Retraction of published article due to the author's proposal, Vol. 10, pp. 236-250

The editorial board of CTE Workshop Proceedings, announces the formal Retraction of the following article: Zagorodnyuk, S.P., Sus, B.B., Bauzha, O.S. and Maliarenko, V.M., 2023. Organizing the synchronous remote labworks in institutions of technical engineering education. CTE Workshop Proceedings, 10, pp.236–250. Available from: https://doi.org/10.55056/cte.55

Strategic leadership for responsible artificial intelligence adoption in higher education

Artificial intelligence (AI) has the potential to transform higher education through its potential to improve learning, research, and leadership in colleges and universities. This study aims to identify key themes, challenges, and recommendations related to AI implementation in higher education and leadership. A literature review was supported by 2 LLMs. The results show that AI is being used to personalize teaching, provide formative feedback, identify at-risk students, accelerate research discovery, streamline administrative processes through chatbots, and optimize resource utilization. However, the findings also highlight significant technical, ethical, cultural and resource challenges that institutions must overcome in order to successfully harness AI's enormous potential while mitigating risks. Empowering management through knowledge, funding, and support structures that promote good governance and responsible AI adoption is fundamental to successfully harnessing the enormous but still largely untapped potential of AI

Developing the personal readiness of vocational school heads for management in the digital education space through distance postgraduate education

This paper examines the personal readiness of vocational school heads for management in the context of the digitalisation of education. An empirical study revealed insufficient leadership qualities like entrepreneurship, self-efficacy, focus and communication among vocational school heads. A training program was developed to improve these competencies through distance postgraduate education. The program consisted of two modules delivered online over 30 hours. It utilised interactive methods like group discussions, role-playing, case studies and individual assignments. The program's effectiveness was evaluated through a pre/post-test design with experimental and control groups. Results showed statistically significant improvement in personal readiness components like entrepreneurship and focus on business in the experimental group compared to the control. The study demonstrates the potential of distance postgraduate programs to develop the leadership competencies needed to manage vocational schools effectively in the digital era

Monitoring the psychological component of higher education quality using ICT tools

This study examines the use of information and communication technologies (ICT) to monitor the psychological component of higher education quality. A literature review covers the concepts of higher education quality and its monitoring, the psychological factors involved, and the potential of ICT tools, including Google services. The study details a monitoring procedure using Google Forms to assess indicators like relationships between participants, satisfaction levels, and organisational climate. The computer program “Personnel – Ψ” is also presented as a tool for comprehensive psychological diagnostics of teachers. The advantages of using ICT tools for efficient data collection, analysis and management are discussed. The results demonstrate the feasibility and effectiveness of using ICT to improve monitoring of the psychological aspects of educational quality and make evidence-based decisions to enhance the educational environment. The use of user-friendly tools like Google Forms facilitates regular assessment of quality indicators and aids institutions in ensuring participant satisfaction and optimal conditions for learning and growth

Teachers' pedagogical attitude on using digital lesson contents in teaching and learning in Zanzibar secondary schools

Digital curricula have been emphasized to improve the quality of education at all levels of education. Implementing a new curriculum depends on teachers' attitudes to integrate it during teaching and learning. This study investigated the attitudes of teachers and factors that affect them towards using digital lesson content in Zanzibar, the case of Wete District. One hundred fifty-four secondary school teachers responded to the questionnaire. The SPSS version 25 was used to run the Chi-squared test and descriptive statistics to analyse the data. The overall attitude was calculated by finding the questions' mean value per Likert level. The study found that teachers’ pedagogical attitude is positive, but implementing digital lesson content in Zanzibar is still challenging. It was also observed that the attitude was significantly associated with gender (p=0.0084), whereby female respondents had higher positive attitudes (68.82%) compared to male respondents (47.44%). The paper concludes that most teachers have a positive attitude towards using digital lesson content in teaching in secondary schools. However, they lack enough relevant digital resources that support digital lesson content. Based on that, policymakers, curriculum developers, and other education stakeholders should take serious action to improve the quality of education practice in Zanzibar. Therefore, this paper recommends that the availability of digital lesson content and in-service training may encourage teachers’ pedagogical attitude to integrate digital materials into their everyday teaching process

Developing digital competence of teachers in postgraduate education using Google Workspace for Education

Digital competence is a key skill for teachers in the era of distance education. However, developing digital competence requires appropriate forms and training methods that utilise the available technologies and tools. In this article, we explore how Google Workspace for Education, a cloud service that offers various digital education tools, can foster digital competence among teachers in postgraduate education. We draw on our experience organising and conducting distance learning courses for university teachers at the Department of Open Educational Systems and Information and Communication Technologies of the Institute of Postgraduate Education. We present the theoretical background of competence, digital competence, and distance education and the educational opportunities that Google Workspace for Education provides. Using Google Classroom as the main platform, we describe the effective ways of developing digital competence in distance learning. We analyse the participants' learning outcomes and the benefits of collaborative learning. We also report the results of our research on developing teachers' digital competence based on selected criteria and indicators. We highlight the promising trends and challenges in developing teachers' digital competence in distance education

Digital transformation of the thesis preparation and defence: case of Zhytomyr Polytechnic State University

The situation in which Ukraine has found itself since February 2022 has also contributed to the development of digitalisation of all processes in higher education. Thus, higher education institutions have forms of control such as course design, diploma design, various practices, etc. In this context, the issue of digitalising the process of diploma design is the most relevant since explanatory notes to qualification works must be kept at the university upon graduation and go through several stages to be admitted to defence. The article presents the experience of the Zhytomyr Polytechnic State University in digitalising the process of diploma design. The procedure of preparing and defending a qualification work with a detailed description of each step is presented. The article discusses the peculiarities of implementing an electronic digital signature in the Zhytomyr Polytechnic Porta

Empirical comparison of clustering and classification methods for detecting Internet addiction

Machine learning methods for clustering and classification are widely used in various domains. However, their performance and applicability may depend on the characteristics of the data and the problem. In this paper, we present an empirical comparison of several clustering and classification methods using WEKA, a free software for machine learning. We apply these methods to the data collected from surveys of students from different majors, aiming to detect the signs of Internet addiction (IA), a behavioural disorder caused by excessive Internet use. We use Expectation Maximization, Farthest First and K-Means for clustering, and AdaBoost, Bagging, Random Forest and Vote for classification. We evaluate the methods based on their accuracy, complexity and interpretability. We also describe the models developed by these methods and discuss their implications for identifying the respondents with IA symptoms and risk groups. The results show that these methods can be effectively used for clustering and classifying IA-related data. However, they have different strengths and limitations when choosing the best method for a specific task

Using Arduino to develop research competencies of students in school physics education

Arduino is a popular hardware and software platform that enables the development of various engineering projects, especially in physics and computer science. Arduino can be used as a powerful tool to foster the research competencies of secondary and high school students and stimulate their interest and creativity in science and technology. In this paper, we present some examples of research projects that involve using Arduino in the context of school physics education. These projects include designing and implementing measuring devices and installations for studying physical phenomena, such as uniformly accelerated motion, free fall, pendulum motion, etc. We also show how Arduino can improve existing projects and create new ones based on the students’ engineering ideas. We demonstrate the results of the experiments conducted by the students using their Arduino-based devices and discuss the benefits and challenges of using Arduino in school physics education

Open distance education for teachers in Ukraine: the case of the Ukrainian Open University of Postgraduate Education

The Ukrainian Open University of Postgraduate Education (UOUPE) is a self-governing educational institution that aims to provide distance education for teachers in the context of the COVID-19 pandemic and the integration of Ukraine into the European educational space. The UOUPE is based on a design-transforming nonlinear paradigm and a reflexive-positional approach, enabling a community of progressive educators who can respond to modern challenges and change their learning and professional practices. The paper presents the interregional cooperation project for teachers' professional development, which the UOUPE implements in collaboration with the Department of Philosophy and Adult Education of the Central Institute of Postgraduate Education of the University of Educational Management. The paper also reports the results of the first diagnostic stage of the project, which involved 120 teachers from different regions of Ukraine