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All Journal International Journal of Evaluation and Research in Education (IJERE)
Holubnycha, Liudmyla
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Education

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Educational environment of shaping conflict resolution skills at the tertiary level Holubnycha, Liudmyla; Sytnykova, Yuliia; Shchokina, Tetiana; Soroka, Natalia; Demchenko, Dina; Malieieva, Tetiana
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.33120

Abstract

As the modern world is characterized by a large number of various conflicts, it is vital for people to resolve them peacefully. So, it is relevant to develop conflict resolution skills while educating students. The research aimed to examine how certain educational environments designed to cultivate conflict resolution skills in students influence the development of these skills level. A total of 139 students of a Ukrainian university, consisted of two experimental group (E1=48; E2=46) and a control group (C=45) participated in the experiment and produced significant findings that are crucial to the field of conflict resolution skills development. The χ² test helped analyses the experiment data and make a conclusion about its statistical significance. The p-value (less than 0.05) indicated that the difference between the experimental and control groups was statistically significant at the 0.05 level of significance. Results revealed that the students of the experimental groups had substantially higher achievements than the control group students. Thus, educational environments designed to cultivate conflict resolution skills effectively influence these skills level development if academic staff purposefully promotes it. It is recommended to utilize the proposed educational environments in complex within formal educational settings, during extracurricular activities and internships.
Application of artificial intelligence by university students: Chinese case Holubnycha, Liudmyla; Besarab, Tetiana; Fomenko, Tetiana; Сhernonkov, Yaroslav; Hontarenko, Iryna; Koshechkina, Tetyana
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.34753

Abstract

The problem of artificial intelligence (AI) use is crucial for understanding how AI creates new opportunities in education. It is proposed an approach designed to elicit precise responses regarding the students’ practical application of AI. The purpose of the research is to investigate Chinese students’ attitude to using AI that affect learning activities. The research design employed the methods of questionnaire and calculating. The questionnaire consisted of questions about using AI for different tasks, assignments, activities. The study was conducted in 2024. The research participants were 187 bachelor students from Shangqiu Normal University in China. A sampling technique was used as the students were selected based on their willingness to participate in the survey. The key findings are: over half of Chinese students use AI for presentations, essays, and projects, while a notable minority do not. More students use AI for professors’ tasks. The highest AI use is for homework. Fewer than half rely on AI for exam preparation, favoring traditional study methods. The conclusion is students in China tend to rely more on AI for routine or repetitive tasks. It is recommended to focus on developing AI literacy programs that guide students in the effective use of AI.
Co-Authors Besarab, Tetiana Demchenko, Dina Fomenko, Tetiana Hontarenko, Iryna Koshechkina, Tetyana Malieieva, Tetiana Shchokina, Tetiana Soroka, Natalia Sytnykova, Yuliia Сhernonkov, Yaroslav