METHODOLOGICAL FOUNDATIONS FOR DEVELOPING ANALYTICAL THINKING BASED ON A MENTORING APPROACH IN TEACHING THE SUBJECT OF HYGIENE IN A DIGITAL LEARNING ENVIRONMENT
Keywords:
Digital educational environment, hygiene education, mentoring approachAbstract
This study examines the methodological foundations for developing analytical thinking through a mentoring approach in teaching Hygiene within a digital educational environment. The rapid development of digital technologies and the increasing role of innovative pedagogical methods require new approaches to improving students’ cognitive competencies. The research highlights the importance of mentoring as an effective educational strategy that promotes independent learning, critical analysis, problem-solving, and reflective thinking. Digital educational tools and interactive learning platforms provide opportunities for collaborative learning and personalized guidance, enabling students to analyze hygienic concepts and apply theoretical knowledge to practical situations. The study identifies key pedagogical conditions, methods, and digital resources that contribute to the formation of analytical thinking skills. The findings indicate that integrating mentoring practices with digital learning technologies enhances students’ academic performance, motivation, and professional competence in the field of hygiene. The proposed methodological framework can serve as a basis for improving the quality of hygiene education and fostering higher-order thinking skills among learners.
References
Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.
Bates, A. W. (2019). Teaching in a Digital Age: Guidelines for Designing Teaching and Learning. Vancouver: Tony Bates Associates Ltd.
Brookfield, S. D. (2017). Becoming a Critically Reflective Teacher (2nd ed.). San Francisco, CA: Jossey-Bass.
Carr, W., & Kemmis, S. (2003). Becoming Critical: Education, Knowledge and Action Research. London: Routledge.
Dabbagh, N., & Bannan-Ritland, B. (2005). Online Learning: Concepts, Strategies, and Application. Upper Saddle River, NJ: Pearson Education.
Dewey, J. (1938). Experience and Education. New York: Macmillan.
Fullan, M. (2013). Stratosphere: Integrating Technology, Pedagogy, and Change Knowledge. Toronto: Pearson.
Garrison, D. R. (2011). E-Learning in the 21st Century: A Framework for Research and Practice (2nd ed.). New York: Routledge.
Hargreaves, A., & Fullan, M. (2012). Professional Capital: Transforming Teaching in Every School. New York: Teachers College Press.
Jonassen, D. H. (2011). Learning to Solve Problems: A Handbook for Designing Problem-Solving Learning Environments. New York: Routledge.
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development (8th ed.). New York: Routledge.
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
Moore, M. G., & Kearsley, G. (2012). Distance Education: A Systems View of Online Learning (3rd ed.). Belmont, CA: Wadsworth.
Paul, R., & Elder, L. (2019). The Miniature Guide to Critical Thinking Concepts and Tools (8th ed.). Foundation for Critical Thinking Press.
Salmon, G. (2013). E-tivities: The Key to Active Online Learning (2nd ed.). London: Routledge.
Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology and Distance Learning, 2(1), 3–10.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
World Health Organization. (2022). Guidelines on Environmental Health and Hygiene Education. Geneva: WHO Press.
UNESCO. (2023). Global Education Monitoring Report 2023: Technology in Education. Paris: UNESCO Publishing.
Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64–70.
