<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2218-3620</journal-id>
<journal-title><![CDATA[Revista Universidad y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Universidad y Sociedad]]></abbrev-journal-title>
<issn>2218-3620</issn>
<publisher>
<publisher-name><![CDATA[Editorial "Universo Sur"]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2218-36202023000600375</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Perspectives of using 3d technologies in teaching biology]]></article-title>
<article-title xml:lang="es"><![CDATA[Perspectivas del uso de tecnologías 3d en la enseñanza de biología]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Yashar qizi]]></surname>
<given-names><![CDATA[Babayeva Zarovshan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Nakhichevan State University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Azerbaijan</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>15</volume>
<numero>6</numero>
<fpage>375</fpage>
<lpage>383</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2218-36202023000600375&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2218-36202023000600375&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2218-36202023000600375&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The objective of this article is to analyze the perspectives of the application of 3D technologies in the teaching of biology, discussing the work done in this direction and the gained achievements. Since the use of technologies in the field of education is considered a priority, attention is drawn to the changes occurring in the fields of biology and medicine. The article underscores a critical realization that basic education alone will not propel us far enough to compete in our rapidly evolving world. Addressing these challenges is not only the responsibility of educators but is also a collective effort that necessitates a synergy between evolving global educational reforms and the dynamic application of ever-changing teaching technologies. Then, given the experimental nature of biology, traditional teaching approaches, such as lectures, visual aids, and multimedia presentations, are no longer sufficient. In the work it is contended that, in today's landscape, numerous scientific hypotheses once considered validated are losing significance due to the continual application of cutting-edge technologies. This dynamic evolution in scientific understanding results in the creation of new fields of science and professions. Therefore, the 21st century education requires to educate the founders of tomorrow, young people who can create radical changes in the society and solve the problems that will be faced flexibly.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo de este artículo es analizar las perspectivas de la aplicación de las tecnologías 3D en la enseñanza de la biología, discutiendo el trabajo realizado en esta dirección y los logros obtenidos. Dado que el uso de tecnologías en el campo de la educación se considera prioritario, se llama la atención sobre los cambios que se están produciendo en los campos de la biología y la medicina. El artículo subraya la comprensión crítica de que la educación básica por sí sola no nos impulsará lo suficientemente lejos como para competir en nuestro mundo en rápida evolución. Abordar estos desafíos no es sólo responsabilidad de los educadores, sino también un esfuerzo colectivo que requiere una sinergia entre las reformas educativas globales en evolución y la aplicación dinámica de tecnologías de enseñanza en constante cambio. Entonces, dada la naturaleza experimental de la biología, los enfoques tradicionales de enseñanza, como conferencias, ayudas visuales y presentaciones multimedia, ya no son suficientes. En el trabajo se sostiene que, en el panorama actual, numerosas hipótesis científicas que alguna vez se consideraron validadas están perdiendo importancia debido a la aplicación continua de tecnologías de vanguardia. Esta evolución dinámica en la comprensión científica da como resultado la creación de nuevos campos de ciencia y profesiones. Por lo tanto, la educación del siglo XXI requiere educar a los fundadores del mañana, jóvenes que puedan crear cambios radicales en la sociedad y resolver los problemas que se enfrentarán con flexibilidad.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[3D Technologies]]></kwd>
<kwd lng="en"><![CDATA[Biological education]]></kwd>
<kwd lng="en"><![CDATA[E-resources]]></kwd>
<kwd lng="en"><![CDATA[STEAM]]></kwd>
<kwd lng="en"><![CDATA[Inclusive education]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías 3D]]></kwd>
<kwd lng="es"><![CDATA[Educación biológica]]></kwd>
<kwd lng="es"><![CDATA[Recursos electrónicos]]></kwd>
<kwd lng="es"><![CDATA[STEAM]]></kwd>
<kwd lng="es"><![CDATA[Educación inclusiva]]></kwd>
</kwd-group>
</article-meta>
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