Estratégias pedagógicas para mitigar déficits académicos em contextos educativos contemporâneos

Natalia Kosharna; Lada Petryk; Alina Alina; Yuliia Rudnik; Olha Sytnyk

doi:10.22633/rpge.v30iesp1.20895

Authors

Natalia Kosharna Borys Grinchenko Kyiv Metropolitan University https://orcid.org/0000-0003-4841-6219
Lada Petryk Borys Grinchenko Kyiv Metropolitan University https://orcid.org/0000-0001-9936-176X
Alina Alina Borys Grinchenko Kyiv Metropolitan University https://orcid.org/0000-0002-5129-6724
Yuliia Rudnik Borys Grinchenko Kyiv Metropolitan University https://orcid.org/0000-0002-5171-4762
Olha Sytnyk Borys Grinchenko Kyiv Metropolitan University https://orcid.org/0000-0002-0908-0284

DOI:

https://doi.org/10.22633/rpge.v30iesp1.20895

Keywords:

Pedagogical strategies, Teacher training, Higher education institutions, Learning losses, Mitigating learning losses

Abstract

The current educational context is shaped by the need to address learning losses caused by global crises such as pandemics, wars, and economic instability. This study aims to develop and evaluate the effectiveness of pedagogical strategies to overcome learning losses in the face of contemporary challenges. The strategies analyzed include the use of information and communication technologies, the development of resilience, problem-based and interactive learning, the intensification of the educational process, individualized learning trajectories, psychological, pedagogical, and social support, as well as professional development programs for teachers. The study used questionnaires, experimental methods, and comparative analysis of results throughout the stages of the experiment, which began in 2024, with control measurements taken in June and December 2024. The evaluation criteria defined were academic performance, student engagement, psychological well-being, and sustainability of the educational process, with corresponding indicators. Questionnaires for students and teachers were developed according to these criteria. The most effective strategies were identified, and their sustained impact on educational equity and learning efficiency was confirmed.

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Author Biographies

Natalia Kosharna, Borys Grinchenko Kyiv Metropolitan University

Candidate of Pedagogical Sciences, Associate Professor, Head of Foreign Languages and Methodology Department, Faculty of Pedagogical Education, Borys Grinchenko Kyiv Metropolitan University, Kyiv, Ukraine.

Lada Petryk, Borys Grinchenko Kyiv Metropolitan University

Candidate of Pedagogical Sciences, Associate Professor of Foreign Languages and Methodology Department, Faculty of Pedagogical Education, Borys Grinchenko Kyiv Metropolitan University, Kyiv, Ukraine.

Alina Alina, Borys Grinchenko Kyiv Metropolitan University

Ph.D., Senior Researcher, Associate Professor, Associate Professor of Foreign Languages and Methodology Department, Faculty of Pedagogical Education, Borys Grinchenko Kyiv Metropolitan University, Kyiv, Ukraine.

Yuliia Rudnik, Borys Grinchenko Kyiv Metropolitan University

Candidate of Pedagogical Science, Associate Professor, Associate Professor of Foreign Languages and Methodology Department, Faculty of Pedagogical Education, Borys Grinchenko Kyiv Metropolitan University, Kyiv, Ukraine.

Olha Sytnyk, Borys Grinchenko Kyiv Metropolitan University

Candidate of Pedagogical Sciences, Associate Professor, Associate Professor of Foreign Languages and Methodologies Department, Faculty of Pedagogical Education, Borys Grinchenko Kyiv Metropolitan University, Kyiv, Ukraine.

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