Information and Communication Technologies as a Means of Developing Global Planetary Thinking among Students of Non-Humanitarian Specialties

Natalia V. Maiatina, Halyna V. Salata, Nadiia A. Bachynska, Olena M. Snihur, Halyna V. Haiovych

Abstract


The aim of our work was to investigate the impact of the use of information and communication technologies on the development of global planetary thinking of future specialists of multiply non-humanitarian specialties (by educational areas of training in economics, tourism and programming). The general scientific methods, developed by the authors’ model of testing with open and closed questions, pedagogical experiment, methods of mathematical data processing were applied while conducting the current study. The model of diagnostics allows obtaining such results at the stage of the Control Experiment: a Good and Excellent Level of knowledge generally have about 35% of the respondents (quite low). We have developed training courses for the following subjects: Philosophy, Ecology and Environmental Economics with the use of information and communication technologies. Formative Experiment test allows distinguishing that quite a high level of unsatisfactory perception have about 11%. At the stage of the formative experiment, the positive effect of the course implementation became obvious. Approximately 61% of respondents found out Good and Excellent level of knowledge, Level of unsatisfactory perception decrease almost in twice and was about 6% (quite a low). The results of the of the Control Experiment stage allowed determining that the courses of the fundamental, natural sciences and general economic training are built to give students a strong foundation of basic knowledge in each subject, but without proper development of planetary thinking. We consider experimental testing of other effective innovative learning technologies for the development of planetary thinking among future specialists to be the prospect of further research. In addition, there is a need to conduct comparative studies in order to check initial and after-experiment results of planetary thinking concept as one of the central.

https://doi.org/10.26803/ijlter.20.4.11


Keywords


planetary thinking; noosphere education; information and communication technologies; professional training; non-humanitarian specialties

Full Text:

PDF

References


Albrecht, N. J. (2020). Nature-based mindfulness and the development of the ecological self when teaching in higher education. In O. Ergas & J. K. Ritter (Eds.), Exploring self toward expanding teaching, teacher education and practitioner research (pp. 157-177). Emerald Publishing Limited. https://doi.org/10.1108/S1479-368720200000034010

Azarova, L., Pustovit, T., Radomska, L., & Horchinska, L. (2020). Use of information technologies in studying phraseology in the course of Ukrainian as a foreign language. Advanced Education, 7(16), 39-48.

Balu, A. (2020). Contribution of multimedia technology in education. International journal of multidisciplinary educational research, 9(2), 127.

Bauman, W. A. (2020). Thinking through the Anthropocene: Educating for a planetary community. In B. G. Henning & Z. Walsh (Eds.), Climate change ethics and the non-human world (pp. 90-105). Routledge.

Çaglar, M., & Akçin, O. (2016). The application of information technologies in education. The Anthropologist, 23(1-2), 49-58. https://doi.org/10.1080/09720073.2016.11891923

Danilova, B. C., & Kozhevnikov N. N. (2001). Planetary thinking and its main characteristics. Bulletin of Moscow University. Series 7. Philosophy, 3, 28-39.

Dostovalova, E. V., Prokopenko, A. Y., Strogova, N. A., Borovik, Y. N., & Alpatova, N. S. (2018). Organizing high school students’ independent learning using information and communication technologies. European Proceedings of Social and Behavioural Sciences EpSBS: Conference: EEIA 2018 - International Conference "Education Environment for the Information Age". https://www.futureacademy.org.uk/publication/EpSBS/EEIA2018/

Ellison, R. (2018). Global Leadership and Coaching: Flourishing under intense pressure at work. Routledge.

Erkisheva, Z. S. (2016). Use of information technologies in teaching geometry. Bulletin of the national academy of sciences of the republic of kazakhstan, 2, 157-163.

Fedorenko, E. H., Velychko, V. Y., Stopkin, A. V., & Chorna, A. V. (2019). Informatization of education as a pledge of the existence and development of a modern higher education. Pedagogy of higher and secondary school, 52, 5-21. https://doi.org/10.31812/pedag.v52i0.3773

Goodyear, P., & Ellis, R. A. (2019). Ecological thinking about education strategy in universities. In Barnett R. & Jackson N. (Eds.), Ecologies for Learning and Practice: Emerging Ideas, Sightings, and Possibilities (pp. 97-111). Routledge. https://doi.org/10.4324/9781351020268-7

Gorbunova, N., Osadchaia, І., & Ignatovа, О. (2020). Training of modern specialists based on V.I. Vernadsky’s ideas of noosphere education. SHS Web of Conferences, 87. https://doi.org/10.1051/shsconf/20208700096

Hamidi, F., Meshkat, M., Rezaee, M., & Jafari, M. (2011). Information technology in education. Procedia Computer Science, 3, 369-373. https://doi.org/10.1016/j.procs.2010.12.062

Hwang, G. J. (2020). E-learning and innovative education: Strategies for adding innovation and value to educational research. In K. C. Li, E. Y. M. Tsang, & B. T. M. Wong (Eds.), Innovating Education in Technology-Supported Environments (pp. 109-115). Springer.

Kanivets, T. M. (2012). Fundamentals of pedagogical assessment. Publisher Lysenko.

Kent, R. (2011). Disaster Risk Reduction and changing dimensions and dynamics of future drivers. UNDRR. https://www.undrr.org/publication/disaster-risk-reduction-and-changing-dimensions-and-dynamics-future-drivers

Khairullina, E. R., Makhotkina, L. Y., Svetlakov, A. P., Emelina, E. D., Vyatkina, I. V., Lipatova, I. A., ... & Sorokoumova, E. A. (2019). Noosphere concept implementation in methodology of modern ecologically oriented higher education: Theoretical aspect. Ekoloji, 28(107), 713-720.

Kurochkina, M. S., & Vladlenova, I. V. (2012). The concept of noosphere education. Development of planetary thinking in engineers. Bulletin of NTU "KhPI". Series: Philosophy, 43(949), 33-56.

Luzik, E. V. (2014). The role of the synergetic construct of knowledge in the formation of nonlinear (planetary) thinking in the process of training future specialists of higher educational institutions. Shag. https://shag.com.ua/elevira-luzik-d-p-n-profesor-anjelika-kokaryeva.html

Maslova, N. V. (2016). Noosphere. Noospheric development. Noosphere education. Open Education, 20(2). http://raeneducation.webhost.ru/b-masl3.htm

Maslova, N. V., Antonenko, N. V., & Alekseeva, O. A. (2017). Nature-conforming technologies of education as the basis for the formation of the noospheric consciousness of the individual. Open education, 21(5), 14-21. https://doi.org/10.21686/1818-4243-2017-5-14-21

Mickey, S. (2015). Whole earth thinking and planetary coexistence: Ecological wisdom at the intersection of religion, ecology, and philosophy. Routledge.

Ovchinnikova, A. Z., Abramova, V. V., Solovyeva, T., & Vitkovskaya, I. M. (2020). Implementation of the Model of Noosphere-Aesthetic Education of Primary School Students by Means of Regional Culture. ARPHA Proceedings, 3, 1911-1923. https://doi.org/10.3897/ap.2.e1911

Pearson, K. (1990). On the criterion that a given system of deviations from the probable in the case of a correlated system of variables is such that it can reasonably be assumed to have arisen from random sampling. The London, Edinburgh, and Dublin Philosophical Magazine and Journal of Science, 50, 157–175. https://doi.org/10.1080/14786440009463897

Putra, C. A. (2018). Utilization of multimedia technology for instructional media. Journal of ICT in Education, 5, 1-8.

Reddy, S. L., & Bubonia, J. (2020). Technology in Education: Learning Opportunities for Teachers and Students. Journal of Family & Consumer Sciences, 112(1), 46-50.

Rosa, W. (2017). A call for planetary thinking in theory and knowledge development. Research and Theory for Nursing Practice, 31(2). https://doi.org/10.1891/1541-6577.31.2.93

Savary, L. M. (2007). Teilhard de Chardin, the divine milieu explained: A spirituality for the 21st century. Paulist Press.

Saydullayeva, M., & Alangova, A. (2020). Educational opportunities of information technologies in teaching a foreign language in a non-linguistic university. Student bulletin, 19(12), 53-54.

Sharafutdinova, R. I., Muratova, G. S., & Tursunbaeva, M. T. K. (2020). Concepts of ecological thinking and education and their formation in the minds of students. Biology and integrative medicine, 4, 156-161.

Sishchuk, J. M., Gerasimova, I. G., & Goncharova, M. (2019). Anthropocentric world picture in German and English geological and mining metaphoric terms. In V. Litvinenko (Ed.), Innovation-Based Development of the Mineral Resources Sector: Challenges and Prospects-11th conference of the Russian-German Raw Materials (pp. 555-560). CRC Press.

Terentieva, N., & Yashnik, S. (2017). Formation of Planetary Consciousness and the Noosphere Mentality of the Universities’ Students as a Condition for Sustainable Development. Edukacja-Technika-Informatyka, 8(1), 145-151.

Trubetskova, I. L. (2010). From biosphere to noosphere: Vladimir Vernadsky's theoretical system as a conceptual framework for universal sustainability education. [Doctoral dissertation, University of New Hampshire]. https://scholars.unh.edu/dissertation/612

United Nations. (2015). Transforming our world: The 2030 agenda for sustainable development. https://sdgs.un.org/publications/transforming-our-world-2030-agenda-sustainable-development-17981

Zainuddin, S., Dewantara, D., Mahtari, S., Nur, M., Yuanita, L., & Sunarti, T. (2020). The Correlation of Scientific Knowledge-Science Process Skills and Scientific Creativity in Creative Responsibility Based Learning. International Journal of Instruction, 13(3), 307-316. https://doi.org/10.29333/iji.2020.13321a


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493