The Impact of an Informatics-Developmental Teaching Approach in the Subject Nature and Society on Students’ Motivation
The Impact of an Informatics-Developmental Teaching Approach in the Subject Nature and Society on Students’ Motivation

Summary/Abstract: Lifelong learning is one of the main trends in educational and social policy in Europe, aimed at ensuring professional realization and social integrity of an individual. The article describes cognitive and metacognitive aspects of the formation of learning competence, as well as predisposition of law students to lifelong learning. A survey of 218 students and masters was conducted, data on the most popular and effective forms of knowledge acquisition (experience of formal, nonformal and informal learning over the past year), plans for further education and career development were collected. The dynamics of learning at different years of study is described. A group of students with pronounced learning and focus on lifelong learning (45% of the sample) was identified. A comparative analysis of two samples was carried out and qualities that could be considered markers of the LLL orientation were identified: a high level of metacognitive knowledge and metacognitive activity, reflective competence (at the cognitive, metacognitive and personal level), internal involvement in learning, focus on achieving professionalism and personal development, general self-efficacy, the prevalence of progressive and creative motives over consumer ones. Conclusions are drawn about the predominant role of metacognitions and personality determinants in the formation of lifelong learning competency among students. Reflection aimed at recognizing one’s own cognitive processes and understanding their contribution to personal development is the main mechanism for the formation of meta-cognitive abilities. The results obtained in the study determine the ways of pedagogical support and psychological intervention to ensure the development of lifelong learning competencies in different categories of students.In this study, we examined the extent to which implementing an informatics-developmental teaching approach with e-learning in the Nature and Society course influences student motivation. The motivation level of ten-year-old students was assessed before and after implementing this instructional approach, comparing an experimental group (innovative instruction) to a control group (traditional approach). The research was conducted using a parallel-groups experimental design on a sample of 189 fourth-grade primary school students. In the experimental group, the subject was taught following an informatics-developmental model using digital technologies (tablets, multimedia content, gamification elements), while the control group was taught using a traditional approach. Student motivation was measured with an adapted Likert scale before and after the intervention. Data were analyzed with descriptive statistics, independent and paired-samples t-tests. Before the experiment, no significant difference in motivation was found between the two groups. At the final measurement, the experimental group had a statistically significantly higher level of motivation than the control group. The findings confirm that innovative, digitally supported instruction can enhance students’ learning motivation compared to traditional methods. The contemporary approach fostered greater student engagement and interest, which was reflected in a rise in their motivation. It is recommended to more broadly implement digitally enriched instructional strategies in primary schools to stimulate student motivation. It is also necessary to provide continuous professional development for teachers for effective integration of ICT in instruction. Future research should consider the long-term effects of such innovations and their impact on various educational outcomes.

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