<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092024000100131</article-id>
<article-id pub-id-type="doi">10.5212/praxeduc.v.19.22668.046</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Educational implications of incorporating contemporary interactive techniques into the curriculum]]></article-title>
<article-title xml:lang="pt"><![CDATA[Implicações educacionais da incorporação de técnicas interativas contemporâneas no currículo]]></article-title>
<article-title xml:lang="es"><![CDATA[Implicaciones educativas de la incorporación de técnicas interactivas contemporáneas al currículo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Seifullina]]></surname>
<given-names><![CDATA[Bayan S.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Shokybayev]]></surname>
<given-names><![CDATA[Zhenis A.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Abai Kazakh National Pedagogical University Department of Chemistry ]]></institution>
<addr-line><![CDATA[Almaty ]]></addr-line>
<country>Republic of Kazakhstan</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Abai Kazakh National Pedagogical University Department of Chemistry ]]></institution>
<addr-line><![CDATA[Almaty ]]></addr-line>
<country>Republic of Kazakhstan</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>19</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092024000100131&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092024000100131&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092024000100131&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Analysing methods for integrating modern interactive techniques into university curricula is necessary due to the growing digitalization of education. The research seeks to assess the effectiveness of current interactive teaching methods, explore their potential integration with traditional approaches, and examine their influence on student learning outcomes. The study employs analytical, systematic, statistical, comparative, synthesis, and deduction methods to demonstrate that interactive methods can be categorised and evaluated in relation to other pedagogical techniques. The integration of interactive and conventional methods has been demonstrated to improve student achievement. The paper emphasises the necessity of incorporating interactive methodologies in addition to lectures for English-taught inorganic chemistry courses. A survey of 16 university instructors indicates that the most frequently employed interactive approaches are situational methods (88%), discussion methods (63%), and experimental methods (75%), often used in combination. Interactive learning is defined in the paper as the process of promoting two-way communication between instructors and students in order to enhance engagement and expedite the acquisition of knowledge. The use of the English language provides benefits such as the ability to access primary scientific literature and the development of skills necessary for international professional opportunities. The obtained results have practical significance as they can be utilised to create methodological materials and provide recommendations for teachers in higher educational institutions, colleges, or specialised schools that teach inorganic chemistry in English.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Es necesario analizar métodos para integrar técnicas interactivas modernas en los planes de estudio universitarios debido a la creciente digitalización de la educación. La investigación busca evaluar la efectividad de los métodos de enseñanza interactivos actuales, explorar su posible integración con enfoques tradicionales y examinar su influencia en los resultados del aprendizaje de los estudiantes. El estudio emplea métodos analíticos, sistemáticos, estadísticos, comparativos, de síntesis y deducción para demostrar que los métodos interactivos pueden categorizarse y evaluarse en relación con otras técnicas pedagógicas. Se ha demostrado que la integración de métodos interactivos y convencionales mejora el rendimiento de los estudiantes. El artículo enfatiza la necesidad de incorporar metodologías interactivas además de conferencias para cursos de química inorgánica impartidos en inglés. Una encuesta realizada a 16 profesores universitarios indica que los enfoques interactivos empleados con mayor frecuencia son los métodos situacionales (88%), los métodos de discusión (63%) y los métodos experimentales (75%), a menudo utilizados en combinación. El aprendizaje interactivo se define en el artículo como el proceso de promover la comunicación bidireccional entre profesores y estudiantes para mejorar el compromiso y acelerar la adquisición de conocimientos. El uso del idioma inglés brinda beneficios como la capacidad de acceder a literatura científica primaria y el desarrollo de habilidades necesarias para oportunidades profesionales internacionales. Los resultados obtenidos tienen importancia práctica ya que pueden utilizarse para crear materiales metodológicos y proporcionar recomendaciones para profesores de instituciones de educación superior, colegios o escuelas especializadas que enseñan química inorgánica en inglés.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A análise de métodos para integrar técnicas interativas modernas nos currículos universitários é necessária devido à crescente digitalização da educação. A investigação procura avaliar a eficácia dos actuais métodos de ensino interativos, explorar a sua potencial integração com abordagens tradicionais e examinar a sua influência nos resultados de aprendizagem dos alunos. O estudo emprega métodos analíticos, sistemáticos, estatísticos, comparativos, de síntese e dedução para demonstrar que os métodos interativos podem ser categorizados e avaliados em relação a outras técnicas pedagógicas. Foi demonstrado que a integração de métodos interativos e convencionais melhora o desempenho dos alunos. O artigo enfatiza a necessidade de incorporar metodologias interativas além de palestras para cursos de química inorgânica ministrados em inglês. Uma pesquisa com 16 professores universitários indica que as abordagens interativas mais frequentemente utilizadas são métodos situacionais (88%), métodos de discussão (63%) e métodos experimentais (75%), muitas vezes usados em combinação. A aprendizagem interativa é definida no artigo como o processo de promoção da comunicação bidirecional entre instrutores e alunos, a fim de aumentar o envolvimento e agilizar a aquisição de conhecimento. O uso da língua inglesa proporciona benefícios como a possibilidade de acesso à literatura científica primária e o desenvolvimento de competências necessárias para oportunidades profissionais internacionais. Os resultados obtidos têm significado prático, pois podem ser utilizados para criar materiais metodológicos e fornecer recomendações para professores de instituições de ensino superior, faculdades ou escolas especializadas que ensinam química inorgânica em inglês.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Digitalization]]></kwd>
<kwd lng="en"><![CDATA[Educational process]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical approaches]]></kwd>
<kwd lng="en"><![CDATA[Exact sciences]]></kwd>
<kwd lng="en"><![CDATA[Higher education seekers]]></kwd>
<kwd lng="es"><![CDATA[Digitalización]]></kwd>
<kwd lng="es"><![CDATA[Proceso educativo]]></kwd>
<kwd lng="es"><![CDATA[Enfoques pedagógicos]]></kwd>
<kwd lng="es"><![CDATA[Ciencias exactas]]></kwd>
<kwd lng="es"><![CDATA[Candidatos à Educación Superior]]></kwd>
<kwd lng="pt"><![CDATA[Digitalização]]></kwd>
<kwd lng="pt"><![CDATA[Processo educativo]]></kwd>
<kwd lng="pt"><![CDATA[Abordagens pedagógicas]]></kwd>
<kwd lng="pt"><![CDATA[Ciências exatas]]></kwd>
<kwd lng="pt"><![CDATA[Candidatos ao Ensino superior]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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