Table of contents

This paper introduces the Proceedings of the XV International Conference on Mathematics, Science and Technology Education (ICon-MaSTEd 2023), which took place at the Kryvyi Rih State Pedagogical University, Ukraine, from 17 to 19 May 2023. It provides background information and the organizational structure of the conference, as well as the structure of the proceedings. It also acknowledges the many people who contributed to the success of the conference.

All papers published in this volume have been reviewed through processes administered by the Editors. Reviews were conducted by expert referees to the professional and scientific standards expected of a proceedings journal published by IOP Publishing.

• Type of peer review: Double Anonymous

• Conference submission management system: Morressier

• Number of submissions received: 58

• Number of submissions sent for review: 53

• Number of submissions accepted: 39

• Acceptance Rate (Submissions Accepted / Submissions Received × 100): 67.2

• Average number of reviews per paper: 3.05

• Total number of reviewers involved: 51

• Contact person for queries:

Name: Serhiy O. Semerikov

Email: semerikov@gmail.com

Affiliation: Kryvyi Rih State Pedagogical University

The article is devoted to the creation of a wheel of mathematics learning methods. The study analyzed how Bloom's taxonomy is used by the educational community. Special attention is paid to the study of the issue of bringing to a single system a set of disparate goals and tasks of learning in new models of education, which provide for the openness of learning to new technologies. Analysis of scientific works and resources helped to determine the structuring of the Wheel of Mathematics Learning Methods (WMLM). The authors of the article identified the areas of didactics that should fill the wheel: Competencies, Motivation, Bloom's Taxonomy, Activities, and Technologies. A structured set of hints for the teacher is presented in the form of 5 sectors of the wheel: Apply, Analyze, Evaluate, Create, Remember Understand. Each sector is a set of constituent components Methods, Forms, Tools, Activities and Active Verbs. The analysis of the results of the survey of 58 respondents proved that Bloom's taxonomy is important both in the selection of teaching methods and means and in the determination of effective forms of organization of educational activities. It was concluded that the idea of developing a methodology wheel should be based on the structuring of a set of tips for the teacher at all stages of activity from planning to implementation of mathematics education.

This article examines the issue of finding new methodological approaches to the development of problems that can contribute to the preparation of 'Humanities' students to pass the state final certification in the format of External independent assessment (EIA). The study analyzes the existing development of methods of qualitative mathematical training of students of humanities classes who study Mathematics according to the basic level program. In particular, the authors of the article were interested in the use of interdisciplinary connections between Mathematics and humanitarian disciplines. The authors of the article identified cross-curricular problems as a means of forming students' motivation to study Mathematics, as well as a toolkit for measuring their level of readiness to solve typical problems of EIA. The researchers set a goal to develop cross-curricular problems following the EIA program based on the plot of Bulgakov's novel 'The Master and Margarita'. An experiment was conducted to confirm the effectiveness of the use of the system of interdisciplinary problems in the preparation for the EIA of humanitarian students. The obtained results confirmed that the implementation of problems in which the intersubject connections of Mathematics and Literature are realized has a more significant effect on both increasing the motivation of students to study Mathematics and their mathematical preparation.

The article offers the method of using the online "Creative Thinking through Learning Elementary Maths" and the results of checking the effectiveness of the implementation of this course in the mathematics teacher training system. The research substantiates the possibility of three methodological options for combining educational materials of the online course with the study of the educational discipline "Elementary Mathematics". The methodological options are chosen depending on the number of credits assigned to the study of the elementary mathematics course at the university. Practical tasks of the course were focused on the organization of students' activities (recognition, classification, solving and creation) with Rich tasks of three levels of complexity. The results of control tests in Elementary Mathematics give grounds for concluding about the effectiveness of the developed method.

The work develops the doctrine of the zones of the nearest mathematical development in the education seekers, reveals their content, substantiates the classification basis, and establishes typological characteristics. The structural and functional features of the studied phenomenon are represented by the principle of developmental continuity of Mathematics education and the task structure of educational and mathematical activities. In this way, compliance with the deductive essence of Mathematics was ensured, and emphasis was also placed on the phenomenological characteristics of mathematical abilities – the ability to generalize the content of mathematical education. Taking into account the established zones of the nearest mathematical development of the students of education, using the system approach and the modeling method, a theoretical-probabilistic methodical model of the developmental teaching of Mathematics was built, and the content of its stages was revealed. It was established that the method of developmental teaching of Mathematics involves the following stages: determination of areas of actual mathematical development; creation of areas of proximal mathematical development; transformation of zones of the nearest mathematical development into zones of actual mathematical development; designing the zones of the nearest mathematical development in the education seekers. Taking into account the problem raised in the work, the results of a pilot study on the manifestations of mathematical abilities of education seekers, significant factors of their development, as well as the effectiveness of the methodology of developmental teaching of Mathematics were experimentally verified.

An original methodology of the project-based learning for junior students of the specialty applied mathematics is proposed in the paper. A complete step-by-step diagram (as a BPMN diagram) of the process of the project-based learning as a business process with a description of the specific actions of all its participants is given. The paper specified and clearly describes all the main aspects of the work on the project, starting from the criteria that the project problem must satisfy, and ending with the form of project defense. The roles of both students within the project team and all teachers are described in detail. Special attention is paid to all documents accompanying the work on the project, which should be submitted by the project team. The results of the article may be useful to those teams of teachers who are just starting to work on the implementation of project-based learning into the educational process for the specialty of applied mathematics or related ones.

This study examines the use of immersive technologies in teaching mathematics to vocational students. The purpose of the research is to develop theoretical foundations and practical applications for the use of immersive technologies in mathematics education, and to measure the impact of these technologies on student motivation and learning outcomes. The study considers the scientific and theoretical underpinnings of immersive technologies in mathematics teaching, as well as methods for using the AR-Book application. A theoretical model, criteria, and methodological support for evaluating the use of immersive technologies are developed. A pedagogical experiment is conducted to evaluate the impact of these technologies on vocational students. Based on the results of the experiment and training materials, the study presents generalizations on the use of immersive technologies in mathematics education.

BYOD (Bring your own devices) technologies are becoming more relevant in the educational process, when equipment that is "in the pocket" of a modern student is used in classes. BYOD technology becomes most effective if all students are provided with research equipments. But it is difficult to ensure such conditions in terms of distance learning during the war, the coronavirus pandemic, etc. In order to solve this problem, it is necessary to be able to develop laboratory installations that each student can make on his own. As an example of the implementation of this principle, the article considers a physical installation and a method of conducting laboratory work: "Measuring Earth's mean density using BYOD technology", which allows physics students, geodesists, surveyors to determine for themselves that the Earth has a heavy core. The purpose of this article is to show that a smartphone is a powerful measurement tool that, in combination with BYOD technology, increases student learning opportunities, namely: makes laboratory practice not too difficult; provides an opportunity to conduct experiments both in the laboratory and remotely. The main result of the work is proving the fact that the use of BYOD technology in combination with modern measuring tools – smartphones equipped with appropriate applications allows (to solve) the problem of distance learning of students. As it shown by the results of measuring the Earth's mass and density using BYOD technology, the values are consistent with the known ones obtained with more difficult to use and expensive technique. Along with the values of mass and density, the student receives other characteristics of the Earth: the value and slope of the induction vector of its magnetic field. Exceeding of the Earth's mean density, which is equal to 5676 kg/m³ according to the results of experiments; the density of the main rock-forming minerals in the Earth's crust, which is in the range of 1900-3500 kg/m³, leads the student-researcher to think about the internal structure of the Earth.

The article discusses the theoretical justification, and the process of developing, implementing, and experimentally verifying the methodology for training future physics teachers using open experimental data from the European Center for Nuclear Research in studying elementary particle physics. The main stages of the study of elementary particle physics are clarified, taking into account the modern achievements of CERN. In the work, the study of elementary particles was carried out based on data from the CMS detector (Compact Muon Solenoid). A description of the methods, techniques, and ways of using the proposed methodological tools for the workshop on the physics of the atomic nucleus and elementary particles is presented. The process of selection and preparation of tasks and instructions based on the open experimental data of the European Center for Nuclear Research, recommendations for working with software, and their approbation in the educational process is considered. An experimental verification, analysis, and generalization of the research results were carried out. Arguments are given regarding the effectiveness and practicality of using the open experimental data of CERN in the process of studying elementary particle physics.

In elasticity of matter, the behaviour of elastic materials are described in terms of elongation, external force applied to elastic materials, stress, strain, and elastic moduli such as Young's modulus, Shear modulus, and Bulk modulus. Demonstration of this elastic modulus, particularly Young's modulus in the classroom is a usual problem because acquiring an apparatus for this purpose is expensive. In this paper, improvised Young's modulus apparatus is fabricated. The improvised Young's modulus apparatus is tested using pure copper wire, and two other metallic wires of stainless steel and galvanized iron wires: the copper wire of diameter 0.42 mm has a Young's modulus of 10.04 × 10¹⁰ N/m² ± 6.783 N/m² which is 8.7% than the known Young's modulus of pure copper wire. On the other hand, the Young's modulus of GI wire of diameter 0.555 mm and stainless steel wire of diameter 0.42 mm are 17.92 × 10¹⁰ N/m² and 18.021 × 10¹⁰ N/m², respectively. The improvised apparatus is functional and can be used for classroom experiments and demonstration.

This study focuses on the development and assessment of an instructional tool known as the "Physics Alphabet Model" for Grade 10 students at Cantilan National High School. The research employs a descriptive design and post-test scores to measure the tool's effectiveness. Each group, consisting of 30 students, is divided into a control group and an experimental group, where the experimental group is exposed to the Physics Alphabet Model as an instructional aid. The teaching method employed for both groups is the Conventional Method, and the integration of the Physics Alphabet Model occurs within the respective classrooms of the participants. After collecting and analyzing the test scores from both groups, it becomes evident that there is a notable improvement in mean scores between the pre-test and post-test assessments for both methods. Statistical analysis, specifically the T-test, indicates a significant difference when comparing the means of pre-test and post-test scores for both the control and experimental groups. Furthermore, it is noteworthy that the post-test mean score and the associated significance value obtained when integrating the Physics Alphabet Model are significantly higher than those achieved through the Conventional Method alone. Consequently, this study concludes that the incorporation of the Physics Alphabet Model as an instructional resource in the study of physics leads to a substantial enhancement in students' mean achievement scores.

This article presents laboratory equipment for practice learning of physics specialties students in the framework of educational course "Molecular Physics and Thermodynamics". The presented laboratory equipment allows measuring the temperature dependence of the thermal conductivity coefficient of molecular liquids under atmospheric pressure and saturated vapors pressure in the temperature range from 150K to 400K. A general scheme of the developed experimental setup for measuring the thermal conductivity of liquids by the steady-state method under isobaric condition has been described. The created laboratory setup uses general design solutions of the coaxial cylinder method, preserving its features and measurement precision in general. The measurements are carried out on coaxial-geometry cell under atmospheric pressure. A modified heat potentiometer method with one thermometer was used, which allowed us to minimize the error in the estimation of the thermal conductivity coefficient due to the uncontrollable heat flows and different calibration of thermometers. The total systematic error in the measurement of the molecular liquids thermal conductivity does not exceed 3%. The procedures for direct measurement and calculation of the thermal conductivity coefficient of molecular liquids using the developed laboratory equipment are described.

A spectroscope is an optical device that can stimulate student's interest in the visible light's constituent colors. This educational tool is conventionally used to qualitatively observe the emission spectra of various light sources, which can serve as a springboard to understanding the fundamentals of spectroscopy, the wave nature of light, and the orbital theory of atoms and molecules. This research builds on the functionality and accessibility of a simple spectroscope through the utilization of low-cost readily available materials, and more importantly, improvisation via the inclusion of a magnetic sheet mounted on the entrance slit cover. The magnetic sheet was employed to vary the slit width, to add absorption filters, and to mount a cuvette containing liquid samples. Furthermore, this sheet allowed the simultaneous observation of the emission spectrum of a light source and the transmission or absorption spectrum of the samples. The breadth of data from a variety of activities involving spectra was also made possible by a mobile phone camera as a recording device. In this study, the novel features strengthen the interconnectedness of various concepts in introductory spectroscopy. This elucidates the experimental and theoretical base of STEM Education in domains such as optics and photonics, and molecular spectroscopy.

The development of students' key competences and their scientific worldview is one of the significant tasks of secondary education. Understanding of the Universe, its objects, structure and research methods is an important part of natural and mathematic worldview. Problem-based learning is a relevant form for develop critical thinking during the study of these topics in the course of astronomy. In the conditions of distant learning this can be realized with the help of interactive online platforms whereas practical tasks can be realized through the use of simulators, mobile and computer applications. This will contribute the development of students' key competences and practical skills. This research offers to emphasize the Universe study and interactive technology use in order to develop research, information and digital competences as well as competences in natural sciences and technologies.

Research goal of the paper is the demonstration of computer technology integration in the modern educational process of teaching ecologists in practical classes on assessing the quality of water in water bodies, containing mathematical calculations. The use of modern information computer technologies in education will effectively contribute to the acquisition of a range of knowledge and skills on methods for water quality assessing in the field of water use and protection of water resources. The ability to use ICT will provide the ecologists with the ability to respond quickly to changes in the environment and make effective decisions in environmental management in future production activities.

The article addresses the relevant issue of today – digitalization of geographic higher education. The future of geographic education in the digital world depends on the use of digital technologies, which are dramatically changing approaches to teaching geography. The generalization of scientific literature and the analysis of pedagogical experience allow the authors to define the concept digitalization of geographic. The article explores some challenges in the implementation of digital technologies in geographic disciplines in higher education: narrowing geographic education digitalization to the use of various gadgets; the application of general purpose digital technologies; underestimation of GIS technologies during the study of geography; occasional use of VR, AR technologies and mobile applications of geographic and cartographic content; the lack of educational and methodological support and proper technological availability. The authors pay special attention to the prospects for the development of geographic education digitalization, which are envisioned in the introduction of "Digitalization of geographic education" into the curriculum of future geography teachers training; the use of high-quality free educational resources (ArcGIS Online, QGIS); the creation of own geo-information platforms ("Digital Geography"); and updating of the material and technical base of the scientific research laboratory on the methodology of teaching geo-information technologies.

In recent years, the global trend has been to gradually shift from traditional energy sources to renewable ones, with the aim of improving the environment and preventing climate change. Geographic Information Systems (GIS) are technologies that enhance the efficiency of these renewable energy resources (RER). Modern GIS provides a wide range of functionalities for the entire decision-making process. For instance, in solar power generation, GIS can address challenges such as remote monitoring of sites designated for solar power plants and evaluating their suitability. It also enables effective management of information on station operations, real-time electricity production and distribution, and planning and management of energy production resources. As GIS continues to evolve, scientists and energy professionals are discovering more applications in the RER field. However, it's crucial to focus on training highly skilled specialists in RER to ensure GIS becomes a truly effective management tool in their professional activities. Research indicates that most student training programs in RER worldwide do not sufficiently cover GIS studies, particularly open-source software. To address this gap, the authors have developed a targeted plan for incorporating GIS into RER specialist training. The goal of this course is to familiarize future engineers with the theoretical, methodological, and technological foundations of GIS creation and operation. It also aims to help students understand the general principles of operation and acquire practical skills in using GIS to solve applied problems. The authors emphasize the importance of laboratory work, particularly using SagaGIS, to develop skills in working with raster and vector images, geospatial data analysis and decision-making, working with cartographic models and remote sensing data, and applying geoinformation methods to create structural, parametric, and thematic digital maps. The authors suggest using open GIS in training to facilitate a quality understanding for future RER specialists on the processes of creating, operating, and using GIS for real-world applications.

This study proposes a robust framework for the training of software engineers specializing in parallel computing. We first curated essential content for parallel computing education based on international standards and evolving recommendations from Computing Curricula. We then systematically structured the content and designed a well-defined learning pathway for aspiring software engineers. Concurrently, we conducted a comprehensive assessment of the current state of training for parallel computing in Ukrainian higher education institutions. We analyzed bachelor's programs in Information Technologies and scrutinized individual course syllabi to identify valuable insights. By merging our findings with the review of educational programs, we formulated a comprehensive model for training in parallel computing. We also examined the pivotal role of the course "Parallel and Distributed Computing" in the developed curriculum and identified essential tools and methodologies for developing parallel and distributed programs. Our research contributes to the advancement of parallel computing education and provides a valuable reference point for curriculum designers and educators.

The article, based on the application of anthropological methodology, reveals the phenomenology of the physical-mental interaction between a person and a computer. Ways of integrative use of the concept of Umwelt by J. J. von Uexküll and the theory of movements construction are represented, and Umwelt-oriented strategies for improving computer technologies are presented. The Umwelt, as the world of perception and the world of human activity (in particular, cognitive), can be represented as an anthropo-computer world. On the basis of the current features of the body-mental Umwelt, ways of anthropologically directed improvement of HCI are determined. Using the questionnaire developed by the authors and applying cluster analysis, a survey of students of higher education institutions was conducted in order to determine the physical and mental orientation in Umwelt oriented interaction in the human-computer system. The interpretation of the research results indirectly indicates the systematicity, equality of interaction in the human-computer system. This determines the possibility of distinguishing typical ways of interaction in the human-computer system, among which the bodily and mental-psychological ones are significant, which correspond to certain levels that characterize the systemic, spatio-temporal and structural-functional organization of motor activity in the theory of movements construction.

The article presents the technology of creating educational content for open digital resources in general technical disciplines that consist of the four stages: development, design, posting and final. There are proposed to create video, interactive and graphic educational content in the context of the proposed technology at the development stage. Video content is presented in the form of video lectures, video instructions for practical and laboratory tasks, video recording of the educational results. Interactive content is introduced by lectures and laboratory tasks with interactive elements, interactive posters or tests. Graphic content is provided by lectures with graphic models of the technical objects, practical tasks with the use of modelling and design programs, creation of 3D models for laboratory works and performing engineering and technical projects. The design stage includes the selection of services for the specific type of content and creation the tasks for open digital resources. Educational content is implemented in an open digital resource by obtaining a link, QR or implementation code at the posting stage. The final stage of the application of the proposed technology involves the performance of tasks by higher education applicants, obtaining points, acquisition of competencies. The Pearson criterion was used to statistically verify the application of technology of creating educational content for open digital resources in general technical disciplines. The higher education applicants in the experimental group received higher results than in the control group which may indicate the effectiveness of the outlined technology.

The attitude to upcycling technologies of undergraduate students of five specialities (design, clothing industry technology, vocational education and training, industrial pharmacy and psychology) and their teachers was investigated using the questionnaire method. Students' pReferences practically do not depend on specialities. For all students, subgroups of upcycling enthusiasts and sceptics are observed which regularly resort to upcycling or almost do not use it. An almost complete misunderstanding and imperception of the benefits and importance of upcycling is a key and common problem. Social factors have a minimal influence on the opinion of respondents, which may indicate a lack of understanding in society of the role and importance of waste management. All the shortcomings and problems in understanding upcycling are common to students and teachers. In general, the positive attitude towards upcycling and the intention to use upcycling in life in the answers most likely has an unconscious and artificial character (like a fashion trend) because the attitude towards other formative factors does not support it. The identified problems are related to the shortcomings of secondary school and undergraduate curricula, which hinder the formation of the necessary competencies for sustainable development. Methods of their solution are proposed and discussed.

E-learning as a part of blended learning and a means for implementing distance learning, as well as an independent phenomenon of the modern information society, has been introduced and studied by researchers for several decades. In various countries, the relevance of e-learning and the use of e-learning tools in higher education have increased during the coronavirus pandemic. Different countries have their own approach and experience in using e-learning tools. Therefore, it is advisable to study it both for each country separately and in comparison. In the course of the research, the analysis of scientific publications on the topic of e-learning in higher education in Germany over the last 10 years has been made, which has shown certain changes in the interest in this issue of German scientists. The survey of students and teachers of the University of Konstanz (Germany) has been conducted regarding the use of e-learning tools and their attitude to e-learning. Despite the fact that the results of the analysis of the scientific works of German scientists show a drop in interest in e-learning problems in Germany and a slight rise during the coronavirus pandemic, the results of the survey indicate an unequivocal interest in e-learning tools of teachers. In general, it is possible to state the positive attitude on the part of teachers and uncertainty on the part of students.

The focus of the study is on choosing the pedagogical conditions that will best prepare STEM teachers to utilize augmented reality tools in their classrooms. 20 conditions were initially proposed during a brainstorming session and were then sorted into five groups: (1) conditions relating to the material support of the educational process, (2) methods and forms of training, (3) best practices for utilizing augmented reality in education, (4) unique circumstances made in order to achieve the goal of training STEM teachers; and (5) conditions relating to the psychological and pedagogical support of students. A survey was conducted with 94 participants to determine the importance of these conditions. The processing of the survey data allowed for the selection of the following conditions: (a) accessibility of immersive digital educational resources for STEM teachers and mobile hardware for augmented reality (laptops, tablets, smartphones, augmented reality glasses, etc.), (b) inclusion of augmented reality-related topics in STEM teachers' curricula, (c) use of research methodologies and interactive technologies in the STEM classroom, (d) having hands-on experience with the use of augmented reality technologies in STEM instruction.

The article presents the educational meta-technology of the disciplinary-methodological matrix of the health-preserving competence of the physical education teacher using the example of the prevention of sudden cardiac death during physical exertion. The disciplinary-methodical matrix is considered as a cognitive-value-educational and anthropoculturally oriented metatechnology developed by integrating various disciplines (and their systems) (mainly anthropologically and health-preserving oriented), systems of knowledge, discourses and narratives, ideas, values, meanings, methods and problematization and conceptualization strategies, etc. An actual aspect of this technology is the purposeful development of methodical disciplines in which attention is purposefully focused on a certain aspect of learning. The basis of the "Etiological method of prevention of sudden cardiac death" is the idea of an etiological (causal) approach actualized within the framework of the methodical discipline "Patopedagogy" formed on the basis of the transfer of knowledge from the medical science of pathology. As a result of an experimental study aimed at studying the dynamics of the formation of the cognitive and cognitive ability of physical education teachers for the prevention of sudden cardiac death, the positive dynamics of educational results is determined. This depends on the effectiveness of the application of the disciplinary-methodological matrix of health-preserving competence in physical education teacher. The necessary disciplinary and methodological matrices can be constructed for the formation of various competencies and goals and design of training.

Digital transformation involves the use of digital technologies for rebuilding processes and increasing their efficiency. It is confirmed by the results of the research on transformational processes in various spheres. This research paper deals with the development (modernization) of digital learning environments of higher education institutions, which creates conditions for creating models of real production and social processes by means of modern digital technologies. It will strengthen the competence potential of all the stakeholders of higher education institutions, which train specialists in digital technologies. The need to upgrade the existing educational environments of higher education institutions in the context of crisis situations related to global challenges (for example, COVID-19) or the specifics of a specific country (the war in Ukraine) or an educational institution is substantiated. The research paper specifies a conceptual model of the next generation digital learning environment of a higher education institution, which involves the distribution of resource distribution and provision of integration of resources, data and users according to three levels (micro, meso and macro levels), and provides the cases of its implementation in National University of Life and Environmental Sciences of Ukraine and Borys Grinchenko Kyiv University. The monitoring data are presented both at the level of external (development of the component composition of the environment) and internal (change of organizational processes according to the students' demand) design of the environment. The need for designing a change management system at the level of a higher education institution or its structural subdivisions is identified.

This article focuses on the generalization of foreign experiences in implementing STEM education and places particular emphasis on the areas of professional training for future teachers of STEM disciplines. By conducting bibliometric analyses of sources from Scopus (93 sources) and Web of Science (42 sources) scientometric databases, four clusters were identified using VOSviewer: 1) STEM education and training; 2) teacher training and primary education; 3) surveys on STEM education; and 4) e-learning and computational thinking in the training of future teachers of STEM disciplines. The research results demonstrate the importance and relevance of STEM education in various fields, and the leading role of the cluster "STEM education and training" has been determined based on the number and strength of links within the network of keyword links of sources on professional training of future STEM teachers. The discussion of the research findings highlights views on the prospects for STEM development in different countries. It is determined that: a) the professional training and social status of teachers are strategically important links in STEM education; b) teachers of "traditional" STEM disciplines (mathematics and natural sciences) require an increased level of knowledge in the field of information technology, particularly through the integration of programming as a component of STEM education; and c) social virtual reality platforms, hyperrealistic modeling, virtual laboratories, educational robotics, augmented, and mixed reality technologies are recommended to increase the motivation of pupils and students to study STEM disciplines.

This paper proposes a Petri nets-based software component for automating the holistic and coordinated curriculum building process for pre-service IT specialists. The design of the software module is based on the holistic educational paradigm and the authors' approach to Petri nets-based curriculum modeling. The core components of the software module are identified and their requirements are formulated. The groups of software classes are specified and described. The benefits of the software module for pre-service IT specialists are highlighted. The prospects for further research include implementing the software module and testing it on specially prepared cases.

This paper examines the development of concepts related to education for sustainable development, such as sustainability education, sustainability and education, sustainable education, sustainable development education, sustainable didactics, and sustainable learning. The paper argues that these concepts are insufficient for designing educational processes that fully consider the factors of sustainable development. The paper proposes and justifies the need for new concepts: sustainable pedagogy, sustainable educational process, and didactics for a sustainable educational process. These concepts are based on the components of sustainable development: competence, health, and motivation and socialization. The paper discusses how to use these factors to assess the sustainability of educational approaches. It also provides a practical example of how to apply the "sustainability" methodology in the educational process using Google Lens in biology lessons.

The COVID-19 pandemic shifted the mode of learning to online. This gave the artificial intelligence (AI) developers the reason to increase its usage and production to every detail of the teaching learning process. This synthesis paper was intended to capture these new technologies in the last five years. Using the textual narrative analysis approach and course design triangle model, this paper looked into the AI integration in the field of science and technology education. A total of 15 studies were analyzed and synthesized coming from different journal hosting platforms such as Google Scholar, ERIC, Elsevier, etc. The results have shown that there is indeed a wider utilization of AI in various aspects of the teaching and learning process. These were seen in the learning activities, presentation translators, marking, feedbacking, predicting average score, and intelligent tutoring system. These AI technologies have proven to positively affect the learning of the students and helped the teachers along the process. Furthermore, there is a need to totally synthesize these AI systems which can be beneficial to a wider technical audience.