a basis for creating a new manageable educational and pedagogical reality which, in turn, will become a foundation of the new pedagogy.

Introduction. The article provides an overview of the most notable pedagogical innovations (project method, programmed teaching, pedagogy of cooperation), mastered at the scientific level, but not widely used in educational practice. Special attention is paid to the paradigm of contextual education developed by the Academician of the Russian Academy of Education, Head of the Department of Social and Pedagogical Psychology in Sholokhov Moscow State University for the Humanities, A. A. Verbitsky and his scientific school. This paradigm accumulates many effective forms, methods and means, substantiated within the framework of various innovative approaches; however, it finds application only on the experimental sites of individual creative teachers of Russia.The aim of the present publication is to investigate the reasons for the rejection by educational practice to apply pedagogical innovations, conditions and prospects.Methodology and research methods. The author analyses the works of A. A. Verbitsky's scientific school, consistently developing the paradigm of contextual education in monographic and dissertation research, mastering it in the long-term teaching practice of the leading Russian university in the field of intelligent systems in humanities and applied humanities.Results and scientific novelty. The author rejects the widespread opinion about the inhibition of innovations by the conservative pedagogical environment and shows their ideological incompatibility between the centralised management of education and the autocracy of Russian society as a whole. It is proved that the imperative of the perception of pedagogical innovations by education is a change in the social environment.Practical significance. The author's assessments and conclusions create methodological prerequisites for developing a discussion about the mission of pedagogical science and the conditions for its development in modern Russian society. Thus, it could explain why the “didactocentrism”, proclaimed by John Amos Comenius, prevails in Russian education.

We present the results of a comparative pedagogical study, the purpose of which was to identify and characterize the directions of application of the activity approach (as a key methodological basis) implemented in the world educational practice to the organization of the system of lecturer training. The study was conducted using classical methods for comparative pedagogy: comparative, descriptive, inductive-deductive. The considered in the study trends determine the general patterns of designing educational programs for lecturer training in many countries of the world with high quality education. A detailed description of the essential content of the epistemic spaces of the activity approach is given: paradigms, syntagmas and pragmatics, taking into account the specifics of the university training of teachers in Russia, the USA, the Netherlands, Norway, Sweden, Cyprus, Thailand, Malaysia and other countries. As the key guidelines of modern higher pedagogical education from the perspective of the activity approach the following are designated: a target orientation for continuous professional self-improvement, meaning-forming preparation for solving life tasks, personalization of the educational environment of the university, organization of joint network activities. The application of the activity approach correlates with the educational results, which are normatively fixed in the standards. The principles of the system-modular organization of higher pedagogical education are updated. We consider the specific features of the implementation of the conceptual foundations of the activity approach in higher pedagogical education at the present stage of the development of world educational systems. Based on the generalization and systematization of a number of theoretical and empirical scientific and pedagogical studies, it is concluded that it is necessary to preserve the activity basis in the practice of implementing educational programs of higher pedagogical education, with the introduction of innovations that meet the general trends in the functioning of educational systems around the world.

Introduction. The methodological systems of preparation for innovative engineering activity involve the involvement of students in all stages of the innovation cycle, including obtaining an intangible innovative product. However, the inability to obtain in students a material innovative product reduces the effectiveness of the preparation of these systems. The purpose of this study is to create a methodical system for preparing students for innovative research activities based on their involvement in all stages of obtaining a material innovative product using additive technologies. Materials and Methods. For writing the article the authors used the main points of the integrated approach to learning (integration of theoretical and practical training of innovative research activities and interdisciplinary integration of various branches of science (pedagogy, mathematical modeling, 3D modeling, additive technologies, innovation). Results. The methodical system of training students of technical higher education institution has been created and implemented, ensuring their involvement in all stages of the innovation cycle due to the use of rapid prototyping technologies. The effectiveness of technologies is confirmed by the results of the pedagogical experiment. Discussion and Conclusions. The performed researches allowed to create a methodical system for training students of technical universities of innovative research activities based on rapid prototyping technologies. This method significantly improves the effectiveness of training. It ensures the participation of students in all stages of obtaining a material innovative product: during the study of the course, and during classroom sessions. This method was developed and tested for the implementation at National Research Ogarev Mordovia State University. It provides the practical significance of the study considered in the article. Further development of the material presented in the article can be related to the expansion of the infrastructure of the Rapid Pro university center for designing and prototyping and attracting students to manufacturing industrial products.

In response to the scale, complexity, and urgency of the sustainability challenges societies face, there has been both rapid growth in the broad field of sustainability science and technology, as well as sustainability education globally. Yet, demand for sustainability education still far outstrips supply, and the gap between current reality and achieving the goal of intergenerational well-being is widening. There is a need for greater understanding, innovation, and alignment in sustainability education to ensure programs are effective in cultivating agents of change with capabilities pertinent to and commensurate with the nature of the challenge. Through a highly consultative, multi-year process, we used systems design, combining a systems perspective with the iterative design and inquiry process from design thinking, as well as grounded theory to develop a model of a “New Leader”, and an associated curriculum and pedagogy to cultivate these change agents. The resulting Change Leadership for Sustainability Program at Stanford University offers a set of perspectives, frameworks, and tools and a pedagogical approach that prepares students to study and lead change effectively in any social-environmental system, no matter the sector or topic of interest, with an explicit normative goal of intergenerational well-being. After testing and evaluating the Program’s curriculum and pedagogy over the past five years through both master’s and executive programs, we have found that the development of specific competencies is an essential element of sustainability education, yet it is also crucial to focus on cultivating the identity, perspectives, and agency of these New Leaders in order to prepare them for maximum impact.

Digitalization and automation in all sectors of the economy have increased the efficiency and effectiveness of various systems and processes. Online technologies are also widely used in the higher education system. Online learning, e-learning, e-learning tools and digital assessments are not innovations in the full sense of the word, but the widespread use of these technologies took place in mid-2020, due to the COVID-19 pandemic. The using the online format of training by universities and schools in the spring of 2020 was mostly spontaneous and forced, but later, due to the complication of the sanitary and epidemiological situation in the world, as well as in order to improve electronic pedagogical technologies in the field of certification of university students, this technology became the subject of consideration by specialists from different industries and, above all, from the field of pedagogy. The authors made attempts to study the main problems of University students passing exams and tests in an online format in order to avoid them in the future, and also developed ways to improve this technology.

Modernization of domestic education and global diversification of pedagogical education make it relevant to analyze the role and place of the subject ‘Philosophy’ in order to diagnose new goals for teaching this discipline. Based on the methodological innovation of the semiotic approach proposed by I.V. Melik-Gaykazyan, the correspondence between the semantics of universal competencies and the pragmatics of the formation of individual trajectories for the training of future teachers is established. This correspondence captures the navigational role of philosophy, firstly, in the development of basic academic disciplines, and, secondly, in understanding the continuity of their curricula. The implementation of this role will not happen naturally, since the domestic tradition of university philosophy has its own characteristics, which are retrospectively indicated in the article. The retrospection emphasizes the context in which S.I. Gessen formulated his well-known thesis that pedagogy is an applied philosophy. This thesis is of essential importance for determining the role and place of teaching philosophy for the future teacher training, and also remains relevant in the situation of modern diversification of the goals of pedagogical education. The purpose of teaching philosophy is the propaedeutics of the development of special courses devoted to modern theories and the actual practice of education. At the same time, the actual practice of education takes place in social conditions that transform behavioral and ethical norms, therefore, the goals of teaching philosophy in the context of pedagogical education include explaining intellectual traditions and the limits of their effectiveness in order to find ways to solve situational problems generated by modern communication tools and systems. These situational problems are formed under the influence of multiple factors, and therefore, to solve them, it is necessary to understand the essence of transdisciplinarity. The simultaneous multiplicity of communications and the variability of their formats in specifi c psychological and pedagogical conditions make the modern understanding of theessence of the mediatization phenomenon relevant. Modern requirements for education to ensure the training of unique specialists fixes the need for the formation of tolerance, which is a condition for the implementation of inclusive education. The listed principles of modern philosophical anthropology andpost-non-classical methodology – tolerance, mediatization, transdisciplinarity, multidimensionality – coincide with those competencies which formation can be led by the teaching of philosophy.

Relevance. We consider the publication activity on the problem of forming a digital educational ecosystem for university students. The period of appearance of publications on the problem and the dynamics of the publication activity of the scientific community are revealed. Based on the use of Dimensions.ai, Lens.org, Scopus, Web of Science, VOSviewer built charts, bibliometric maps of the publication activity of authors by keywords, activity of countries. The purpose of the study is to show that the digital educational ecosystem is a promising tool for pedagogical communication and contains significant potential for enhancing the research and innovation activities of students. Research methods. To achieve the goals of the study, various methods were used, including the analysis of psychological and pedagogical literature, cluster analysis, generalization and systema-tization of data. Research results. An analysis of the distribution map of publications made it possible to identify the main directions of research on the problem. According to the data, the most significant areas are computer science, business, sociology, knowledge management and the environment. In the period from 2010 to 2019, there has been an active growth in publications on related topics. Pre-sumably, the increase in activity is associated with attempts to understand not so much the essence of the digital educational ecosystem as to understand the concept of a digital educational ecosystem, which was discussed in foreign publications during this period. But the results of the analysis based on these publications may indicate a shift in the focus of research in this area. Perhaps this is due to a change in trends that affect the activity of researchers in this topic. This downward trend may indicate a shift in researchers’ interest to problems related to the pandemic. It is concluded that studies related to “digital educational ecosystems” (digital educational ecosystems) are characterized by fragmentation and fragmentation, which represents the need for a systematic approach and a deeper study of this subject area, which will allow us to analyze and understand the complex interactions and relationships between the various components of these ecosystems. It is substantiated that publications on the research problem in the field of pedagogy are fragmented, and publication activity lags behind the information technology industry, which slows down research in the field of realizing the pedagogical potential of the digital educational ecosystem for university students. Conclusions. The digital educational ecosystem is a promising tool for pedagogical communica-tion and contains significant potential for enhancing the research and innovation activities of stu-dents. But this potential has not yet been realized due to the undeveloped methodological frame-work. A systematic understanding of the methodological basis of the digital educational ecosystem is required.

The purpose of this paper is to discuss the concept of a pedagogical strategy called innovation pedagogy and study how it has been and will be developed. The paper provides a discussion of the changes in innovation pedagogy and, more generally, in higher education, including the changes in educational goals and involving a sustainable future as the priority in all education. The research methodology is based on action research and participatory observation as well as on the experiences of the authors of the development process, which has taken place in a Finnish university of applied sciences during the past 12 years. The study helps to understand how education development takes place gradually and how it can simultaneously respond to the demands of a sustainable future. This paper strengthens the understanding of innovation pedagogy by providing a set of concrete steps to advise how to put innovation pedagogy in practice.
 Keywords: Education development, higher education, innovation pedagogy, sustainable future

ISO Colegío in Paraiba, Brazil, implemented Finnish innovation pedagogy from Turku University of Applied Sciences (TUAS) as a pedagogical strategy in their new primary school in early 2020. The implementation started in class teaching but due to the pandemic, it was transferred online, still using the new pedagogical approaches. Experiences by teachers and pupils have so far been mostly positive. Management has been satisfied with the overall success and plan to continue with innovation pedagogy as a strategy.