The use of multimedia and interactive technologies in teaching biology in higher education

Abstract

Abstract: Purpose. The article is aimed at analyzing the use of multimedia and interactive technologies in teaching biology in higher education, identifying their main types, advantages and problematic aspects, as well as comparing the Ukrainian experience of implementing digital tools with international practices. Methods. The study used analytical and comparative approaches that combine the generalization of modern scientific works by Ukrainian and foreign authors, analysis of the practice of using multimedia resources, virtual laboratories, gamified platforms and adaptive educational systems. The methodological basis was a systematic analysis of pedagogical sources, a comparison of the results of research on the effectiveness of information and communications technology in teaching biology and a description of Ukrainian cases of digitalization of education. Results. It was established that the introduction of multimedia technologies in biological education contributes to higher clarity of educational material, increased cognitive activity and motivation of students. Video lectures, interactive methods, 3D models and virtual laboratories have proven their effectiveness in forming an understanding of complex biological processes, which is confirmed by both experimental data and pedagogical observations. In solving the first task, it was determined that multimedia resources (video lessons, interactive games, visualizations) provide a holistic perception of the material and develop students' analytical abilities. In the second task, it was established that interactive methods, including gamification, group forms of work and online platforms (Moodle, Kahoot!, LearningApps), activate student participation in the educational process, improve communication and promote the development of cooperation. In the third task, a comparative analysis of Ukrainian and international experience was conducted, which showed common trends in the use of digital tools and differences in the level of material and technical support. Ukraine, despite the challenges of the pandemic and war, demonstrated the ability to adapt leading foreign learning models (Coursera, edX, MITx Biology) to its own educational context. Conclusions. Multimedia and interactive technologies are an effective tool for improving the quality of biological education in higher education institutions. Their use contributes to the formation of key competencies, the development of creative thinking, and ensuring the continuity of the educational process in times of crisis. Keywords: virtual laboratories, gamification, digitalization, adaptive learning, online education.