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Title | Cultivation of the Skills of Design Thinking via the Project-Based Method as a Component of the Dual Model of Learning |
Authors |
Lebid, Andrii Yevheniiovych
![]() Shevchenko, N.A. |
ORCID |
http://orcid.org/0000-0001-9100-0273 |
Keywords |
design thinking innovation-focused pedagogy project-based method dual model of learning дизайнерське мислення педагогіка орієнтована на інновації проєктний метод |
Type | Article |
Date of Issue | 2020 |
URI | https://essuir.sumdu.edu.ua/handle/123456789/82240 |
Publisher | Academic Publishing House Researcher s.r.o. |
License | Creative Commons Attribution - NonCommercial - ShareAlike 4.0 International |
Citation | Аndrii E. Lebid, Natal'ya A. Shevchenko. Cultivation of the Skills of Design Thinking via the Project-Based Method as a Component of the Dual Model of Learning. European Journal of Contemporary Education, 2020, 9(3): 572-583. |
Abstract |
This paper outlines some of the key changes to cultivating relevant capabilities, skills, and
competencies that are expected of university graduates today. Transformation processes in this
area are calling for the creation of a relevant system of workforce education and training, with a
focus on optimizing the conditions for combining work and training. This issue could be resolved
via a set of activities on developing special models of mutually beneficial relationships between
educational institutions, employers, and stakeholders. Such activities will be aimed at ensuring the
practical preparation of education seekers for independent professional activity and their social
adaptation in work teams, proper regulatory-legal and organizational support, the conduct of
testing, the conduct of research, the fine-tuning of such models, and the development of
recommendations on the use of such models on a wider scale.
The dual model of learning, currently regarded by many as quite successful, combines
effective innovative techniques and methodologies, including those founded on the project-based
method. Through the example of the experience of several Ukrainian universities, specifically Sumy
State University, with respect to the conduct of project-based activity, the authors describe the role
of this type of activity in fostering the skills of design thinking with a focus on streamlining the
experience of engaging in project-based and research activity.
The authors’ calculations using the Pearson correlation coefficient and the F-test helped
establish that how many projects will be undertaken does not directly depend on the number of
project groups. |
Appears in Collections: |
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