Articles

Developing and Implementing Practical Lessons for the “Computer Network Analysis and Design” Course Using EVE-NG Software for Information Technology Students

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Practical teaching in virtual environments using simulation software has become a crucial direction in higher education, particularly in the course Computer Network Analysis and Design within the Information Technology (IT) program. This approach aims to develop learners’ competencies and meet learning outcomes in the context of the Fourth Industrial Revolution. This paper discusses the role of practical teaching in virtual environments for IT students, thereby clarifying the principles and processes for developing and organizing practical lessons on network analysis and design using the EVE-NG software platform. Experimental practice is a typical instructional method in IT education and research, contributing to the comprehensive development of students’ professional competencies. To fulfill these requirements, instructors must be proficient in designing and implementing practical lessons on computer network analysis and design within virtual environments. The findings of this study serve as a valuable reference for higher education institutions offering Information Technology programs.

Simulated Communities and Online Mentoring

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The advent of digital technologies has reshaped how individuals connect, collaborate, and learn. Simulated communities, virtual environments that replicate real-world dynamics, have emerged as powerful platforms for education, skill-building, and mentorship. These communities allow participants to engage in lifelike experiences, fostering opportunities for experiential learning and meaningful interactions. In the context of online mentoring, simulated communities serve as immersive environments where mentors and mentees can connect, collaborate, and develop skills in a personalized and engaging manner. This paper explores the intersection of simulated communities and online mentoring by analyzing existing platforms, theoretical frameworks, and case studies. The findings highlight the potential of simulated communities to bridge geographical and cultural divides, provide risk-free learning environments, and foster inclusivity and collaboration. However, challenges such as technical barriers, ethical concerns, and scalability issues must be addressed to fully realize their potential. The study concludes with recommendations for future research and practical applications to enhance the integration of simulated communities into mentoring practices.