European Journal of Contemporary Education

574-582

Authors: Tatiana A. Antopolskaya, Alexander S. Silakov

The article reveals the theoretical and practical aspects of the interrelation of social creativity, the demonstration of leadership skills and personal agency of adolescents included in a socially enriched environment of additional education. The methods of studying the development of adolescents’ personal agency are described, which make it possible to identify the level of social creativity of an individual and the aptitude of adolescents for leadership. The article presents the results of an experimental study of the dynamics of adolescents’ personal agency in connection with the changes in the indicators of their social creativity and leadership potential after the implementation of a specially developed additional educational program "Social testing ground". The obtained results are compared to five stages of the development of personal agency such as "observer", "learner", "apprentice", "master", "creator". A positive growth of the studied parameters among adolescents, the participants of the experiment, has been noted, which allows confirming the conclusion about the systemic nature of personal agency and its interrelation with the creative skills of an individual when interacting with the social environment.

595-608

Authors: Amna Brdarević Čeljo, Senad Bećirović, Vildana Dubravac

As a core language skill, reading has always occupied a prominent role in the process of language acquisition, with a strategic approach to its development contributing to greater reading competences and better learning outcomes. The present paper, thus, aims to explore variation in strategy use by study field, year of study and university type among 228 university-level students in Bosnia and Herzegovina employing the Survey of Reading Strategies (SORS). A one-way MANCOVA revealed a significant effect of the study field on the overall use of reading strategies with the age factor being controlled and a univariate ANOVA indicated that the study field significantly affected all strategy subtypes. More specifically, students in the field of psychology seem to be the most frequent users of reading strategies and their two subtypes, namely global and support strategies, whereas the students in the field of English language and literature most frequently use problem-solving strategies. Moreover, a two-way MANOVA showed a significant interaction effect of the university status and the year of study on the metacognitive reading strategy use, even though their main effects were insignificant. The current study findings may contribute to broader understanding of the overall as well as type-specific use of reading strategies by EFL learners of different backgrounds, thus setting out guidelines for the development of corresponding curricula and instructional design.

616-625

Authors: Elena V. Frolova, Olga V. Rogach

The authors analyze the assessments of Russian students in terms of digitalization of higher education, their attitude to the introduction of digital technologies in the educational process. The study was conducted in two stages. At the first stage (February-April 2020), a questionnaire survey of students of Russian universities was conducted (N = 1553). At the second stage (January-February 2021), two focus groups (N = 24) were conducted, which allowed us to refine the previously obtained data. The authors conclude that the attitude of students to the digitalization of education is determined by the experience of distance learning during the pandemic. According to the research, students’ expectations are related to the content aspect of using digital technologies in the educational process: developing practical skills and maintaining interest in learning. However, young people are not fully focused on the consumption of educational content for the development of their competencies in the chosen field of study. The availability of educational materials, video recordings of lectures in the virtual educational space does not serve as a compensator for key dysfunctions: a decrease in the share of live communication, narrowing of communication channels, lack of motivation to learn, etc. This educational requirement determined the prospects for the transformation of the professional role of the teacher: from the “translator of knowledge” to the “moderator of the creative space”.

638-652

Authors: Natalya I. Isupova, Ekaterina A. Mamaeva, Mikhail I. Bocharov, Tatyana I. Bocharova

The problem that the research is aimed at is caused by the need to resolve the contradiction between the public demand for the quality of training the future digital school teacher regarding the formation of information culture, creativity, communication skills, the ability to work in a team, readiness for change, and the insufficiently developed methodological base for training graduates that meet these requirements. The purpose of the study is to theoretically substantiate and experimentally test the need to involve students of pedagogical specialties in practical activities to design a system of specially selected tasks as an important condition for training future digital school tutors. The methodology of the research is the analysis and generalization of scientific works on the organization of cognitive activity of students of pedagogical specialties. Learning.apps, interactive worksheets, cloud services, Learnis, etc. are used as software tools for the design of practice results. The results of the study. The types of tasks (situational and motivational; reference; borderline) are identified. The development in the direction of intensification and extension is proposed for the system of tasks. The features of organizing practice and the methodological component are described on the example of studying topics of the theory and methodology of teaching computer science. The conclusion gives findings confirming that involving students in practical activities to develop a system of their own tasks really contribute to the formation of professional competencies of future digital school tutors.

664-669

Authors: Romualdas K. Malinauskas, Tomas Saulius

The aim of the current descriptive study was to examine perceived characteristics of aggressiveness of youth school’s students who received disciplinary punishment for violence and youth school’s students who not received disciplinary punishment for violence. Youth schools provide learning opportunities for students who fail in conventional schools because they required specialized attention not available in the conventional school. The analysis covered 178 youth school’s students, which were randomly selected from different youth schools in Kaunas region. The study used two surveys: Assinger’s questionnaire and Buss-Perry Aggression Questionnaire. The data in the Assinger questionnaire were found to be different from the normal distribution. Statistical analysis of these data was performed using the chi-square test. The data of the Buss and Perry’s Aggression Questionnaire were normally distributed, thus making it possible to use t-test for independent samples. Youth school’s students who received disciplinary punishment for violence had more positive attitudes toward aggression, i.e., they tend to justify the aggression partly or approve completely. Youth school’s students who received disciplinary punishment for violence were more verbally and physically aggressive than youth school’s students who not received disciplinary punishment for violence. The findings of the present study point out new trends to a deeper understanding of the peculiarities of aggressiveness among youth school’s students.

684-696

Authors: Anna L. Morozova, Yulia N. Buzina, Irina A. Pushkareva, Daria M. Morozova

The relevance of foreign language proficiency of university graduates led to the design and pilot study of the of non-linguistic students’ language mediation development model. This model was implicated at the MGIMO of the Ministry of Foreign Affairs of Russia, the Odintsovo branch (Moscow Region) in the I-IV courses, Plekhanov University of Economics and the Kuzbass Institute of the Federal Penal Service of Russia (Novokuznetsk, Kemerovo region, in the I-II courses) in 2019-2021. The authors have disclosed the components of the model based on a set of cultural, competence and communicative approaches. Besides, mediation training methods and amendments to the content of language education were presented here. The working concepts of the study are specified: types of mediation (interactive, non-interactive and hybrid), approaches and methods of developing mediation skills. The principles of selecting the content of language education (development and development of practice-, cultural- and professionally-oriented variable topics; priority of dialogical forms of communication in the language in the field of the studied concept with an emphasis on mediation; conducting negotiations in the language, etc.) based on the results of mediation are substantiated. The pilot study highlighted that the content of education and teaching methods were the most flexible components of the designed model, that were quite easily transformed into any type of training (standard, mixed, hybrid and/or distance). The analysis of the language teaching methods used (debates, case studies, etc.) proved their compliance with the requirements of the current standard. The presented results of the pilot study, under the implementation of the developed model, including the period during the COVID-19 pandemic, verified by the data of control and pilot groups and measurement procedures, proved the effectiveness of the non-linguistic students’ language mediation development model.

711-725

Authors: Dinara Kh. Shalbayeva, Bakhytgul A. Zhetpisbayeva, Gulden N. Akbayeva, Dariya N. Assanova

The present article aims to identify the major problems English teachers face in the process of working with special educational needs learners in the context of inclusive education in general education schools of the Republic of Kazakhstan. Despite the studieson special methods and pedagogy of inclusive education carried out by the educators, there are still no inclusive education achievement indicators enshrined in law. The study uses the following general scientific methods: analysis of the current and prior normative legal acts regulating teachers’ activities in the field of inclusive education, analysis of scientific and methodological literature on special, general, and inclusive education, synthesis of definitions of inclusive education concepts as well as a survey of English teachers. The conducted survey demonstrates a range of material, technical, pedagogical, and specific subject-related problems the teachers face in the context of inclusive education. Such problems are determined by the specifics and distinctive characteristics of teaching the English language in inclusive education conditions, as well as the preceding absence of courses on the methods of teaching the English language in inclusive education in the programs of higher educational establishments. One of the main problems identified by the study was insufficient level of teacher training courses to prepare for teaching within the inclusive education, as well as the lack of appropriate methods on teaching English in an inclusive classroom. Thereunder, current article describes some practical ways of addressing problems defined.

740-755

Authors: Maria V. Vetluzhskaya, Antonina A. Abramova, Kira G. Serdakova, Maria E. Maximova

Emotional intelligence (EI) and empathy are important for doctor’s work. But is there a place for a gender approach to develop the qualities? The aim of the research was to evaluate EI and empathic abilities (EA) in medical students through their gender to streamline the learning process and to develop professional competencies more effectively.The research included 104 medical students, 34 men and 70 women. Analysis of gender, cumulative and partial EI and EA was done by Bem, Hall and Boiko self-questionnaires respectively. IBM STATISTICA 8.0 was used for statistical analysis.Regardless of gender, most of the students had an average and a low level of EI with “managing your emotions” found to be the weakest. Males had higher cumulative EI and significantly better developed “managing your emotions” and “self-motivation”. Females had higher empathy level. All students had understated cumulative EA level. Rational channel, emotional сhannel, intuitive channel were the weakest. Cumulative EA level was significantly higher in females as well as levels of rational channel, emotional drip, intuitive channel, attitudes that promote empathy. All respondents have a potential to develop EI and EA by the weakest components improvement such as “managing your emotions”, rational, emotional and intuitive channels. Gender differences determine the need to develop self-motivation in females and empathy in males at high medical school. Gender approach may promote universal and professional competencies of aspiring physician.

768-782

Authors: Vladyslava M. Zavhorodnia, Anna S. Slavko, Sergey I. Degtyareva, Lyubov G. Polyakova

This paper explores the potential for using practice-based assessments in higher education in preparing humanities and social sciences specialists. The authors tested a set of innovative methodologies for practice-based summative assessment of the progress made in learning certain disciplines by students majoring in Law, International Law, and History and Archaeology at Sumy State University (Ukraine). To assess the effectiveness of practice-based assessments, the authors employed anonymous surveying, tested students’ level of mastery of key theoretical concepts, and carried out a comparative analysis of the performance of students who took part in practice-based assessments and those who took exams in a traditional way. The conducted pedagogical experiment indicates the advisability of employing practice-based assessments as part of teaching humanities and social sciences disciplines. It revealed a significant increase in the level of preparation of students on subjects summative assessment around which was based on practical assignments. Having students train their practical skills can help them assimilate theoretical knowledge better and for a longer time and become more confident in their preparedness for their future profession. Practice-based assessments can also serve as a yardstick for gauging the effectiveness of instructors’ teaching methods and stimulate the quest for new ways of teaching and learning that can help meet the needs of the labor market and the interests of students pursuing a higher education as much as possible.

790-798

Authors: Aleksandr A. Cherkasova, Sergei N. Bratanovsky, Ludmila G. Zimovets, Larisa A. Koroleva

This work explores the system of public education in Volyn Governorate in the period 1796–1917. This part of the work examines the timeframe 1796–1885. The key sources used in putting this work together are the Extracts from the Report of the Chief Procurator of the Holy Synod for the Department of the Orthodox Faith (1836−1885), the Military-Statistical Survey of the Russian Empire, and the 1887 Memorandum Book for Volyn Governorate. The authors’ conclusion is that in the period 1796–1885 the system of public education in Volyn Governorate had been developing in the light of the incorporation of this region into the Russian Empire. Attempts to keep in place the Polish education system led to a polarization of the local population and to student involvement in nationalist riots between 1830 and 1831. Only subsequent to this did the Russian government begin to take measures to unify the public education system based on the Russian Empire’s standards. By 1885, the network of the region’s educational institutions numbered eight secondary schools, 28 lower schools, and 1,515 primary schools. Overall, Volyn Governorate had in operation 1,551 educational institutions, with a combined enrollment of 47,253 students. The region’s education sector included secular, ecclesiastical, private, and national educational institutions. The process of the making of the region’s public education system was pretty much over by 1885.

812-821

Authors: Konstantin V. Taran, Aleksey A. Korolev, Sergey D. Ludwig, Nina M. Pestereva

This work examines the private education sector in the Caucasus in the prerevolutionary period. Consideration is given to the distinctive characteristics of the development of secondary, lower, and primary private education in the region. The key sources used in putting this work together are the annual Reports on Educational Institutions in the Caucasus Educational District, which provide data on the region’s schools run by the Ministry of Public Education in the period 1884–1914, and the 1879 Memorandum Book for the Caucasus Educational District. Given the study’s nature, special use was made of the statistical method, with the diverse statistical material classified by level of private educational institutions and the raw data on both the number of educational institutions and the gender and religious composition of the student body summarized. This helped identify some of the key distinctive characteristics of the development of the private education system in the Caucasus in the period 1849–1914. The authors’ conclusions are as follows: 1. Private educational institutions in the Caucasus were divided into the following three categories: Category 1 – educational institutions with five grades and up (gymnasia and higher primary educational institutions); Category 2 – educational institutions with three-to-four grades (urban schools and four-grade progymnasia); Category 3 – educational institutions with one-to-two grades (primary schools). 2. To be able to compete with ministerial (public) educational institutions, private educational institutions had to continuously keep track of the demand for education in society, take account of new trends, and vouch for the quality of the educational process. Consequently, the region’s private education sector was characterized by impermanence. Essentially, it acted as a litmus paper for a reading on what was desired by society in the Caucasus. The sector was undergoing continuous change, with the number of school grades increasing. The number of primary private educational institutions continuously declined in the region over the prerevolutionary period. In 1879, primary schools accounted for 93% of all private educational institutions in the region, in 1907 – for 78%, and in 1914 – for just 61%. 3. In religious composition, the student body across the region’s private educational institutions was dominated throughout the period under review by Orthodox Christians (the figure ranging from 57 to 74%), followed by Armenian Gregorian Christians (18 to 35%), with members of other faiths accounting for an insignificant portion of the region’s student body.

285-296

Authors: Elena Y. Barakina, Anna V. Popova, Svetlana S. Gorokhova, Angela S. Voskovskaya

The current stage of society development is very closely related to the digitalization of all spheres of public life without exception. Education in this regard should become the starting point or the basis for the competent and conscious application of Artificial Intelligence (AI) technologies, neural networks, and other cyber-physical systems based on AI, as well as robots and robotics objects. Digitalization in education is promoted by economic, social and structural prerequisites. The introduction of these technologies provides new opportunities to improve the educational process, but at the same time the application of these technologies faces some risks, the identification of negative consequences of which is delayed. The aim of the article is to provide the ways for the development of legal regulation of AI, robots and robotics objects in education. The study considers the experience of different countries in the implementation of AI technologies in the educational process, provides the opinions of international UNESCO experts, Russian and foreign researchers. According to the results of the research, three main directions of the relationship between the development of AI technologies and education are identified: 1) training with the help of AI technologies; 2) scientific and practical research of AI and its technologies; 3) training qualified specialists to work with AI in the process of obtaining secondary and higher education. The factors that hinder the implementation of these technologies, as well as the risks of negative consequences of their use in the form of violations of the students’ rights are revealed. Findings and proposals for each of the identified areas are formulated.

308-323

Authors: Benjamín Navarro Domínguez, José Antonio Cerrada Nogales, Manuel Tomás Abad Robles, Francisco Javier Giménez Fuentes-Guerra

In today's society, values are already an important part of any social and educational project. Physical activity and sport are excellent instruments to promote the conveyance of values resulting in personal and social development. However, an increasing number of authors state that the mere practice of physical activity in itself does not develop morality. The aims of this study were: 1) to conduct a systematic review of the effects of those research studies related to fair play where intervention programmes were implemented; 2) to describe and review these interventions. For this purpose, a systematic search was undertaken, in accordance with the PRISMA Declaration guidelines, in the Web of Science, Scopus, and SportDiscus databases. A total of 13 studies which met the inclusion criteria were selected. The results showed that the Sport Education Model, with the implementation of a fair play system, obtained a statistically significant increase in the level of respect for social conventions, respect for rules and referees, full commitment, and respect for opponents. On the other hand, the application of the Personal and Social Responsibility model led to improvements in fair play, rough play and the importance of winning. The main practical application of this systematic review is to help teachers and coaches in the development of fair play, as well as to identify those methodologies which provide the best results for the development of fair play in students and athletes during the sports training stage.

338-357

Authors: Arturo García-Santillán, Esmeralda Mexicano-Fernández, Violetta S. Molchanova

The purpose of the study is to determine the degree of Internet addiction in engineering students. It takes as a theoretical reference the scale proposed by Young (1998), which establish the criteria and ranges of addiction. The instrument is in Likert format with responses ranging from 1 (rarely) to 5 (always). The participants were 306 students of the Engineering career enrolled in the different school grades of the Technological Institute of Tierra Blanca, Veracruz in the 2020−2021 school year. For data analysis, the statistical technique of exploratory factor analysis with extraction of principal components and Varimax rotation is used. In addition, for instruments designed with Likert scales, it is necessary to use the Polychoric Correlation matrices for factor analysis (Richaud, 2005; Ogasawaras, 2011). The main findings are: a factorial structure of six factors was obtained, which explains 63.1 % of the total variance and is in accordance with Young's proposal (1998), however the indicators are integrated differently in each factor. The level of internet addiction of the students does not fall within the normal range; the highest percentage is mild, which does not generate an alert in which immediate attention should be paid. It was also found that there is no difference in internet addiction in relation to gender.

375-394

Authors: Algis Junevicius, Ona Juneviciene, Gabriele Cepeliauskaite, Rasa Daugeliene

Global economic and social challenges in the World require fundamental changes in quality assurance in higher education institutions at the national and international level. Higher education institutions are encouraged to adjust study programs, which would meet the current requirements and needs of the labor market and individuals. Integrated curriculum is one of the measures, which could transform traditional educational paradigm and contribute to higher quality and relevance of learning and teaching. Therefore, this article addresses development and implementation issues of the integrated curriculum with the aim to provide the concept of integrated study program and discuss the opportunities for its application in educational institutions. The theoretical part of the paper gives a brief review of the meaning of the concept of integrated curriculum, the basis for development of such study programs and the connection of such curriculum with requirements of the labor market. Accordingly, the practical part presents the findings of empirical research about the implementation of integrated curricula in Kaunas University of Applied Sciences. The results of the study revealed integrated curriculum meets the students’ expectations when the assessment of such programs is ensured constantly.

409-427

Authors: Marina A. Maznichenko, Nataliya I. Neskoromnykh, Anastasiya N. Platonova, Anvar M. Mamadaliev

This paper aims to substantiate that working with gifted children may require pedagogues to adapt scholarly-theoretical knowledge to the individual characteristics and special educational needs of such children, which may require employing both traditional, i.e. scholarly (e.g., scholarly and instructional literature and information obtained in advanced training courses), and non-traditional, i.e. extra-scholarly (e.g., personal experience and intuition, colleagues’ experience and best practices from innovative pedagogues, folklore and folk pedagogy, works of literature and films about school and gifted children, spiritual-moral norms and values, and pedagogical mythology), forms of pedagogical information. The findings from a survey by questionnaire conducted by the authors revealed that in organizing their work with gifted children most pedagogues tend to rely on the exchange of experience with their colleagues (64.1 %) and reflection about their own pedagogical experience (38.5 %). It was found that 48.2 % tend to gain relevant knowledge through reading scholarly and instructional literature, and 33.3 % tend to do so through taking advanced training courses. Only 15.4 % of respondents were found to invoke pedagogical conceptualization of literary works and films about gifted children. At the same time, 70 % of respondents were found to believe that watching and conducting pedagogical analysis of films about gifted children can be of help to the pedagogue in building interaction with the gifted child. The paper explores the potential of motion pictures as a non-traditional form of pedagogical information relating to working with gifted children, which implies the possibility of invoking scholarly conceptualization of films with the aim of resolving the kind of objectives for working with gifted children for which there have yet to be produced scientifically rational pedagogical solutions and which require invoking pedagogical knowledge that content-wise is not scientifically conceptual and form-wise is not present in scholarly texts but is capable of functioning as a possible solution to achieve them. The work highlights the following key objectives: adjusting one’s professional position in working with gifted children; adapting scholarly-theoretical knowledge on pedagogy and psychology to the individual characteristics of and the specific conditions of teaching and educating gifted children; making moral assessments of one’s pedagogical actions in respect of gifted children; seeking to overcome difficulties in understanding and conceptualizing scholarly-theoretical knowledge; seeking to resolve various psychological issues (e.g., fears and anxiety, emotional exhaustion and frustration, psychological trauma, and animus toward a particular gifted child); seeking to resolve difficulties in engaging in reflection about one’s pedagogical actions. The authors employed problem analysis and expert assessment to select 12 domestic and foreign motion pictures that address relevant issues in working with gifted children and look at problems and difficulties that gifted children may experience. Only less than a third of the respondents were found to be familiar with these movies (2.6 to 35.9 %). The exception is the film ‘Scarecrow’. This may be associated with the fact that the launch of this movie was a significant event for the majority of Russians. The rest of the films, both Russian and foreign, which focus on equally important issues in working with gifted children, were found to have been overlooked by the participating pedagogues (e.g., ‘The Jester’, ‘Schedule for the Day After Tomorrow’, ‘When I Will Become a Giant’ (Russia), ‘Gifted’, ‘Little Man Tate’ (USA), ‘Billy Elliot’ (UK), ‘Vitus’ (Switzerland), ‘The Little Prince’ (France and Italy), and ‘Little Stars on Earth’ (India)). The findings suggest the need to engage future and practicing teachers in purposeful work involving the scholarly-pedagogical conceptualization of motion pictures and works of literature about gifted children and their problems in school and the mastering of relevant techniques for employing the results of such conceptualization in working with gifted children. The paper highlights the following key aspects of organizing this kind of work: criteria for selecting movies, methods for individual analysis of movies, organization of group discussions, and creation of collections of films focusing on various issues in working with gifted children. The insights from the research reported in this paper can be used by higher education institutions focused on the training of future pedagogues, curriculum developers in institutions of general learning and supplementary learning for children, and pedagogues working with gifted children.

438-449

Authors: Huong Thi Phama, Phuong Vu Nguyen

The study examines the impact of the AUN-QA assessment at the programme level on quality improvement from the students’ perspective. Data was collected through a survey questionnaire distributed to 439 participating students in the third and final years of the three programmes from three universities that were assessed and recognised by AUN-QA in 2018 and 2019. The findings indicate very positive changes observed by students during the AUN-QA assessment process at the programme level. Most students observed changes in curriculum design and development, teaching methods, student assessment methods, equipment and facilities, and research while few students observed changes in academic staff, support staff, and student support services. These changes appeared to be attributed to the adaptation of the OBE approach by the universities in this study as well as the requirements of the AUN-QA for programme assessment. However, the study also shows a difference in the students’ self-reported evaluation or observation of changes at the three universities. It is suggested that further studies should be conducted using more direct methods of measuring changes such as direct assessment of student learning for evaluating the impacts of external QA. Another research applying a qualitative approach (such as interview) could provide more in-depth information on the impacts of AUN-QA assessment from the students’ perspectives.

462-475

Authors: Elena V. Soboleva, Tatyana N. Suvorova, Svetlana V. Zenkina, Mikhail I. Bocharov

The problem that the given paper aims to solve is associated with the need to resolve the contradiction between the requirements of the digital economy for a high level of computational thinking of specialists of the future and an insufficiently developed methodological base for training graduates that meets these requirements. The purpose of the research is to theoretically prove and experimentally verify the need for the use of gamification technology in training of specialists of the future to form computational thinking skills which are most in demand in the digital society. The research methodology includes the analysis and generalization of scientific works on the problem of determining the phenomenon of computational thinking, the use of digital gamification resources in training, and clarifying the requirements for training of highly qualified specialists of the future. The HTML 5 language was used as a software tool. The pedagogical experiment is presented on the example of the assessment of changes in the levels of skills that make up the essence of computational thinking. Results. The paper clarifies the concept of computational thinking and describes the directions of educational and cognitive activity based on the gamification principles which most effectively form computational thinking. The authors formulate didactic principles for the inclusion of computer games to foster students’ cognitive activity, support professional self-determination, and develop systematic and critical thinking. Specific materials are proposed to improve the methods, tools, and organizational forms of the training focused on the formation of computational thinking as the basis for the supra-professional skills of specialists of the future. In the end, conclusions are made which confirm that the included educational and cognitive activities on game designing in the training of highly qualified specialists of the future fosters the formation of computational thinking skills.

485-495

Authors: Olga L. Voroshilova, Olga V. Chernyshova

Nowadays inclusive education is developing in Russian society. A great contribution to the study of the problem of teaching children and teenagers with disabilities was made by the following scientists: L.S. Vygotsky, L.P. Grigorieva, V.V. Davydov, A.I. Kaplan, A.N. Leontiev, A.V. Petrovsky, D.B. Elkonin, etc. Special conditions are created for the education of students with disabilities and with disabilities at the Southwest State University. The University has established a Center for Supporting Inclusive Education. In 2015, a program was developed to create an accessible environment for the disabled and low-mobility groups of the population at the university facilities. At the first stage, a pilot study was conducted, a survey of university teachers and students in order to identify the problems of teaching students with disabilities at the university. From 2018 to 2020, there was organized and conducted a research of the socio-psychological aspects of teaching students of four groups of Southwest State University, including those with disabilities. The aim of the study was to study the impact of a set of psychological and pedagogical measures for the development of social adaptation of students with disabilities and with disabilities on the psychological qualities and personal characteristics of young men and women. The conducted research revealed the following: students of gr. JR-81 «b» and gr. FL-81 «b» (experimental groups) have higher indicators of the development of sociability, communication skills, high educational motivation, more adequate self-esteem, professional inclinations than boys and girls gr. GO-81 «b» and gr. KF-81 «b» (control groups). The empirical data were processed using standard methods of mathematical statistics.

509-516

Authors: Aleksandr А. Cherkasov, Sergei N. Bratanovskii, Marina A. Ponomareva, Ludmila G. Zimovets

The paper reviews the system of popular education in Denmark in the 19th and early 20th centuries. Emphasis is made on the conservative and liberal trends in European education. Scientific and specialized literature on the research topic was used as materials. Methodological basis of the study consisted of the traditional historiography principles, historicism, scientific objectivity and consistency. Methods used in the course of work are as follows: comparative method. It enabled a comparison of the Danish popular education system with similar experiences in other countries. It also helped identify general European trends in education and highlight local features. In conclusion, the authors note that Denmark’s system of popular education experienced a dynamic transformational journey in the 19th and early 20th centuries. This period marked ups and downs, such as confrontation among followers of the liberal and conservative concepts in European pedagogy, which culminated in productive activity based on regional conditions. An important note should be made that Denmark was very close to the Russian Empire in areas related to popular education, because both countries were dominated by the German pedagogical system and were about to introduce universal primary education.

529-545

Authors: Timur A. Magsumov, Teymur E. Zulfugarzade, Mikhail B. Kolotkov, Sergei B. Zinkovskii

This work analyzes the system of public education in Baku Governorate in the period between the second half of the 19th century and the early 20th century. This part of the work examines the timeframe 1849–1900, i.e. the period from the creation of the governorate to the beginning of the 20th century. The key source used in putting this work together is the annual Reports on Educational Institutions in the Caucasus Educational District, which provide data on the region’s schools under the purview of the Ministry of Public Education. Wide use was made of the statistical method. The authors researched the reports for statistical data on the following: the types of the region’s educational institutions, the number of schools in the region, the region’s library holdings, and the region’s student body (information related to student demographics, including ethnicity, religion, social estate, and gender). The use of the statistical method helped identify some of the key distinctive characteristics of the development of the system of public education in Baku Governorate in the period 1849–1900. The authors’ conclusion is that the system of public education in Baku Governorate had markedly distinct characteristics. Above all, this was the case with its private educational institutions, which played an important role in the development of its public education system. By the year 1900, Baku Governorate had in place an entire network of public and private educational institutions, which included six gymnasia, seven lower educational institutions, and 113 primary schools. Gender-wise, girls comprised just 31% of the region’s total student body, which at the time was quite characteristic of areas with a large Muslim population.

726-739

Authors: Mahmood Azizi, Hedviga Tkáčová, Martina Pavlíková, Zita Jenisová

This study attempted to investigate the impact of extensive reading (ER) on the writing ability of Iranian EFL students. The study also took a further step to explore the effect of adding group work activity to the extensive reading program to find its possible positive effect on improving writing ability. The present study had two experimental groups with no control group. Participants were 35 students majoring in English Literature as ER plus GW (group work) group and 30 students majoring in English Language Teaching as ER group both taking the course of reading comprehension(II) in the University of Mazandaran. Participants were first given a reading comprehension test taken from TOEFL from which 24 students were chosen as the participants of this study according to their marks. The ER plus GW group read one graded reader each week at home, discussed the summary or related topic in the groups of five or six. The group members took notes on each other's talk including new vocabulary and language structure. At home, they wrote a summary of the book. ER group, on the other hand, read one book each week and wrote its summary at home without any discussion. Both groups were asked to write about a common topic one before and one at the end of the program as their pre/post test. Their summary examined in terms of four writing aspects including: run-on sentences, vocabulary errors (word choice and word form), and overall accuracy. The results of t-test revealed that adding group work to ER was almost effective in improving overall accuracy, run-on sentences, word choice but not in word form errors.

751-772

Authors: Rezeda M. Garanina

The article reveals the essence of the technology of pedagogical assistance, which has the main identification aspects, features and quality characteristics. The multidimensional technology of pedagogical assistance proposed by the author makes it possible to solve the urgent pedagogical problem of the formation and development of the subject of the educational process, capable of self-organization, self-creation and self-realization in the future profession. For the optimal implementation of the research concept, the corresponding criteria and indicators of the effectiveness of training and education were developed, the corresponding tools for monitoring, identifying and measuring the diagnosed qualities of the subject and the results of the student's activity in the process of objective control. As a result of the research, the main directions of pedagogical influence on the development of cognitive activity, cognitive independence and self-development of a student, the formation of his subjective characteristics, optimization of the formation of subjectivity have been identified and analyzed; summarized the results of the application of multidimensional technology of pedagogical assistance in the educational environment of a medical university. The issues of creating pedagogical conditions for the coordination of subject-subject interaction and cooperation, the development of communication skills, the productive development of the information space, an increase in the subject potential and the formation of the subject position of the future specialist are discussed. The proposed concept is especially relevant in the context of the technological renewal of education, increasing the density of information flows,since theoretical educational material is presented in the form of logical-semantic models of the principles of block display of information, the use of which contributes to the effective assimilation of educational material. The technology proposed by the author is completely diagnosable, the elements of pedagogical technology turned out to be reproducible and, in general, ensure the achievement of the planned research results.

786-806

Authors: Fatemeh Khonamri, Faegheh Ahmadi, Martina Pavlikova, Lucia Petrikovicova

Recent research in SLA indicates that collocations are an indispensable aspect of language learning. Its importance in learners’ writing ability is, therefore, undeniable. Thus, the present study attempted to explore the effect of explicit teaching of collocations on learners' awareness and use of them in their writing. It differed from previous studies in that the main focus was on learning the collocations of the most important nouns. To this end, the present study used a mixed method approach with a pretest-treatment-posttest quasi-experimental design and qualitative analysis of questionnaire to investigate the questions. To collect data, an experimental and a control group were selected on the basis of the results of a proficiency test (PET). The participants were conveniently chosen as samples from a grand total of 58 students. The learners were further randomly assigned to two groups: oneexperimental group and one control group. The participants in the experimental group (N=15) received weekly interventions based on explicit teaching of collocations but the control group (N=15) received no instruction regarding collocations and had their regular procedure. The results of independent and paired sample t-tests (sig< 0.05) indicated that there was a significant difference between the two groups' performances in the achievement collocation test. Thus it can be concluded that teaching English collocations to EFL learners and raising their awareness will enhance their proficiency in writing and improve their collocational competence. The qualitative analysis of the responses to questionnaire also supported a positive impact of the method on students' fluency in writing.

819-826

Authors: Аndrii E. Lebid, Natal'ya A. Shevchenko

The article gives an overview of the basic principles and approaches to the matter of cooperative learning based on the use of interactive forms and methods of education. It is argued that in the conditions of the changing labor market, there will be a demand for such skills, abilities and competencies that are most effectively formed and developed through interactive practices such as leadership, thinking skills, communication, decision making, project work, etc. Interactive education methods are a synthesis of two components, pedagogical and technological. It is justified to combine these two components to achieve the best learning outcomes. On the basis of the analysis of the data obtained as a result of the survey, as well as via its verification using the mathematical statistics methods, a hypothesis was proposed on the difference in the level of expectations, perception and evaluation of interactive forms and methods of education in gender-differentiated groups of engineering students. The results of data analysis showed a more skeptical attitude of the male student audience with regard to both the effectiveness and appropriateness of interactive methods of education. It was found that this part of respondents tends to be more instrumental and pragmatic in choosing the means and methods of learning.

839-853

Authors: Irina A. Mushkina, Ol'ga A. Mikhal'kova, Oksana P. Sadilova, Anna L. Khovyakova

This paper outlines the findings from an integrated diagnostic assessment of manifestations of giftedness in senior preschoolers and their interest in professions. The authors investigated the relationship between manifestations of a certain type of giftedness in children and their interest in a certain group of professions. The assessment of manifestations of giftedness was conducted based on a methodology developed by A.I. Savenkov. This methodology helps assess the presence of traits of the following 10 major types of giftedness: intellectual, creative, academic, pictorial, musical, literary, performing, technical, leadership, and sporting. The study of interest in professions was conducted based on E.A. Klimov’s Differential-Diagnostic Questionnaire, which had been adapted for preschoolers. The study helped draw the following conclusions: (1) based on pedagogue and parent reports, the type of giftedness that is detected most often in senior preschoolers is the pictorial type, followed by sporting giftedness, and then leadership giftedness; (2) parent assessments of manifestations of giftedness in their children tend to be significantly higher than teacher assessments when it comes to pictorial, musical, literary, leadership, and sporting giftedness; (3) the number of preschoolers with multiple manifestations of giftedness (a high level on three or more types) is significantly larger than the number of preschoolers with manifestations of one-to-two types of giftedness; (4) gifted children tend to have a clear-cut interest in a certain group of professions; (5) there is a significant correlation (at the 0.01 level based on the Pearson correlation coefficient) between leadership giftedness (teacher assessments) and interest in professions within the ‘Man – Man’ group, between academic giftedness (teacher assessments) and interest in the ‘Man – Technology’ group of professions, and between creative giftedness (parent assessments) and interest in the ‘Man – Technology’ group of professions. The results could be utilized in implementing efforts to provide pedagogical support for and early vocational guidance to gifted children in kindergartens and institutions of supplementary learning for preschoolers.

866-877

Authors: Carlos Alberto Rojas-Kramer, Elena Moreno-García, Francisco Venegas-Martínez

The study aimed to measure the level of anxiety towards mathematics in high school students and if they differs by gender and institution. For this, the scale designed by Muñoz-Cantero and Mato-Vázquez (2007) was applied to 536 Mexican students from three different institutions in the public sector. This instrument is divided into five factors: anxiety towards the evaluation, towards the temporality, towards the understanding of the problems, towards the numbers and the mathematical operations and towards real life situations. The data matrix was analyzed using the Cronbach's alpha coefficient to validate its consistency, from which a very acceptable value of .932 was obtained.The analysis confirmed that the data matrix is not an identity matrix and presents acceptable correlations between variables, confirming the extraction of five factors that explain 63.38 % of total assimilable variance. In addition, the ANOVA test was calculated with the F statistic and its significance to prove the hypothesis of equality of means. A significant difference of means by gender was found in four of the five factors. Only anxiety towards real-life mathematical situations had no significant difference in means. Otherwise, the academic institution variable show difference between groups only in anxiety towards real-life mathematical situation. The Levene statistic was calculated for both variables to prove the hypothesis of equality of population variances. The gender variable presented equality of population variances in the five factors. The institution variable had not equality in population variances in anxiety towards mathematical problems comprehension and anxiety towards real-life mathematical situation.

886-892

Authors: Miroslav Slizik, Lucia Paskova, Jana Stehlikova, Pavol Bartik

Introduction: The role of emotions in increasing the achievement of athletes is at the forefront of sports psychology whilst it is a key area not only in terms of perception and orientation in their own emotions, but also their management and control to succeed, which motivated us to analyze the relationship of EI as a complex of dispositions to behave emotionally in a competent way and the tendency to deliver high sports achievement. The research group consisted of achievement athletes studying physical and sports education. Material and Methods: The design is in the form of a cross-sectional study. The research group consisted of 183 respondents – university students. To record the level of EI, we used TEIQue-SF/TEIQue-ASF (Slovak translation by: Kaliska, Nabelkova and Salbot, 2015) and to determine the share of individual personality dimensions on a global level of achievement motivation, we used LMI (translation and editing by: Hoskovcová, 2003). From mathematical-statistical methods, we subjected the data to correlation and regression analysis. Results: We found the closest significant correlations in the case of well-being and confidence in success, flexibility, which is also significantly associated with self-control. Sociability is most strongly associated with dominance and emotionality with flexibility and internality. The global level of trait EI is most significantly associated with confidence in success and flexibility. Discussion: Our findings clearly show that adequate processing of one's own emotions contributes to a deepening of concentration on sport achievement as well as to a higher self-confidence reflected in the setting of more adequate and realistic goals.

902-914

Authors: Guldana A. Totikova, Aidarbek A. Yessaliyev, Nurlybai K. Madiyarov, Nurgul Medetbekova

The use of planar and volumetric geometric figures in the form of didactic games and exercises, the participants in the experiment showed a significant improvement in the results of the level of spatial representation compared with the control group. The methodology of the use of didactic games and exercises with geometric figures showed the statistical significance of differences in students in the control and experimental groups and significantly improved the quality of their knowledge and skills. The study proves that didactic games can be used at different stages of learning, starting with an explanation of new material, its consolidation, repetition, control. Didactic games on plane modeling allow you to fully solve the educational tasks of the lesson, activate mental activity, increase the cognitive interest of students. The technique helps to convey difficult material in an accessible form. We believe that in the process of research, the neurophysiological abilities of mental activity increased, holistically perceive objects, operate with a large number of signs, abstract certain properties of objects of the surrounding world, the ability to represent three-dimensional figures, perform actions with them (Madiyarov et al., 2017).

923-934

Authors: Elvira M. Valeeva, Ekaterina G. Milyaeva, Regina V. Penner, Elena G. Sosnovskih

The authors place the problem of a subject-oriented model in educational process of higher education. The transition to subject-oriented methods is due to the transformations of modernity. Objective changes in reality, informatization and technological changes, require from students fundamentally new knowledge and skills, which the classical educational model cannot provide. This research presents the quantitative results of an educational investigation that was conducted with the aim of finding and testing the optimal forms in teaching humanities in university. The investigation was attended with students who studied the course of philosophy in the Academic Year 2018−2019; we used different forms and methods of working with philosophical material: from classical to non-classical (philosophical practice). In the investigation, we used philosophical practice as an alternative method of teaching philosophy. The non-classical nature of philosophical practice is manifested in the fact that attention is switched from the studied material to the subject of study. In those student groups where methods and techniques from philosophical practice were used, we fixed the students' attention not on the abstract philosophical concepts, but on the specifics of the perception of these concepts by the students themselves. In this way, we narrowed the distance between the theoretical level of philosophical knowledge and the real existential experience of modern students. In the process of the investigation, we paid attention to the independent work of students in the educational process. The materials of the investigation can be used as recommendations for the organization of extracurricular work, focused on the formation of soft skills among students (including discussion and philosophical clubsfor the development of critical thinking, logic and other open intellectual creative platforms).

948-962

Authors: Vilma Zydziunaite, Simona Kontrimiene, Tetiana Ponomarenko, Lina Kaminskiene

In research on teacher leadership, teacher workload, teaching time allocation, and teacher self-esteem in teaching and at school are neither studied as challenges or influencing factors nor are they seen as related to leadership at all. In educational research the mentioned factors are mostly studied in relation to teaching effectiveness or quality. The present study is aimed at identifying the relationship between teacher workload, time allocation, self-esteem, and leadership at school. The study involved 418 subjects, primary school, pre-school, and vocational teachers. Results suggest no significant differences among teachers in terms of aggregate study variables by the type of school or teachers’ position at school, yet differences emerged among teachers with different workloads in two composite variables, school activity and school stress as teachers with less than half a day workload are statistically significantly less active at school and experience less stress than full-time teachers; also, there is a significant link between teacher workload and time allocated to a number of activities as well as stress, and the same two determinants of teacher self-esteem both in teaching and at school are the level of activity in school and stress. The other variables important in the formation of teacher self-esteem differ, although both types of self-esteem are interrelated as the level of one is predictive of the level of the other. These findings accentuate that workload, time allocation, and self-esteem are important challenges in teacher leadership. The relationship between teacher workload, time allocation, self-esteem, and leadership needs to be defined and managed at the institutional and individual levels to avoid potentially undesirable effects and counterproductive teaching and learning behaviors.

971-983

Authors: Sergey I. Degtyarev, Vladyslava M. Zavhorodnia, Lyubov G. Polyakova

The government policy of the Ukrainian State, conducted in the field of public education within 1918 year, is reviewed in this article. The first part of the research covers the peculiarity of the work of the Ukrainian Ministry of Public Education, its structure and personnel. The authors paid separate attention to the formation process of the higher education institutions system and the internal organization of their activities. The research is based on a corpus of published normative documents, memoirs of contemporaries of the events described here. The authors concluded that in general the government policy of the Ukrainian State in the area of the public education system development was very successful. The work of the Ministry of Public Education itself was established in very short time. The productivity of the ministry was facilitated by the delegation of legislative initiative given to it. This helped to make many decisions quickly, reacting in time to the emerging needs of the public education sector. The existing universities received state support, and a chain of new educational institutions were created. However, there were several reasons that did not allow to perform the reform of the higher education system in full. First of all, these are military-political and economic reasons.

993-1010

Authors: Artyom Y. Peretyatko, Teymur E. Zulfugarzade

Recent years have witnessed the publication of a variety of scholarly papers highlighting region-specific peculiarities of education in the Russian Empire. However, they tend to focus on statistical information regarding the number of schools, the number of students, etc. Therefore, theoretical and pedagogical views and unique features of the methodological work done by major provincial teachers remain poorly researched. The paper discusses the case study of the Novocherkassk Gymnasium that was the most prominent scientific and educational center in the Don region in the 19th century and that boasted a teaching personnel of renowned local figures. Remarkably, the material on the actual pedagogical process in the gymnasium was already collected before 1917, mainly in the initiative to celebrate the facility’s centenary, and as many appropriate documents lacked, much attention was paid to gathering information from former gymnasium students. As a result, the knowledge of real teaching practices used in the gymnasium is based both on official documents and on oral, often critical, accounts by contemporaries of its teachers, and the group of teachers include persons who played an important role in the Don history. The third part of the paper encompasses the period in the late 1850-1860s, when the Novocherkassk Gymnasium enjoyed a true “golden age”. At the time, the institution had two teachers of national, not regional scale, the future authors of the famous textbooks, A.A. Radonezhskii and A.G. Filonov. S.S. Robush, director of the gymnasium, commanded great respect in Novocherkassk society, wrote pedagogical articles in the capital and local press and worked to publish the Don’s first pedagogical journal. Each of the personalities shared a common pedagogical vision that epitomized a return to the ideas of A.G. Popov and A.G. Oridovsky about the overriding importance of the moral benefits of education, but brought forth the return through a new theoretical and practical lens. Teachers of the new generation ventured to use a conscious approach to the very process of teaching, giving consideration to how and what they taught children, for the first time in Don pedagogical practice. As a result, after it had abandoned attempts to adapt to the needs of the Don Host in the training of officers and officials, the gymnasium successfully brought up specialists in a wide range of subject matter areas and claimed a leading position in the Kharkov educational district for the first time in its history.

490-504

Authors: Bakytzhan Z. Aidarov, Yussubali N. Kamalov, Nazira P. Tangkish

Internationalization and integration of the educational environment raises the issue of university lecturer development of professional mobility in Kazakhstan’s higher education system. The aim of the study is to find an empirical approach to defining the factors for the development of lecturer professional mobility in the modern conditions of functioning of higher education in Kazakhstan. Using the cluster analysis and justification of the efficiency criterion, the researcher conducted a representative sample of 30 local universities. In order to obtain quantitative estimates of their professional mobility level, the researcher surveyed 1109 lecturers from a sample set of Kazakhstan universities. To determine the structure and factors of professional mobility and the role of the resource component in professional mobility, the researcher employed principles component analysis, which was carried out on the basis of the quantitative estimates obtained as a result of the survey. Finally, the influence of pedagogical mobility factors on the efficiency level of the university was studied using regression models made using the method of nonlinear evaluation. The results of the study are of a practical nature. To know the factors of professional mobility is fundamental for educational management as it determines the ratio of resource and process components that underlie the coordination of interests of both the employee and the university, as well as the strategy for the development of lecturers in universities. This, in turn, can significantly increase the efficiency of their activities, as well as ensure the success of integration into the world educational space.

520-528

Authors: Tatyana A. Antopolskaya, Olga Y. Baybakova, Alexander S. Silakov

The article reveals the problem of the development of personal agency of adolescents in a socially enriched environment of additional education. It deals with the theoretical aspects of the problem. Attention is drawn to significant characteristics of personal agency, such as multi-leveledness, reflexivity, motivation, initiative and realization through interaction with others. Special features of adolescence as a sensitive period for the development of personal agency are revealed. The article provides the review of the development of personal agency of adolescents at a socially individual, socially-communicative, socially-interactive and socio-moral levels. It describes methods of studying the development of personal agency of adolescents at a socially individual level, which fix the level of cognitive activity of adolescents and their ability for self-development, allowing to identify five stages of development of personal agency − "observer", "student", "apprentice", "master", "creator". The results of the ascertaining stage of the experimental study of personal agency of adolescents in different educational organizations (secondary school, additional education centre) are presented. They reveal that there are certain discrepancies in the control and experimental groups both in the formation of personal agency and in the level of adolescents' need for self-development as one of the leading indicators of personal agency. The issues of creating pedagogical conditions in the environment of additional education for the development of personal agency of adolescents are discussed. The article also substantiates the necessity of using special technologies to increase the personal agency of adolescents.

546-551

Authors: Milka Elena Escalera-Chávez, Arturo García-Santillán, Violeta S. Molchanova

When a person is ignored for other one in a social context for the focus given to the use of a mobile phone, it is called phubbing. This phenomenon is increasingly recurring in society and students are not exempt from it. For this reason, the aim of this research is to determine if there is a difference in phubbing behavior between male students and female students from the Mid-Zone Multidisciplinary Academic Unit. This study was carried out by surveying 243 Business Administration college students in the Multidisciplinary Academic Unit of the Middle Zone, whose ages range from 17 to 26 years. The test designed by Chotpitayasunondh and Douglas, (2016) was used. From this questionnaire, only those corresponding to demographic characteristics, Phubbing intensity and Phubber intensity, were taken. For the data analysis, a Bayesian analysis was used with Bayes' Theorem as a central point. The main result reported in this work reveals that the difference in Phubbing behavior between men and women is significant. This assertion is given from the data obtained from the Bayesian Factor, which measured the probability that the phenomenon occurred. Therefore, we can say that the result shows a moderate difference in Phubbing behavior between male students and female students. The value obtained from the Bayesian analysis confirms that there is a 4.959 probability of obtaining a higher average in men than in women.

572-583

Authors: Аndrii E. Lebid, Natal'ya A. Shevchenko

This paper outlines some of the key changes to cultivating relevant capabilities, skills, and competencies that are expected of university graduates today. Transformation processes in this area are calling for the creation of a relevant system of workforce education and training, with a focus on optimizing the conditions for combining work and training. This issue could be resolved via a set of activities on developing special models of mutually beneficial relationships between educational institutions, employers, and stakeholders. Such activities will be aimed at ensuring the practical preparation of education seekers for independent professional activity and their social adaptation in work teams, proper regulatory-legal and organizational support, the conduct of testing, the conduct of research, the fine-tuning of such models, and the development of recommendations on the use of such models on a wider scale. The dual model of learning, currently regarded by many as quite successful, combines effective innovative techniques and methodologies, including those founded on the project-based method. Through the example of the experience of several Ukrainian universities, specifically Sumy State University, with respect to the conduct of project-based activity, the authors describe the role of this type of activity in fostering the skills of design thinking with a focus on streamlining the experience of engaging in project-based and research activity. The authors’ calculations using the Pearson correlation coefficient and the F-test helped establish that how many projects will be undertaken does not directly depend on the number of project groups.

592-602

Authors: Alexander Yu. Prosekov, Irina S. Morozova, Elena V. Filatova

The research featured the measures required to plan scientific and research activities that develop research competency in university students. The authors explained the necessity to plan research activities in the way that would allow students to master educational and cognitive techniques and perform practical actions aimed at solving personal and socially significant tasks. The article outlines theoretical background of research work planning at institutions of higher education. The concept of research competency was defined as a combination of motivational, gnoseological, operational, and personal components, developed at such a level that allows one to successfully apply the acquired research skills and knowledge in practical tasks. The authors believe that the development of research competency is the final result of education. Competencey as a new mental formation develops while mastering certain activities during the learning process. The phenomenon includes knowledge, skills, personality traits, and personal qualities. The paper introduces a set of criteria indicators that can be used to assess the level of research competence in students. The article also focuses on interactive methods, social media, and changing the role range of participants. A set of experiments registered some positive changes in the parameters of the components that together make up research competency. The results revealed a higher level of motivation, which indicates that the students are growing more aware of the value of science and research. They also demonstrated a better-developed gnoseological component. This improvement can be explained by the fact that research work activated such cognitive processes as systematization, planning, comparison, and generalization. A higher development level of the operational and personal components was reflected in better quality research reports and scientific publications.

621-633

Authors: Daniela Šusteková, Lýdia Kontrová, Vladislav Biba

The level of students coming to the University of Žilina is very different. There are significant differences in the level of knowledge from secondary schools, in the way of study, in the approach to the responsibilities and, last but not least, in the pursuit of new knowledge. Many students have difficulties integrating fully into the study process and are having problems to master the study of the first year. Therefore, research was conducted to find out what is the big difference between students, which is affecting their achievements. The article describes the results of the research done at the Faculty of Operation and Economics of Transport and Communications of the University of Žilina. There were several research objectives. The first goal was to find out the impact of the type of secondary school on the results of the study at the university from the subjects of Informatics in both semesters. The second objective was to find out how the number of hours in the subject of informatics weekly attended at secondary school affects the grade from Informatics at the faculty. The third goal was to compare study results in both semesters. To obtain the results was used the One-Factor Variance Analysis Method, T-Test for Two-Sample Assuming Unequal Variances, t-Test Paired Two Sample for Means. The research showed that the type of secondary school influences the study results in both semesters. Another interesting fact was that students who had a lot of informatics in secondary school do not achieve better results than those who have much less of Informatics. The results of the 2nd semester show that some of the students have adapted to the situation, improved their learning outcomes and were able to move further to the next years.

645-656

Authors: Ľubomír Žáčok, Milan Bernát, Renáta Bernátová, Ján Pavlovkin

The authors of the scientific study examine the impact of the relationship of theoretical knowledge on practical skills in technical subjects at the lower secondary level of education in the Slovak Republic. After determining the research problem and hypotheses, they bring the processed results in the form of tables and figures. Quantitative results within the pedagogical experiment are supplemented by qualitative analysis. In a scientific study, we characterize a research sample and research methods. We focus on a detailed description of problem tasks that pupils have solved in pedagogical research. Pedagogical research was carried out in four regions in the Slovak Republic. At the end of the scientific study, the authors compare the results ascertained from previously published information in the field of science. We are based on modern approaches in pedagogy, which integrate the issue of assessing pupils psychomotor skills into the field of general education. The current objectives and tasks in subjects developing cognitive knowledge and psychomotor skills of pupils and specifically on the subject of technology, represent a body of knowledge and skill to be learned. In the information society, knowledge is growing in a geometric way, especially in the field of technical sciences. The knowledge that the pupil acquires at school will no longer be sufficient after solving the internship in solving the technical problems he will encounter. Scientific studies address this issue. We examine the influence of theory on the acquisition of practical skills. Both aspects are important in the development of the pupils' personality not only in the technical but also in the modern information society.

666-678

Authors: Sergey I. Degtyarev, Lyubov G. Polyakova, Diana I. Stepanova

In this work, the authors continue to explore the institution of honorary supervisors in the system of public education of the Russian Empire in the first half of the 19th century. Based on data from various related publications and archival materials, the authors have analyzed the dynamics of change in the number of honorary supervisors in schools within the Kharkov Educational District at the time. During the period under review, the number of this type of functionaries grew steadily, which attests to the high popularity of the post of honorary supervisor among the nobility. While it did not profit those who held it financially, the post could help raise their social status significantly. It is difficult to establish the educational level of honorary supervisors, as service records did not always reflect this. At the same time, serving as an honorary supervisor involved active engagement in official correspondence with local authorities, the university senior management, etc. This suggests that the overwhelming majority of honorary supervisors in the Russian Empire did have an education. The authors are convinced that further research into the institution of honorary supervisors and practices related to the institution of trusteeship within in the system of public education of the Russian Empire remains a relevant and promising line of research. It can offer valuable insights into the advisability of implementing some of the more effective elements of said practices in the present-day education system.

689-706

Authors: Artyom Yu. Peretyatko, Teymur E. Zulfugarzade

Recent years have witnessed the publication of a variety of scholarly papers highlighting region-specific peculiarities of education in the Russian Empire. However, they tend to focus on statistical information regarding the number of schools, the number of students, etc. Therefore, theoretical and pedagogical views and unique features of the methodological work done by major provincial teachers remain poorly researched. The paper discusses the case study of the Novocherkassk Gymnasium that was the most prominent scientific and educational center in the Don region in the 19th century and that boasted a teaching personnel of renowned local figures. Remarkably, the material on the actual pedagogical process in the gymnasium was already collected before 1917, mainly in the initiative to celebrate the facility’s centenary, and as many appropriate documents lacked, much attention was paid to gathering information from former gymnasium students. As a result, the knowledge of real teaching practices used in the gymnasium is based both on official documents and on informal, often critical, accounts by contemporaries of its teachers, and the group of teachers include persons who played an important role in the Don history. The second part of the paper is dedicated to the evolution of theoretical pedagogical thought and educational methods in the Novocherkassk Gymnasium from 1810 to 1850. The paper demonstrates that the educational process became relatively streamlined only since this period – this happened at the end of 1830 when I.Ya. Zolotarev, the first Don Cossack, who taught at a higher educational institution (Kharkov University), was appointed its director. It was he who introduced for teachers regular reporting on class attendance, topics covered, firmly required teachers to prepare curricula and drove other changes. Parallel to the process, there were shifting theoretical views of Novocherkassk teachers as advocates of practice-oriented and applied education, helpful in building a career, strengthened their position. The Novocherkassk gymnasium was envisioned as a “military” educational institution that served the interests of the Don Host by training officers and administrators. However, the plans were hindered by excessive formalism in teaching, lack of focus on actual cognitive abilities of children and too a scholastic educational process that had no touch with reality. By 1850, a certain development crisis had began looming over the Novocherkassk Gymnasium: the number of people willing to be students at practice-oriented courses gradually went down while the needs of the Don Host were not addressed.

271-289

Authors: Emnijeta Ahmetović, Senad Bećirović, Vildana Dubravac

The aim of this study was to examine foreign language classroom anxiety and motivation to speak in English as a foreign language with respect to gender and grade level as well as their effects on students' EFL performance. The research sample comprised 160 (middle and high school) students. Foreign Language Classroom Anxiety Scale (FLCAS) and the Speaking Motivation Scale were used to collect the data. The results showed that foreign language classroom anxiety and intrinsic motivation were negatively associated with each other, while extrinsic motivation and amotivation were significantly positively associated with foreign language classroom anxiety. Even though there was an insignificant difference between the males’ and females’ motivation to speak English as a foreign language, foreign language classroom anxiety was significantly affected by gender. The outcomes of a one-way MANOVA revealed that grade level had no effect on the combined dependent variables of foreign language classroom anxiety, while it had a significant effect on speaking motivation. Furthermore, the findings indicated that overall intrinsic motivation and intrinsic motivation to experience stimulation were significant predictors of the students’ EFL achievement, whereas communication apprehension as a foreign language classroom anxiety factor was in a negative association with the students’ EFL achievement. The study provides instructors with guidelines on how to make their classrooms an environment conducive to the development of higher levels of speaking motivation and lower levels of anxiety with the aim of improving their students’ performance.

301-312

Authors: Mikhail N. Dudin, Yulia A. Romanova, Alesya N. Anishchenko

The paper focuses on revealing bilingual education features serving the purposes of harmonizing the multi-faith business schools and universities environment, using Russian and international experience. The empirical study was carried out using questionnaire method, polling, and method of involved observation. Russian business schools in 2017, 2018 and 2019, with a total number of 404 students, including 202 students in academic programs implementing bilingual education model in Russian and English, as well as the same number of students in classical monolingual programs in Russian (control banding), formed the empirical base of the study. It was revealed that bilingual education is a complex socio-pedagogical phenomenon and a promising educational model, which focuses not only on shaping and building a wide range of students’ capabilities but also on the unique socio-cultural educational environment functioning aimed at the solution of such problems as: harmonization of students’ interests to overcome intercultural differences; expanded socialization and facilitation of productive activities in terms of intercultural, interfaith education. It was also determined and confirmed empirically that the overall orientation of the bilingual educational model, which forms a productive cross-cultural communication environment, influences the potentially successful overcoming of interfaith differences and harmonization of interests of representatives of different confessions, as well as religious and atheistic practices. Thus, the use of a single neutral language code, free from religious-oriented vocabulary, reduces the tension in communication perception of educational activity subjects, reducing the risk of contradictions and conflicts of inter-confessional character, thus, harmonizing the interests of participants multi-religious educational environment. The results obtained confirm the hypothesis that the use of bilingual education in Russian and English in modern Russian conditions can be considered as a potentially highly effective platform for harmonizing the interests of a multi- faith environment in business schools and universities.

337-349

Authors: Lina Kaminskienė, Vilma Žydžiūnaitė, Vaida Jurgilė, Tetiana Ponomarenko

This paper presents the results of the concept analysis of co-creation of learning and discusses how this concept is applied in the educational context. The concept co-creation of learning is a border concept, which is increasingly used in diverse areas, however, there is a lack of a current theory regarding the subject in the existing educational literature. The objective of the concept analysis was to make a dissection of the concept of co-creation of learning into simpler elements to promote clarity while providing mutual understanding within education by giving the particular concept a specific meaning. The concept analysis reflects the situation in contemporary education when learning becomes a co-creative practice and is based on partnership and collaboration, changing roles of teachers and students; it takes place at different stages of curriculum implementation. The article discussed the defined key attributes of the concept co-creation of learning, which are linked to collaborative process, collaborative output, transformative interaction and teacher position, learner’s agency, new space for learning, self-authorship, learning community and partnership in learning, metacognitive practices and value co-creation. The research revealed that co-creation of learning can be successfully enhanced and supported by relevant and creative pedagogical strategies. They include generative dialogue, negotiation, collaborative work, participatory design model and others. Non-hierarchical relationships, flexible curriculum and scaffolding practices, formative assessment were identified as the antecedents for co-creation of learning to emerge while such factors as added value, increased learning ownership, better engagement in the learning process and learners’ empowerment were identified as the consequences of co-creation of learning.

365-377

Authors: Roman S. Nagovitsyn, Aleksander Yu. Osipov, Mikhail D. Kudryavtsev, Konstantin K. Markov

This article reviews the various features of the cognitive dissonance state of the foreign students arising at the beginning of their studies at the Russian University. The aim of the study is to identify the features and level characteristics of the cognitive dissonance of the foreign students and reduce this state on the basis of the author's individual trajectory for the implementation of the extracurricular activities at the Pedagogical University. Study participants: the second-year international students studying in the bachelor’s degree program (n=149) at the Russian University. The results of the study were processed using (X2) by the Statistical Program SPSS Statistics 20. The experimental intervention included the activation of foreign students in the process of extracurricular activities of the university based on the author’s individual trajectory. These students actively participated in social and educational activities that were implemented at the institute. Extracurricular activities at the Pedagogical University were represented by a complex of main areas: the center of student initiatives, the student scientific society, the department of student self-government, the center of leisure and creativity of students, the student sports and fitness club, the department of student teaching teams. Three main indicators of the cognitive dissonance were identified in the study: the level of the socio-psychological maladaptation of the students, neuro-psychiatric instability of the students and the level of their psycho-emotional discomfort. As a result, foreign students who were actively involved in the implementation of extracurricular activities along the author's individual trajectory had a significantly reduced (p<0.01 and p<0.05) state of cognitive dissonance for each indicator from a high to a low level.

394-416

Authors: Francisco J. Pozuelos Estrada, Francisco Javier García-Prieto, Sara Conde-Vélez

The aim of this study is to identify different learning styles in university students in the frame of university teaching carried out through innovative proposals for work and research projects, with inverted classroom dynamics (active and cooperative) and adopting a formative assessment that focuses on both the process and the students’ outcomes. This proposal is complemented by the objective of determining the influence of different learning styles on the preference for the type of performance in university teaching. A hypothetico-deductive methodological design for exploratory and correlational purposes was followed. The sample consisted of total of 640 participants in university degree courses. The data were gathered using a questionnaire that grouped 46 items into five double-response dimensions, determined by the preference or position held by the students regarding the learning strategies, methods and techniques applied; material or resources used to carry out the teaching, as well as the integration of information and communication technologies (ICT); type of supports that were received in the process; instruments to carry out the assessment; and lastly, individual or team academic performance. The outcomes show an x-ray of four models according to the student's learning styles: individual, cooperative, dependent and autonomous. These are identified with four clusters in the sample of students selected for the study, which are associated with practical, conventional, critical and efficient student models. The conclusions explain that there are no pure models, as there are nuances that connect them in real classroom practice, but the level of student preference helps to measure the impact and confirms the improvement in teaching through university work projects.

434-442

Authors: Eduard Sokalskiy, Tamara Chernikova

The present study takes an unconventional look at the challenges of bilingualism. High school students' level of the native Kalmyk language is viewed in connection to creative musical abilities (instrumental, vocal, choreographic) in the field of Kalmyk folk musical art. The vector of research is determined by the revitalization of the native language mostly lost due to J. Stalin's repressions. The research was carried out in three stages. First, the ethnopsychological questionnaire (the features of the «Self-concept» of a high school student's personality) developed by the authors were used together with other psychodiagnostic tools. Then, the subjects' performance was divided into four groups: from comprehensive versatility to latency and absence of creative abilities. At the third stage, an attempt was made to determine the connection between the level of the native Kalmyk language and the level of creative abilities in folk musical art. The statistical calculations were made using the Matt-Whitney non-parametric test. The obtained applied results give reason to view the Kalmyk language as an effective resource for educational, intellectual and ethnocultural development of the younger generation of the Republic of Kalmykia. As a result, the authors have identified a large potential for the development of creative musical abilities in adolescents (one in three showed a low level of the native Kalmyk language). This makes it possible to ultimately utilize the innovative resources of school-based language training using the national musical culture to unlock the creative potential of high school students. The study has identified a stable trend: there is a connection between the level of the native Kalmyk language and the level of a person's creative musical abilities in the field of folk musical art in the context of their ethnocultural identification. Other possible lines of research within the aforementioned area have been named considering the significant dominance of the right hemisphere of the brain, the polylinguistic focus of education, etc. The research strategy and the obtained results can also be used in other regions of the Russian Federation considering the multicultural composition of the population.

450-458

Authors: Sergey I. Degtyarev, Lyubov G. Polyakova

This paper offers an insight into some of the key practices associated with the operation of the institution of honorary supervisors in the system of public education of the Russian Empire in the first half of the 19th century. Only a member of the noble estate could be an honorary supervisor. These functionaries were an important part of the empire’s public education system. They oversaw the work of uyezd (district) schools and provided them with financial assistance. Honorary supervisors were not salaried but could be awarded a high title and receive a major state award for their efforts, which could significantly raise their social status. Honorary supervisors had a wide purview over the operation of the schools they oversaw. They took part in resolving facilities issues and attended examinations and monthly teacher meetings. These functionaries could also petition senior management for the remuneration or punishment of particular school functionaries. Conversely, honorary supervisors with a negligent attitude toward their duties could legitimately face dismissal by the university administration.

473-480

Authors: Olga V. Natolochnaya, Lyudmila G. Zimovets, Ruslan M. Allalyev, Vladimir A. Svechnikov

This work examines the system of public education in Stavropol Governorate in the period 1804–1917. The present part of the work covers the development of the region’s public education system in the period 1804–1871. In putting this work together, the authors drew upon both various regulatory documents issued in the Russian Empire in the area of public education, including some of those listed in the Complete Collection of Laws of the Russian Empire, and a set of statistical digests. In terms of methodology, the authors made extensive use of the statistical method. The use of this method helped identify some of the key distinctive characteristics of the making and development of the system of public education in Stavropol Governorate in the period 1804–1871. To achieve their research objectives, the authors also employed a set of general methods of research, including analysis and synthesis, concretization, and summarization. In addition, use was made of the historical-situational method to explore particular historical facts in the context of the era under study in conjunction with various “neighboring” events and facts. The authors’ conclusion is that the period 1804–1871 was a time of the making of the system of public education in Stavropol Governorate. It was a complicated process, as there was a war waged in the Caucasus up to 1864 (the Caucasian War of 1817–1864). Nevertheless, by 1871 the governorate became home to an extensive network of educational institutions, which included secondary (two gymnasia), lower (five uyezd schools and one St. Aleksandra female school), and primary educational institutions (52 primary schools). In addition, a key role in the development of the governorate’s system of primary education was played by the Department of Religious Affairs, which ran 56 primary educational institutions in the region.