Pecha-Kucha as an interactive communication model in higher education: transformation of the social roles of teachers and students

This article examines the use of the pecha-kucha format as an interactive teaching method for developing universal competencies in university students. Experience conducting practical classes for undergraduate students majoring in Journalism at Pitirim Sorokin Syktyvkar State University shows that students perceive the format ambiguously, due to its unique characteristics and the challenges they pose. Therefore, a synthesis of traditional and new teaching methods is necessary to ensure student adaptation. A survey of 15 students identified the difficulties they encountered when transitioning from delivering a presentation to delivering a pecha-kucha presentation. Taking into account the identified advantages and disadvantages of the format, practical recommendations are provided for its seamless integration into the educational process to improve the effectiveness of this innovative educational technology in developing and improving competencies UK-1, UK-4 and UK-6. Thus, it appears that the use of the “pecha-kucha” format will achieve the following methodological goals: increased student motivation, the development of self-organization and communication skills, the ability to clearly, concisely, and understandably express their thoughts, and the development of critical thinking. A favorable emotional and psychological environment in the classroom plays a significant role in this, made possible by the development of an interactive format based on dialogue not only between the teacher and students but also between students and one another, and presupposing that the teacher views the student as an equal participant in the educational process.