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The present study attempts to explore how prepared students of teacher education are and how confidently they perceive certain critical thinking concepts related to information literacy at various universities of Azerbaijan. The study particularly focuses on two widely spread phenomena on the modern web i.e., evaluation of authority and logical fallacies such as emotional appeal and overgeneralization. The research utilized an online questionnaire conducted with undergraduate students studying in various pedagogical programs at different universities of Azerbaijan. It appears that most of the study respondents seemed to be neither familiar nor confident with the essence of critical thinking concepts in terms of web-based information literacy. The results highlight a broader issue of digital naivety where teacher education students might not fully understand the potential pitfalls of relying on unreliable sources and being unaware of how to contextualize web-based information. In response to the results of the present study, the paper argues that taking a multidisciplinary approach by combining the two constructs i.e., critical thinking and web-based information literacy, in a course might allow for a more responsive ground in teacher education programs of Azerbaijan. Məqalə Azərbaycanın müxtəlif universitetlərində pedaqoji ixtisaslar üzrə təhsil alan tələbələrin informasiya savadlılığı ilə bağlı müəyyən tənqidi düşüncə konsepsiyalarını qəbul etməyə nə dərəcədə hazır və əmin olduqlarını yoxlamağa istiqamətlənir. Tədqiqatda xüsusi olaraq müasir dövrdə internetdə geniş yayılmış iki məsələyə, yəni səlahiyyətlərin qiymətləndirilməsinə, həddən artıq ümumiləşdirmə, eləcə də emosional cəlbedicilik kimi məntiqi xətalara diqqət yetirilir. Araşdırmada Azərbaycanın müxtəlif universitetlərində bakalavriat səviyyəsində fərqli pedaqoji proqramlarla təhsil alan tələbələr arasında aparılan onlayn sorğudan istifadə edilib. Belə görünür ki, tədqiqat iştirakçılarının əksəriyyətinin veb əsaslı informasiya savadlılığı ilə bağlı tənqidi düşüncənin əsas konsepsiyaları ilə tanışlıq və əminlik səviyyəsi çox aşağıdır. Məqalədə daha geniş mənada rəqəmsal texnologiyada səriştəsizlik məsələsi də vurğulanır; belə ki, müəllimlik ixtisası üzrə təhsil alan tələbələr etibarsız mənbələrə güvənməyin və veb əsaslı informasiyanı kontekstləşdirməyin yollarından xəbərsiz olmağın potensial təhlükələrini tam dərk edə bilmirlər. Araşdırmanın nəticələrinə əsaslanaraq iddia edilir ki, tənqidi düşüncə və veb əsaslı informasiya savadlılığı kimi iki strukturu bir fəndə birləşdirərək multidissiplinar yanaşmanın mənimsənilməsi Azərbaycanda pedaqoji təhsili proqramlarında daha müasir tələblərə cavab verən baza yarada bilər.

This is a preregistration of the study ”which historical thinking skills and concepts can be taught with game-based Learning?”. The prerigistration is based on how Haven et al. (2020) outlined a preregistration template for qualitative studies. This study aims to discover what historical thinking skills might look like inside a computer game and how they develop as students are exposed to a game based intervention.

Lifelong learning has become an integral part of educational approaches, aiming to promote continuous learning throughout an individual's life. The purpose of the current literature review is to assess the trends, themes and gaps in lifelong learning for engineers. A comprehensive search was conducted in Google Scholar, ScienceDirect, and Scopus for articles published from 1990. Specific search terms were used to retrieve relevant articles and were determined based on a combination of keywords. The abstracts and titles of the retrieved articles were screened to determine their eligibility for inclusion in this study. A total of 5,342 studies were initially identified. After removing duplicates, the number of studies was reduced to 2,217. Subsequently, the studies were further filtered based on the predefined qualification criteria, resulting in 1,779 studies that underwent abstract and title screening. Ultimately, a total of 28 articles were identified as meeting the predefined eligibility criteria and were considered for the research. These selected articles formed the basis for the thematic analysis and further exploration of the research topic. The studies emphasized the significance of both formal and informal learning and training. Problem-based learning is a crucial component of lifelong learning. This approach encourages deeper understanding, independent thinking, and the development of teamwork and essential skills. Self-directed learning is a prominent competency for lifelong learning. It involves self-reflection, self-regulation, and proactively identifying areas for improvement. A group-based approach is suggested to complement technical knowledge with personal skills and non-technical competencies. Five themes including self-directed learning, coaching and mentoring, problem-based learning, formal and informal learning, and group-based approaches were identified. These concepts should be integrated into the education system and the workplace to support lifelong learning for engineers. [For the full proceedings, see ED652261.]

Lifelong learning has become an integral part of educational approaches, aiming to promote continuous learning throughout an individual's life. The purpose of the current literature review is to assess the trends, themes and gaps in lifelong learning for engineers. A comprehensive search was conducted in Google Scholar, ScienceDirect, and Scopus for articles published from 1990. Specific search terms were used to retrieve relevant articles and were determined based on a combination of keywords. The abstracts and titles of the retrieved articles were screened to determine their eligibility for inclusion in this study. A total of 5,342 studies were initially identified. After removing duplicates, the number of studies was reduced to 2,217. Subsequently, the studies were further filtered based on the predefined qualification criteria, resulting in 1,779 studies that underwent abstract and title screening. Ultimately, a total of 28 articles were identified as meeting the predefined eligibility criteria and were considered for the research. These selected articles formed the basis for the thematic analysis and further exploration of the research topic. The studies emphasized the significance of both formal and informal learning and training. Problem-based learning is a crucial component of lifelong learning. This approach encourages deeper understanding, independent thinking, and the development of teamwork and essential skills. Self-directed learning is a prominent competency for lifelong learning. It involves self-reflection, self-regulation, and proactively identifying areas for improvement. A group-based approach is suggested to complement technical knowledge with personal skills and non-technical competencies. Five themes including self-directed learning, coaching and mentoring, problem-based learning, formal and informal learning, and group-based approaches were identified. These concepts should be integrated into the education system and the workplace to support lifelong learning for engineers. [For the full proceedings, see ED652261.]

Lifelong learning has become an integral part of educational approaches, aiming to promote continuous learning throughout an individual's life. The purpose of the current literature review is to assess the trends, themes and gaps in lifelong learning for engineers. A comprehensive search was conducted in Google Scholar, ScienceDirect, and Scopus for articles published from 1990. Specific search terms were used to retrieve relevant articles and were determined based on a combination of keywords. The abstracts and titles of the retrieved articles were screened to determine their eligibility for inclusion in this study. A total of 5,342 studies were initially identified. After removing duplicates, the number of studies was reduced to 2,217. Subsequently, the studies were further filtered based on the predefined qualification criteria, resulting in 1,779 studies that underwent abstract and title screening. Ultimately, a total of 28 articles were identified as meeting the predefined eligibility criteria and were considered for the research. These selected articles formed the basis for the thematic analysis and further exploration of the research topic. The studies emphasized the significance of both formal and informal learning and training. Problem-based learning is a crucial component of lifelong learning. This approach encourages deeper understanding, independent thinking, and the development of teamwork and essential skills. Self-directed learning is a prominent competency for lifelong learning. It involves self-reflection, self-regulation, and proactively identifying areas for improvement. A group-based approach is suggested to complement technical knowledge with personal skills and non-technical competencies. Five themes including self-directed learning, coaching and mentoring, problem-based learning, formal and informal learning, and group-based approaches were identified. These concepts should be integrated into the education system and the workplace to support lifelong learning for engineers. [For the full proceedings, see ED652261.]