European International Journal of Pedagogics

Modern Instructional Technologies in The Digitalization of Chinese Language Education

2026-09-03T07:32:00+00:00

The digitalization of education has transformed the technological, pedagogical, and organizational conditions under which language learning is designed and delivered. Chinese language education is particularly relevant to this transformation because effective learning requires the integration of linguistic knowledge, interactive practice, learner engagement, individualized feedback, and culturally situated communication. This research examines the methodological potential of modern instructional technologies for Chinese language education through a structured qualitative synthesis of the provided literature. The study develops an analytical framework connecting artificial intelligence, intelligent tutoring, learning management systems, educational games, learner personalization, engagement mechanisms, and autonomy-supportive teaching. The analysis indicates that instructional technologies can enhance Chinese language education by enabling adaptive learning pathways, personalized practice, continuous assessment, interactive learning environments, and data-informed pedagogical decisions. However, technological adoption does not automatically produce educational improvement. Its effectiveness depends on pedagogical alignment, learner agency, quality of feedback, teacher involvement, institutional readiness, and ethical governance. The study further identifies a research gap concerning the integration of these technological capabilities into a coherent methodological model specifically adapted to Chinese language education. The proposed framework therefore positions digital instructional technology not as a substitute for teachers but as an infrastructure for more adaptive, interactive, evidence-informed, and learner-centered language instruction.

Development of An Integrated Methodological Model for Teaching Programming Basics in A Digital Learning Environment

2026-09-26T04:11:45+00:00

In this article, an integrated methodological model aimed at increasing the effectiveness of teaching programming basics to higher education students in a digital learning environment was developed and tested in practice. The research utilized an interventional experimental design involving Experimental (n=60) and Control (n=60) groups. The integrated methodological model includes interactive learning platforms, automated code assessment systems, and blended mentoring approaches. Mastery levels and statistical differences were analyzed using Student's t-test and Effect Size (Cohen's d) indicators. The results showed a significant increase in programming competence in the experimental group (p < 0.001, d = 2.80).

Developing Emotional Intelligence in University Leaders: Evidence from A Structured Training Intervention

2026-09-26T04:07:40+00:00

Emotional intelligence has become an increasingly important competence for university leaders who must manage interpersonal relationships, organizational pressure, conflict, staff motivation, and complex decision-making. This study evaluated changes in emotional intelligence following a structured social-psychological training program for higher education leaders in Uzbekistan.

The broader diagnostic study involved 421 university leaders from three higher education institutions. Based on their initial diagnostic profiles, 38 leaders demonstrating comparatively low or moderate levels in selected emotional intelligence components participated in the developmental intervention. The program consisted of ten training sessions integrating emotional awareness, empathy, active listening, emotional self-regulation, stress management, constructive conflict resolution, reflective analysis, role play, case-based activities, and feedback. Emotional intelligence was assessed before and after the intervention using D.V. Lyusin’s EmIn methodology. Paired-samples Student’s t-tests were used to evaluate pre–post changes.

Significant improvements were identified in seven of the ten assessed indicators. Overall emotional intelligence increased from 9.98 to 11.35, representing a 13.7% improvement (t = −3.42, p = .001). Interpersonal emotional intelligence increased by 13.3%, while intrapersonal emotional intelligence improved by 9.4%.

The findings indicate that participation in structured, context-sensitive social-psychological training was associated with meaningful improvements in emotional intelligence among university leaders.

Development and Evaluation of An Artificial Intelligence-Based Methodology for Improving Physics Laboratory Instruction in Internal Affairs Academic Lyceums

2026-09-17T04:53:54+00:00

Artificial Intelligence (AI) is increasingly being integrated into educational processes, creating new opportunities for personalized learning, adaptive support, experimental data processing, formative feedback, and competency-based assessment. This study aimed to develop and evaluate an integrated AI-based methodology for improving physics laboratory instruction in Internal Affairs Academic Lyceums. The study employed a comparative pedagogical design involving 148 students from three Internal Affairs Academic Lyceums located in Namangan, Andijan, and Fergana, including 73 students in the experimental group and 75 students in the control group. The proposed methodology integrated AI-supported diagnostic assessment, pre-laboratory preparation, adaptive experimental guidance, experimental data processing, formative feedback, and competency-based assessment while maintaining students’ direct engagement with physical experimentation. Students’ laboratory learning outcomes were assessed before and after the intervention using three achievement levels: high, medium, and low. The results demonstrated statistically significant changes in achievement distributions within both the experimental group (χ²(2) = 6.53, p = .038) and the control group (χ²(2) = 7.13, p = .028). In the experimental group, the proportion of students at the low achievement level decreased from 39.7% to 20.5%, while the proportion achieving high and medium levels increased from 60.3% to 79.5%. However, the post-intervention comparison between the experimental and control groups did not reveal a statistically significant difference (χ²(2) = 0.142, p = .932). Therefore, the findings do not provide sufficient statistical evidence to establish the superiority of the AI-based methodology over conventional laboratory instruction. Nevertheless, the observed positive changes indicate the pedagogical potential of systematic AI integration in physics laboratory activities. The study suggests that AI is most effective when used as a methodological support mechanism that complements physical experimentation, teacher guidance, students’ independent reasoning, and critical evaluation of experimental evidence.

Exploring the Impact of Design Thinking-Based Digital Storytelling Activities on Transformative Learning Among University Students

2026-09-11T04:39:24+00:00

Higher education institutions nowadays trying to adapt in a way to pedagogical approaches which demands creativity, critical reflection, collaboration and and student engagement. In this context, the design thinking and digital storytelling have emerged as to promising educational approaches that can support student centred learning and innovation, while design thinking Was emerged as a promising a framework for creativity, empathy. And problem solving. Originally some fields of design thinking fosters educational context as it encourages learners to identify problems, generate ideas As integrating student centred transformative learning practises into higher education.

From Reflection to Practice: The Impact of Pedagogical Coaching on Pre-Service Primary Teachers’ Professional Competence

2026-09-26T04:09:44+00:00

The professional preparation of primary school teachers requires not only pedagogical knowledge but also reflective thinking, professional autonomy, and the ability to make independent instructional decisions. Pedagogical coaching offers a promising approach to developing these competencies through goal setting, reflective dialogue, practice, and feedback.

This study examined the effectiveness of a pedagogical coaching-based methodology for developing the professional competence of pre-service primary school teachers. A multi-site pretest–posttest study was conducted at three pedagogical higher education institutions in Uzbekistan with 474 students, including 235 participants in the experimental groups and 239 in the control groups. The intervention integrated the GROW model, SMART goal setting, reflective coaching, microteaching, peer coaching, and constructive feedback. Professional competence was assessed according to motivational-value, reflective-analytical, and practice-oriented criteria.

Following the intervention, the proportion of students demonstrating a high level of professional competence in the experimental group increased from 11.1% to 24.3%, while the low-level proportion decreased from 59.6% to 32.3%. Statistical analysis confirmed a significant posttest difference between the experimental and control groups (t = 5.71, p < .001).

The findings indicate that pedagogical coaching can effectively support the development of professional competence among pre-service primary school teachers.

Developing Students' Text Analysis Skills in Organizing Literature Lessons

2026-09-24T11:04:20+00:00

This article presents methods for organizing literature lessons that help students gain a deep understanding of texts, develop their aesthetic and moral views, and build skills in observing and analyzing literary processes. Text analysis constitutes the core content of literature lessons, through which students learn about a text's content, style, and genre, and, most importantly, how the author's viewpoint is shaped.

Organizing Problem-Based Learning Using Artificial Intelligence Tools and Developing Students’ Critical Thinking

2026-09-17T04:31:20+00:00

The article analyzes the pedagogical possibilities of organizing problem-based learning through the use of artificial intelligence tools and developing students’ critical thinking skills. It examines the didactic possibilities of using artificial intelligence technologies in the modern digital educational environment, including their role in creating problem situations, identifying problems, formulating questions, searching for and analyzing information, comparing different viewpoints, and drawing well-founded conclusions. The study develops a methodological model based on the integration of problem-based learning, critical thinking, and artificial intelligence. In this model, artificial intelligence is considered not as a source of ready-made knowledge, but as a pedagogical tool that facilitates students’ independent thinking and problem-solving activities.