European Journal of Contemporary Education

5-13

Authors: Artur Aziyev, Kadisha Shalgynbayeva, Aigul Aitysheva, Akan Alpyssov

The experimental study aims to investigate the impact of specially organized psychological training on the professional sensitivity of educational psychologists in perceiving and assessing the personal and behavioral features of schoolchildren. The study utilizes a mixed approach including an analytical and theoretical review of psychological and pedagogical literature and an experiment with educational psychologists from Kazakh schools. The authors employ various psychological tools and assessment methods, including tests to evaluate social intelligence, emotional intelligence, and professional qualities, followed by statistical analysis to assess changes in professional sensitivity. The theoretical analysis discloses the relationship between the improvement of professional sensitivity of an educational psychologist in the perception and assessment of a school student’s personality and behavioral characteristics and the specially organized psychological training designed to promote the successful development of professional sensitivity in educational psychologists. Based on the analysis of theoretical provisions regarding the development of professional sensitivity of educational psychologists, the authors clarify the essence of the term “professional sensitivity of an educational psychologist”. This theoretical approach serves as a basis to substantiate the process of improvement of the professional sensitivity of an educational psychologist to the perception and assessment of a school student’s personality and behavioral characteristics. The study substantiates the provision that specially organized psychological training contributes to the successful development of professional sensitivity in educational psychologists. Experimental findings show a significant improvement in educational psychologists’ professional sensitivity after the training. The experimental group demonstrates a marked increase in the indicators of social intelligence (+21.7 %), emotional intelligence (+76.3 %), and such professionally important qualities as empathy (+85.3 %) and self-motivation (+49.4 %). On the contrary, the control group displays minimal changes in these parameters. The authors substantiate the high effectiveness of the proposed training for the development of professionally important qualities of an educational psychologist. This is relevant to fostering reflexivity, regulating personal emotions, understanding others' feelings, along with empathy, self-drive, emotional perception, listening skills, and social savvy. Educational establishments are advised to apply the study's findings in practice.

23-35

Authors: Stepan A. Boyko, Evgenia G. Razdyakonova

The widespread use of modern information technology in the educational process of the Russian education system forces the need to develop new educational standards and approaches focused on consideration of the individual characteristics of students. This leads to a need to consider the individual characteristics of students that can influence the acquisition of necessary knowledge and skills. This study involved the task to consider the influence of factors such as sex, age and academic year on the introductory and final testing results of bachelors of mineral resources, who took training courses in English for special purposes on the basis of the corpus-based approach model in teaching and determination of its efficiency. The experimental training is presented in three stages: introductory, operational and final. These stages included learning English for special purposes based on the corpus analysis model of the grammatical environment of terminological units, introductory and final testing with subsequent statistical processing of the data obtained. The experimental training outcome obtained demonstrated that the degree of the influence of sex and academic year on academic performance was less pronounced at the introductory testing stage, while it was more pronounced at the final testing stage. The influence of the age groups of students on the data was noted at both stages of testing. It was expressed in the simple average values of the age groups of 17 and 21 years, indicating a downward value in accordance with the age of students. The paired samples T-test data helped us reveal the learning efficiency. Such samples demonstrated sufficient statistical significance of the differences in the average values of the final and introductory testing data.

54-66

Authors: Gulbanu Kabzhanova, Rakhila Aubakirova, Oxana Belenko, Gulnar Tursungozhinova

The purpose of the article was to explore the development and implementation of effective pedagogical strategies for the formation of meta-competence in teaching a foreign language through the use of smart resources. The article offers the results of theoretical studies of the pedagogical potential of smart resources, discusses the advantages and problems associated with the integration of smart resources into learning. Based on the latest scientific research and their own empirical research, the authors propose a basis for the development and integration into the educational process of effective pedagogical strategies that promote the development of meta-competence using intellectual resources. The article emphasizes the need for professional development of teachers to ensure the successful implementation of these strategies, the importance of taking into account factors such as individual differences of students, technological literacy in the development and implementation of pedagogical approaches. In conclusion, it is argued that the integration of smart resources into foreign language learning can effectively contribute to the development of students' meta-competence. By giving students the opportunity to take responsibility for their learning processes, the strategies proposed by the authors contribute to the development of students' independence, which is necessary for lifelong learning.

82-94

Authors: Agon Kokaj, Ruzhdi Kadrija

The use of ICT in education is another way to motivate, assess and be able to have an easier approach to education and learning. Different courses can be taught online that would have a practical background, those being directly and inderactily realated to engineering, education or even social sciences. We have analysed multidimentional phsychologiycal and practical factores associated with online teaching, where emotional intellency was at the center of our focus. Based on the questionare we selected, a designed pie chart statistical analysis is applied. Emotional problems for implementation, emotional challenges including monotony during the online learning process are analysed. Intereactivy student-teacher, effectiveness and riability of online teaching is statistically analysed and a quantitative conlusion is derived for the future application of this mode of teaching. The experience derived during the period of the epidemy Covid 19 and the development of IT technology made online teching complementary to the convetional mode of education and learning, as shown in our study as well. It would be very logical to emphasize that students must have the chance to get associated with online learning and this is for many several reasons to come at hand. The next generation of teachers should be able to write code assess code and perform short term flow charts.

106-120

Authors: Thi Van Anh Le, Thi My Hong Tieu, Thi Phuong Thao-Do, Huong Thi Pham

This study aimed to explore how student teachers self-evaluated their competencies and evaluated the effectiveness of teacher training in the Northwest Universities and Colleges. A total of 538 student teachers from universities and colleges of teacher education in Northwest Vietnam voluntarily participated in the survey. The questionnaire focused on the self-assessment of these student teachers’ qualities and competencies as a teacher. They were also asked to evaluate the training they received for these competencies. The results showed that most of the student teachers could identify their strengths and limitations in the role of a teacher and assessed themselves at good levels for the surveyed competencies including teacher ideology and qualities, professional skills, and soft skills. In general, the training just met their expectations, yet no particular field was evaluated at an excellent level. Based on these findings, suggestions were made to review the initial teacher education programs at the participating universities and colleges.

132-140

Authors: Romualdas K. Malinauskas, Eimantas Pocius, Tomas Saulius

Recently, there has been an increasing need to develop mental toughness of students who participate in sport, in order to improve their adaptation not only during sporting activities but also in other contexts. Developing mental toughness skills among sport school students is one of the main ways to ensure their psychological well-being, and therefore research in this area is of great importance. However, there is currently a lack of adapted validity measures that consider socio-cultural factors to assess their psychological skills, namely mental toughness. For this purpose, it is necessary to adapt and validate a modern, useful measure of psychological resilience skills. Therefore, the aim of this paper is to conduct an adaptation of the Psychological Performance Inventory-Alternative (PPI-A) for sport school students. The participants of the study were 378 basketball sport school students aged 15-18 years from different Lithuanian basketball sport schools. Confirmatory factor analysis (CFA) was conducted using Jamovi software. Pearson correlation coefficients and average variance extracted were calculated using Jamovi software and Excel program. These indicators were used to check the convergent and discriminant validity of the questionnaire. Reliability of the questionnaire was checked using Cronbach's alpha and McDonald's omega. Structural equation modelling showed an acceptable fit of the four-factor PPI-A model. Validity and reliability analyses revealed a good level of internal consistency between the factors. Given the appropriate psychometric properties, the Lithuanian version of the Psychological Performance Inventory-Alternative (PPI-A) can be used in studies aimed at better understanding of mental toughness among sport school students. Further research on the structure of the instrument is also warranted in order to validate the questionnaire for other samples.

162-171

Authors: Arslanbek Mukhametkairov, Berik Matayev, Assyl Matayeva, Nataliia Fominykh

The study aims to analyze the efficiency of developing soft skills with the use of project technologies. The relevance of the study owes to the need for developing soft skills in the younger generation. This need relates to the increased demand for communication and teamwork skills in specialists. The emphasis on these skills is especially topical in school education, where their development via project activities facilitates meaningful interpersonal interaction between project participants. The established goal is achieved in the study through a set of theoretical and empirical research methods, including the analysis of literature on soft skills development, including in the context of the school educational environment, and a pedagogical experiment to test the efficiency of project technologies in developing the soft skills of high school students. The obtained findings indicate a positive dynamic in the soft skills of high school students taught using project activities. For this reason, the study stresses the need to substitute the passive traditional pedagogics limited to the transmission of knowledge with active pedagogics.

185-200

Authors: Yonit Nissim, Eitan Simon

This quantitative study delves into the emotional experiences of teachers as they navigated hybrid teaching from home during the peak of the COVID-19 pandemic, with a particular focus on understanding the relationship between physical space and emotions. This was a turning point, for the first time in the teacher's professional life, the space takes on a significant dimension. The research involved 135 teachers hailing from northern Israel, aiming to shed light on the intricate interplay between work environment and emotional well-being amidst unprecedented circumstances. The findings of the study revealed alarmingly high levels of fatigue among the participating teachers, indicative of the immense challenges they faced while transitioning to remote teaching. Interestingly, teachers who engaged in continuing education programs tailored to remote teaching exhibited higher levels of optimism compared to their counterparts who did not participate in such programs. However, despite their increased optimism, teachers who underwent these programs also reported elevated levels of burnout and fatigue, suggesting a complex relationship between professional development and emotional strain. One of the key insights gleaned from the study was the significant impact of working from home on teachers' emotional states, with many experiencing burnout and grappling with strong negative emotions. Moreover, the data unveiled a weak yet discernible negative correlation between the level of optimism and the number of hours spent working from home, indicating that increased home working hours were associated with decreased optimism levels among teachers.

211-221

Authors: Valentina N. Pulyaeva, Irinа A. Ivanova, Marina A. Ponomareva, Alla N. Stolyarova

The development of professional competencies of personnel is an important task for modern organizations. And its effective solution is facilitated by the emerging opportunity to use artificial intelligence, with the help of which the boundaries of access to the latest tools and training technologies are expanding, allowing personnel to adapt to changes and prepare them to solve current problems and achieve strategic goals. Also, the use of digital services and tools opens up broad prospects for ensuring continuous training and development of personnel, which helps to increase the value of human capital in the organization. One of the promising innovations using artificial intelligence is chat bot technology, which provides quick information search, improves adaptation and communication processes, activates human potential, and helps improve learning efficiency through additional interaction with people through text messages. The article presents a summary of the experience of organizations in using chat bot practices in the HRM system. The implementation of the chat bot technology saves labor costs and allows companies’ management to personalize training, provide staff with highly intelligent support, free up their time from performing routine tasks, maintain a high level of interactivity in the learning process, while continuously monitoring the acquisition of knowledge by employees with receiving feedback. The following methods were used for the study: analysis, synthesis, comparison, graphic description, structuring, modeling, visualization. The authors have developed algorithms for working with requests for personnel training. It has been shown that the implementation of chat bot technology saves labor costs and increases the efficiency of work with internal clients of the HR department. The authors calculated the effectiveness of the chat bot by reducing the time spent processing applications from internal clients of the HR department. In further research, it is advisable to continue the work begun in terms of expanding the functions of the chat bot and supplementing its algorithm with machine learning.

234-244

Authors: Jacob Owusu Sarfo, Paul Obeng, Timothy Pritchard Debrah, Newton Isaac Gbordzo, Crescens Osei Bonsu Ofori, Richmond Stephen Sorkpor, Kodwo Owusu

Serious injuries among adolescents are a leading cause of death and a global public health concern. This study examined the prevalence and correlates of serious injuries among in-school adolescents in Saint Lucia. Using a two-stage cluster sampling design to attain a fair population representation, we analysed data from the World Health Organization’s 2018 Global School-based Health Survey among adolescents in the Eastern Caribbean Island of Saint Lucia. We used the Chi-square test and binomial logistic regression analysis with an adjusted odds ratio (AOR) at a 95 % confidence interval (CI). We observed that the prevalence rate of serious injuries among adolescents in Saint Lucia was 44.5 % (24.5 % male versus 20.0 % female). After controlling for other factors, serious injuries among in-school adolescents in Saint Lucia were predicted by sex (male) (AOR=1.110, 95 % CI=0.792-1.556), missing class without permission (AOR=1.308, 95 % CI=1.009-1.696), abusing alcohol (AOR=1.370, 95 % CI=1.114-1.684), experiencing physical attacks (AOR=1.669, 95 % CI=1.327-2.099), physical fight (AOR=1.527, 95 % CI=1.529-1.225) and being bullied (AOR=2.171, 95 % CI=1.712-2.753). Adolescent health promotion and injury prevention programmes should adopt multidisciplinary approaches to address these personal and psychosocial risk factors in Saint Lucia.

254-267

Authors: Elvira R. Skornyakova, Ekaterina V. Vinogradova

The paper is intended to reveal positive experience of applying a newly-elaborated thesaurus modelling technology which represents an effective tool of engineering pedagogy process involving comprehensive learning of the professional vocabulary. The participants of the research were second-year engineering students of the mineral resources specializations in St. Petersburg Mining University. Conventional-based way of learning English professional terminology and vocabulary acquisition through thesaurus modelling within ESP course were used in control and experimental groups accordingly during the academic year of 2022–2023 which entails writing assignments accomplishment and final essay assessment. The gathered data were manually put into the SPSS software and analyzed statistically with the chi-square test output with identification of p-value. The purpose of the study was to determine what impact thesaurus modelling technology has on the mastering of such general competences as communication, project development and implementation, teamwork and leadership, critical thinking, self-regulation while teaching professional vocabulary to engineering students within ESP course. The results of the final essay assessment as well as the results of the general competences questionnaire proved to be statistically effective and revealed uneven distribution. The interpretation of the results showed that although communication skills and self-regulation capacity have been mastered almost equally by students of both groups, other general competences as project development and implementation, teamwork and leadership have been developed by the experimental group much more profoundly than the control group.

283-291

Authors: Zita Somfalvi, Gabriella Pusztai

In Hungary, between 1996 and 2022, a law was in force that ordered to have an at least B2 level foreign language exam to be able to get the degree. The legislation was suspended during the COVID period and abolished in 2022. It is agreed that learning achievement is strongly determined by socio-economic status, but no multidimensional study has yet been carried out on the impact of language-specific social and cultural capital. In the present study, we aim to investigate these close relationship structures among students without a language exam at the end of university years. We hypothesised that language-specific social capital influences attitudes towards language learning and thus the chances of passing the language exam. We conducted a survey among students who graduated from two higher education institutions in the most populous but economically least developed regions of Hungary, but did not obtain a degree due to lack of language proficiency. As a control group, we also interviewed successful language learners who as university students, already had a language examination that met the exit requirements. The full survey was carried out through our online questionnaire sent out on Neptun (Neptun is a unified study system software, which performs the academic and financial administration and educational organisation tasks of Hungarian higher education institutions). Our results show that linguistic social capital in the network of contacts has a significant impact on language proficiency. Informal relationships also have an impact on the effectiveness of foreign language learning, as friends belong to a similar social group to the language learner. The significance of the study of the Hungarian context lies in the unique language examination requirement for higher education, but there are also international lessons to be learned. The cultural and social diversity of learners and students means that language learning cannot be left to families to motivate, create a foreign language environment and provide other factors that support language learning, so research on language learning should no longer focus solely on middle-class language learners.

305-325

Authors: Vilma Žydžiūnaitė, Baiba Martinsone

There is growing evidence of the role of relationships in teaching, learning and disciplining. This research aimed to compare Latvian and Lithuanian teachers’ experiences regarding their empowerment through contributing to positive relationships and power through using positive discipline in school environment. The research questions were two: What does empowerment mean to teachers through their contribution to positive relationships in the school environment? What does the use of positive discipline in the classroom mean for teachers in regard to their power? The total sample consisted of 152 teachers from LV and LT. The research was implemented by applying semi-structured interviews with focus groups and using latent qualitative content analysis for data analysis. Findings showed that LT teachers express their expectations for relationship improvement, while Latvian teachers speak about actions for implementing empowering relationships in the school environment; LT teachers emphasize their power through creating the dyadic trustful, group-related relationships with students as a basic for teaching/learning, while LV teachers use the potential of the school community. Conclusions highlight that LT teachers relate positive discipline to learning from experience which means learning knowledge and skills through direct practice. This entails teachers and students reflecting on the experience they have had to identify new skills and knowledge that they can use within the specific context, case or situation. Regarding their power to apply positive discipline, LV teachers highlight their individual responsibility for structuring the learning environment and managing the classroom, which is related to the teacher’s professional expertise/teaching methodology.

332-336

Authors: Oleg E. Chuikov, Igor B. Lagutin, Igor А. Gordeev, Vladimir A. Svechnikov

This work celebrates the 355th anniversary of the birth of the eminent Russian pedagogue Leonty Filippovich Magnitsky (1669–1739). The principal sources for this work are biographical studies focusing on the scholar’s life and work. In terms of methodology, use was made of content analysis, the biographical method, the historical-systems method, and synthesis. The study’s findings revealed that this preeminent Russian pedagogue and educationist owed his fame largely to his book ‘Arithmetic’ (to use the shortened title), Russia’s first formal mathematics textbook. An expert in the methodology of teaching mathematics, a highly erudite specialist, and a solid philologist, L.F. Magnitsky devoted a significant portion of his career to teaching at the School of Mathematics and Navigation in Moscow, which he headed up in the latter years of his life. Descended from an unprivileged social background, L.F. Magnitsky achieved everything in life through his own talent and hard work. Not only did his innate passion for learning and science earn him wealth and honors but it also garnered him his catchy surname. The scholar was expertly competent in mathematics, astronomy, navigation, and geodesy and had a command of several languages – Latin, Greek, Dutch, German, French, and Italian.

347-351

Authors: Irina Yu. Cherkasova, Larisa A. Koroleva, Valentina S. Nikitina, Natalia V. Svechnikova

This work examined the pedagogical periodical press in the Vilna Educational District in the period 1862–1915. The study’s source base incorporated narrowly specialized reference and encyclopedic works on the history of the Russian periodical press. In terms of methodology, use was made of content analysis to isolate a selection of periodicals published in 1862–1915 in the Vilna Educational District. The study’s findings revealed that there were five academic pedagogical periodicals published in the Vilna Educational District between 1862 and 1915. These journals were geographically distributed as follows: three published in Vilno, one – in Mogilev on the Dnieper, and one – in Grodno. Among them, the periodicals that were in operation for a relatively long time were Tsirkulyar po Vilenskomu Uchebnomu Okrugu and Narodnoye Obrazovaniye v Vilenskom Uchebnom Okruge, with both sustained through government funding and being in operation in Vilno up until the city was evacuated during World War I. Among the rest of the journals, of particular note is the periodical Pedagogicheskiye Zapiski, which was a supplement to the children’s magazine Zor’ka – 18 issues of this journal were produced between 1905 and 1908. The remaining two publications, Belorussky Uchitel’sky Vestnik (published in Mogilev on the Dnieper) and Pedagogicheskoye Delo (Grodno), existed for relatively short periods of time, with fewer than 10 issues of each produced.

359-365

Authors: Goran Rajović, Sergei N. Bratanovskii, Alexander Y. Epifanov, Milena S. Bratanovskaya

Building on wide-ranging statistical material, the work looks into the public education system in the Fergana Oblast in the pre-revolutionary period. The research materials included both archival resources from the Russian State Historical Archive, St. Petersburg, Russian Federation, and published collections of documents, which are represented by annual reviews of the Fergana Oblast, stretching over the period from 1887 to 1913. The work’s methodology is based on system, statistical and chronological methods. In conclusion, the authors come out with the following findings: 1. In the pre-revolutionary period, the development of the public education system in the Fergana Oblast had unique local distinctions. Efforts by the Russian administration to introduce secular education were made in an unfriendly environment, where the Asian Muslim population took negatively any attempts to change the deep-rooted traditions of the local patriarchal society. 2. In the period from 1887 to 1913, the Russian administration was able to found several gymnasiums and progymnasiums in the region, which made secondary education accessible both in the Oblast's center and in some district cities. Lower and primary education went along a similar path in the region. 3. Despite the positive trends set by the launch of Russian and Russian-indigenous educational institutions, as the Russian population was insignificant in the region, it had some of the lowest indicators in the Russian Empire both in the number of secular educational institutions and in the number of children enrolled in them.

374-383

Authors: Artyom Yu. Peretyatko

The article is devoted to analyzing the ten-year publication activity of Cherkas Global University. The author concludes that the most popular publications of Cherkas Global University are devoted to the regional history of the Russian Empire (first of all, the history of regional education systems). At the same time, from purely historical articles the most demanded are works on the history of the Caucasus and Ukraine. The article concludes that this is due to the genesis of Cherkas Global University, which originally emerged in the Caucasus, in Sochi, and its evolution, during which several Ukrainian scholars became employees of Cherkas Global University. The article relates the activities of Cherkas Global University to the peculiarities of the "Soviet division of scientific labour" identified by M. von Hagen: the clear division of Soviet historical science into center and periphery, with the center, which uses most of its resources, dealing with imperial/Soviet history, and regional history being provincialized. It is shown that the work of Cherkas Global University is a form of reaction of regional scholars to such a "system of division of scientific labour", which did not lose its relevance with the collapse of the USSR. Cherkas Global University helps historians from the regions, who in Soviet times were the scientific periphery, to demonstrate their research in the international arena. Such an opportunity is available not only to Cherkas Global University staff, but also to other scholars: the journal published by Cherkas Global University "Bylye Gody" actively publishes research by authors not only from Ukraine and the Caucasus, but also from Kazakhstan, Siberia, Kalmykia, the Urals, the Don, and so on. The author assumes that such results were achieved due to the focus on international cooperation, networked cooperation, and a move away from dependence on the authorities of a particular state.

1101-1112

Authors: Prince Addai, Isaac Okyere, Mavis Ako, Millicent Wiafe-Kwagyan, Jacob Owusu Sarfo

This research explores the relationship between lecturer-student mentorship and organisational citizenship behaviour (OCB), examining the potential mediating impact of supportive institutional policies on this relationship. The study evaluates three distinct dimensions of lecturer-student mentorship, namely academic mentorship, career mentorship, and personal development mentorship. We adopted a cross-sectional design and purposively selected 331 undergraduate students [males =53.2 %, females = 46.8 %; Age (mean) = 29 years] in Ghana to respond to our survey. The face-to-face survey consisted of demographic information and standardised scales: Student Mentorship Scale, Students’ OCB Scale, and Supportive Institutional Policies Questionnaire. The findings indicate a positive influence of each form of lecturer-student mentorship (academic, career, and personal development) on students’ OCB. Using mediation modelling through the JASP software, supportive institutional policies partially mediated the relationship between all the dimensions of lecturer-student mentorship and students’ OCB. These results suggest that institutions should recognise the importance of creating policies that support and reinforce positive mentoring relationships to enhance students’ OCB. The findings from the study serve as a pioneering effort to explore the dimensions of student mentorship within the specific context of Ghana. Higher educational institutions should consider developing policies that encourage mentorship programmes, allocate resources for mentoring activities, and establish a conducive environment for mentorship to flourish.

1130-1149

Authors: Vladimir O. Antonov, Elena K. Gerasimova, Maxim M. Maximov

Interactive technologies identify the key positions of the education sector in the near future. The application of haptic interfaces and immersive approach in education dictated by the need to improve the efficiency of the educational process. The article describes the developed interactive and contact education technology of laboratory works with the use of haptic gloves in virtual environment (hereinafter – ICET), as well as the prototype of the haptic glove. The data demonstrating the high efficiency of educational material assimilation by students as compared to the traditional approach presented. The aim of the article is to present and analyses the results of experimental research on the use of ICET by secondary school students during laboratory work in chemistry classes and on changes in the role of the teacher because of integrating immersive technologies into the educational process. Based on the findings, the authors justify the necessity of using ICET in teaching sessions. The authors conclude that it is necessary to complement classical educational methods with immersive technologies in order to improve the quality of education in modern conditions. The conducted research made it possible to obtain the results of practical experience in the implementation of training sessions in a virtual environment, taking into account the use of tactile devices for interaction with the simulation environment. Assessment of the level of residual knowledge of students shows the effectiveness of the integration of contact technologies with the virtual environment and proves the prospects for the development of tactile interfaces in education.

1166-1174

Authors: Tatyana Bonkalo, Veronika Grebennikova, Sergey Belentsov, Alexander Malkov

The problem of the formation of metacognitive competencies in schoolchildren by means of pedagogical integration (integration of general and additional education, the use of inter- and intra-subject connections in regular and extracurricular activities) is of particular importance in the modern world. The identification of the nature and features of the influence of integrative technologies on the formation of metacognitive competencies among students of specialized senior classes of secondary schools is an urgent problem of modern education. 136 teenagers aged 15-18, students of the senior classes of secondary schools (68 students from classes with the implementation of integrative technologies) made up an experimental group. On the basis of interdisciplinary connections and integration of general and additional education, the subjects “Natural Science”, “Communication”, “Cognition” and “Synergetics” were studied. 68 schoolchildren of the same age (studying in traditional conditions) made up the control group. The pedagogical experiment lasted for two years. The study was carried out using the author's methodology, the La Costa metacognitive behavior self-assessment scale, the metacognitive knowledge and metacognitive activity self-assessment methodology (M.M. Kashapov and Yu.V. Skvortsova), and the D. Everson. Statistical methods included the calculation of the Student's t-test and the Wilcoxon T-test. Positive shifts in metacognitive competencies (reflexive (p < 0.01), self-organizational (p < 0.01) and regulatory (p < 0.001), as well as metacognitive behavior (p < 0.01) and metacognitive properties (p < 0.05) were recorded by the end of the experiment in the main group. Similar changes were not recorded in the control group. Integrative technologies are an effective means of forming and developing metacognitive competencies in high school students. In this regard, the feasibility of implementing a meta-subject approach and the introduction of integrative lessons and technologies into the educational process of the school has been proven.

1185-1197

Authors: Nguyen Thi Thuy Dung, Hoang Mai Khanh, Nguyen Thi Hao, Tran Thanh Huong

This study was conducted to determine the current state of motivation of lecturers in scientific research tasks including carrying out and evaluating research projects, publishing research results, compiling teaching and training materials.The two methods used are a questionnaire survey and in-depth interviews with lecturers from 6 member universities of Vietnam National University – Ho Chi Minh City (VNUHCM). The results showed that the research motivation level of lecturers was generally quite high with an overall mean value of 4.15 on a 5-point Likert scale, but uneven in carrying out specific activities. Among the four tasks contributing to overall research motivation, the task of “compiling materials” has the highest level of contribution, while the task of “carrying out research projects” has the lowest.Motivation for “evaluating research projects” and “publishing research results” shows equivalent levels of contribution to overall research motivation.Based on the T-test and ANOVA results (sig < 0.05), the study also identified differences in motivation in carrying out research projects and publishing research results among groups of lecturers according to their demographic characteristics, such as position, professional title, academic rank and degree, gender, and income level at the university where they are currently employed. The research findings provide practical basis for the leaders of VNUHCM to develop policies improving motivation of lecturers in scientific research activities.

1212-1222

Authors: Svetlana N. Dvoryatkina, Larisa V. Zhuk

The research is devoted to the study of the phenomenon of research activity, as well as the search for effective didactic mechanisms for its development. The most promising direction of activating the research activities of trainees is proposed ― the development of learning systems based on artificial intelligence methods. This tool is notable for its flexible interface, the ability to adapt to the unique characteristics of each user and focus on their cognitive capabilities. In addition, it makes it possible to create parametric models of students, taking into account their individual level of cognitive development, as well as to differentiate educational material. The authors developed a hybrid intelligent learning system to support students' research activities and introduced it into the practice of teaching mathematics. In this regard, the problem of verifying the effectiveness of the functioning of this system with innovative organizational and methodological support has been updated. The effectiveness was tested on the basis of the developed parameters of scientific potential, reflecting the specifics of research activities in the field of mathematics (personal, activity, communicative, effective), using the module of a hybrid intelligent learning system. The audit established statistically significant dynamics for all the studied indicators.

1231-1243

Authors: Antonio Daniel García-Rojas, Delia Montero-Fernández, Angel Hernando-Gómez, Francisco Javier Del Río Olvera

Information and Communication Technologies (ICT) have brought about new forms of contact and interpersonal relationships, as well as a new space in which to deploy digital violence in the form of abuse, harassment, intimidation and behaviours of control and coercion through electronic media. This research analyses whether ICTs are the cause of a new form of digital violence and studies the prevalence of this digital violence exercised through screens among university couples. Applying a quantitative methodology, a two-stage random cluster sampling of 528 (MAge = 24.29; SD = 21.41; 69.5 % female) Spanish university students was carried out. As a research instrument, we used the Digital Violence Questionnaire (DVQ), created for the detection, measurement and analysis of digital violence within affective-sexual relationships, which is composed of seven factors and a total of 55 variables presented in 30 items. The main results by factors were: factor 1, "Cyberstalking of the other", 10.89 %; factor 2, "Coercive Control", 11.72 %; factor 3, "Emotional Abuse", 18.37 %; factor 4, "Denigration", 6.86 %; factor 5, "First person Cyberstalking", 10.58 %; factor 6, "Isolation", 14.51 %; factor 7, "Domination" 20.02 %. Thus, the results show a slight tolerance towards digital violence among Spanish students, with a low prevalence where women have the highest percentages. Despite this, it is concluded that, taking into account the impact that electronic media have on younger populations in their social interactions and interpersonal relationships, the educational and university context should be the object of the creation of different awareness, prevention and specific training programmes against this digital violence.

1263-1272

Authors: Yulia M. Gruzina, Khvicha P. Kharchilava, Marina A. Ponomareva

Education, being a formalized continuation of upbringing, is a process aimed at the comprehensive development of an individual. Thus, in addition to comprehending the socially significant experience embodied in knowledge, an individual develops skills for creative activity and learns other forms of spiritual and practical exploration of the world. It is not surprising that over the time, characterized by the expansion of information fields, areas of responsibility and competencies, more attention is brought to discussions on the principles and components of policies that are focused on educating young people within the framework of educational activities at various levels of system education and training. The purpose of the research is to analyze principles and features of educational practices aimed at developing personal and social competencies in young people, as well as the specifics of their development and integration. The factors of social competence education of youth are considered as the objective of the research. The usability of the obtained results is in their potential application for creating a support system for comprehensive development of young people. The findings may have practical implications for developing policies used to create and support opportunities for comprehensive growth of young people. The research is conducted through general and special scientific instruments: dialectical approach, deduction and induction, statistical correlation and regression analysis.

1283-1295

Authors: Karla Hrbackova, Petr Safrankova

The paper focuses on assessing, how the use of emotional regulation strategies and perceived position in formal and informal school life processes are related. The paper also aims to identify, which of the assessed school life processes are involved in the use of emotional regulation strategies, i.e. the use of adaptive emotional regulation strategies and non-adaptive emotional regulation strategies, or in the suppression of emotional manifestations. The research was carried out on a sample of 1,133 upper-primary school students using Cognitive Regulation of Emotion and Students'Attitudes to School Life questionnaires. The results imply that the degree of use of adaptive strategies is affected by a combination of predominantly strengthening stimuli in the school environment, i.e. the perception of success and opportunity, and social inclusion in peer groups. On the contrary, high-risk environmental attributes connected with a feeling of negative experience at school play a larger part in the use of non-adaptive emotional regulation strategies. A combination of two opposing stimuli, i.e. a negative experience of school life and a positive approach by the teacher towards the pupils, contributes to the suppression of emotional manifestations. The perception of position in formal and informal school life processes as an important prerequisite for the use of students’ self-regulating mechanisms in the school environment.

1307-1333

Authors: Gulnar Khazhgaliyeva, Ideyat Bapiyev, Akmaral Kassymova, Aigul Medeshova

The purpose of the study is to analyze the university students’ value self-determination on the basis of multilingual culture. The authors report the results of a survey of students from two universities, Orenburg State University (Russia) and Zhangir khan West Kazakhstan Agrarian and technical University (Kazakhstan). The survey sample includes 303 students studying in the full-time and 49 university teachers. The article also presents a structural and processing model of value self-determination of university students on the basis of multilingual culture. The model is presented in the form of highlighted blocks: target, structural-contenting, procedural, evaluation and effective blocks. The model determines the orientation, structure, content and pedagogical conditions of the value self-determination of the university students on the basis of multilingual culture. Within the framework of research the authors conducted students’ scientific and practical conferences, round tables, trainings, debates, festivals of national holidays, intellectual games and literary contests. It was established that the developed and tested scientific and methodological support of the process of formation of the university students’ value self-determination on the basis of multilingual culture acts as a program and technological basis for the improvement of multilingual education.

1348-1364

Authors: Ekaterina A. Mamaeva, Elena V. Shchedrina, Larisa A. Zhuravleva

The actual problem of higher education is the search for effective forms of education. Such forms have didactic potential for intellectual development (systemic, critical and foresight thinking) along with creativity, teamwork in the training of future specialists. This study aims to explore how engaging next-generation teachers in the creation of inquiry spaces influences the formation of their critical thinking abilities. An analysis of scientific papers on the problem of learning gamification, the use of digital resources for the formation of critical thinking was used to obtain theoretical generalizations. The escape room is designed using interactive technologies. Research results. The manifestation of critical thinking perception becomes apparent in the context of equipping specialists for the digital economy. Quest rooms is described as a tool with large educational potential for the formation of critical thinking. In their work, the authors provide a clear definition as well as a comprehensive overview of the principles and mentor guidance for students actively participating in designing quest rooms to achieve didactic outcomes. In conclusion, student participation in the development of educational escape rooms will enhance the opportunities for fostering critical thinking skills as a universal competence in the preparing specialists in demand by the digital economy.

1374-1387

Authors: Olga A. Plotskaya, Kairat K. Atabekov, Evgeniya N. Yakovleva, Diana G. Alekseeva

In the educational process of high school, the absolute priorities today should remain such activities, which are aimed at teaching and upbringing, as inseparable and complementary elements of a single whole. Today there is a course for personal-oriented vocational education, where the free personality is promoted. Modern trends in the formation of a conceptual approach to the university educational process are based on taking into account the characteristics of the individual trajectory and an individual-personal approach. It is important to combine tradition and innovation as the basis for creating and applying a modern model of university upbringing activities, including various forms of nurturing, because vocational training should not be limited to the acquisition of certain competencies by students. A university must also implement an upbringing system that promotes the vocational training and personal development of young generation. Therefore, in this paper authors proposing their concept of the organization of upbringing work in a university, which should allow to effectively solve problems of upbringing students and focusing on a development of a socially significant and socially useful personality.

1401-1409

Authors: Gabriella Pusztai, Cintia Csók

In many education systems, the curriculum includes preparation for independent living, sexual or family life, and social relationships. The relevant literature includes research on the target groups’ attitudes to and evaluations of these modules. The novelty of our research is that we examined the views of school professionals to be involved in the implementation before the launch of the programme. Our aim was to explore their stance on the development of family and adult life education and relationship culture. The target groups of the study were class teachers and subject teachers in grades 5-13 as well as school support professionals in the three most disadvantaged counties of Hungary. The research method was qualitative, with individual and focus group interviews. Respondents were selected using quotas (county, type of school, school provider and career stage) and snowball sampling (N=53). Our results highlight the role of school professionals’ existing knowledge and experience of family pedagogy and that public education can rely not only on accumulated individual experience but also on well-functioning initiatives at the institutional level. We have found that teachers do perceive dysfunction in families and inadequate or dysfunctional preparation for adult life, and see the need to prepare young people for adulthood, but commitment to this task is not general.

1422-1437

Authors: Elena V. Soboleva, Tatyana N. Suvorova, Tatyana V. Masharova, Natalia A. Boyarintseva

One of the most important tasks facing a digital school teacher is to prepare a school leaver who is able to use the acquired knowledge in further life and generate new ideas, offer non-standard solutions, go beyond the usual patterns and circumstances. The authors investigate the problem of substantiating the effectiveness of using timeline services for the development of schoolchildren’s creative thinking in additional education. The purpose of the study is to research the didactic potential of interactive timelines in the additional education classroom for the development of schoolchildren’s creative thinking. The methodology is based on identifying the possibilities of additional education and technologies of the university’s digital environment for the formation of creative thinking components; on clarifying the study program and methods of organizing activities in studios when creating time lines. The experimental work was carried out in studios for speech development, photo and video art. The Timeline JS service is used to create timelines. The results show the study program, methods of organizing activities in studios when creating timelines: displaying facts in chronological order, compiling algorithms, creating biographies, and presenting statistics. Difficulties that complicate the use of services are also formulated: management of temporary resources, the need to develop criteria and indicators of the effective use of web applications of corresponding designation. The results obtained can be used in additional education classes for career guidance, free time organization and support of schoolchildren’s intellectual development.

1447-1462

Authors: Aigulden Togaibayeva, Dinara Ramazanova, Zhainagul Kartbayeva, Railya Kereyeva

A major part of solving difficult problems in inclusive education is played by the teacher. They shape the educational and upbringing process and systematize and specify the content of educational material for the successful acquisition of the necessary knowledge and skills by students. Thus, they create opportunities for the personal development of each child. The purpose of the study is to determine the effect of the didactic and practical skills of future special education teacher diagnosticians on their professional readiness for work in an inclusive educational environment.The study involves 143 students training in special education. For research work, the authors develop tasks to test the level of professional readiness of future special teachers. The research allows determining requirements for the training of special education teachers for work in an inclusive educational environment. Analysis of the obtained results suggests the need for further development of the didactic knowledge and practical abilities and skills of special education teachers for work in an inclusive educational environment.

1472-1487

Authors: Ján Záhorec, Martin Kuruc

In Slovakia in 2022 there was carried out already the eleventh cycle of the monitoring of the digital skills of the Slovak population. In their paper the authors pay attention to the results which in this monitoring were achieved by its participants – Slovak pupils/students and teachers of lower and upper secondary schools and higher education institutions. The authors of the present study results of these categories of the monitoring participants based on their comparison with the results which the given categories of the Slovak inhabitants had obtained in the previous years (cycles) of the monitoring. Involvement in the public testing has provided pupils of lower secondary schools (ISCED 2), students of upper secondary schools (ISCED 3) and higher education institutions (ISCED 5), or graduates of these schools, an opportunity to get a clear idea of whether they are properly prepared to work with computers and the internet. At the same time enabled lower and upper secondary teachers to assess themselves in terms of their digital skills and to identify what knowledge and skills they need to strengthen in this area to better cope with the demands placed on their teaching activities. An analysis of the test results shows that pupils and students' basic digital skills and IT knowledge, as well as their ability to apply them within different practical tasks have improved slightly and only in several cases there was recorded only the same level as which was achieved two or three years ago. However based on the comparison of the average testing success in two or three different testing cycles no explicit conclusions can be draw, as the recorded changes has been influenced by a lot of factors which could more or less significantly influence these changes.

1496-1501

Authors: Goran Rajović, Sergei N. Bratanovskii, Alexander Y. Epifanov, Milena S. Bratanovskaya

This study explores the system of public education in Don Host Oblast in the period 1790–1917. The present part of the study focuses on the period 1900–1917. The study’s source base is divided into the following two groups of sources: 1) archival materials from the Russian State Historical Archive (Saint Petersburg, Russian Federation); 2) periodicals produced by the Don Host Statistics Committee and the Holy Synod. The archival materials are represented by relevant documents from Holding No. 733 (‘Department of Public Education at the Ministry of Public Education’). The periodicals include TheMemorandum Book for Don Host Oblast, Don Oblast and the North Caucasus, and The Most Faithful Report of the Chief Procurator of the Holy Synod. The study’s findings revealed that the system of public education in Don Host Oblast saw much success during the imperial period. Both genders there had access to all the levels of education, including higher education. As early as 1914, the combined number of educational institutions in the region was above 2,500, and the combined number of students there was over 206,000. The government of Don Host Oblast achieved significant success in primary education, with more than 80 % of the region’s school-age children going to school in 1914.

1508-1513

Authors: Irina Yu. Cherkasova, Anvar M. Mamadaliev, Valentina S. Nikitina, Natalia V. Svechnikova

This paper examines the pedagogical periodical press in the Odessa Educational District in the period 1864–1917. It considers the geographical distribution of these publications and gives an internal criticism of them as historical sources. The principal sources for this study were prerevolutionary publications published in the Odessa Educational District (Izvestiya Odesskogo Uchebnogo Okruga and Vestnik Opytnoy Fiziki i Elementarnoy Matematiki) and reference publications concerned with the imperial-period Russian periodical press.Methodologically, use was made of the content-analysis method, employed to draw a sample of journals published at different times in the Odessa Educational District. Of importance was the use of the retrospective method, employed to construct this work in historical sequence. The study’s findings revealed that, despite the fact that there were just five academic pedagogical publications in the Odessa Educational District, these were of considerable interest. More specifically, the journal Vestnik Opytnoy Fiziki i Elementarnoy Matematiki was published in Odessa for more than 20 years and was one of Russia’s first popular-science publications concerned with mathematics and physics. Of interest is also the operation of one of Russia’s first pedagogical newspapers, Shkol'noye Obozreniye, published in Odessa weekly from 1889 to 1892. Lastly, in 1913 they launched in Odessa one of Russia’s first narrowly specialized publications concerned with student excursions and school museums – the journal Shkol'nyye Ekskursii i Shkol'nyy Muzey.

1526-1531

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

This work examines the system of public education in Semirechenskaya Oblast in the period 1867–1917, i.e. from the formation of this territorial unit to the collapse of the Russian Empire. The principal sources for this study are relevant documents from the Russian State Historical Archive (Saint Petersburg, Russian Federation) and a vast body of statistical information for the prerevolutionary period gathered by the Semirechenskaya Oblast Statistics Committee. The archival materials are represented by relevant documents from Holding No. 733 (‘Department of Public Education at the Ministry of Public Education’), while the statistical materials are derived from The Semirechenskaya Oblast Review, The Memorandum Book for Semirechenskaya Oblast, and The Address Calendar for Semirechenskaya Oblast. The study’s findings revealed that during the imperial period, the development of the system of public education in Semirechenskaya Oblast was governed by a regional factor – the majority of the region’s population being Muslim. It was difficult to overcome the reluctance of members of the region’s Muslim community to have their children attend secular schools, so the Russian local administration set itself the objective of having as many children in the region’s ethnic-Russian community as possible attend school. In the period from 1867 to 1917, Semirechenskaya Oblast saw the creation of an entire network of secondary and lower educational institutions, which included male and female gymnasiums and progymnasiums, higher primary schools, parochial schools, primary schools under the purview of the Ministry of Public Education, and lower vocational schools (those of horticulture, forestry, and gardening). There also was a teacher’s seminary, which helped address the need for qualified teachers in the region.

1537-1545

Authors: Sergey I. Degtyarev, Mykola O. Klochko

This paper is dedicated to the fifth anniversary of the Eastern European Scientific Information Agency (EESIA) – a functional unit within the private research organization Cherkas Global University. It provides insight into the mechanics of the Agency’s operation and the nature and structure of information materials offered to readers through it. EESIA’s primary mission is to inform members of the academic-pedagogical community of new research findings in the study of various aspects of the history of Central-Eastern Europe. The main source base for this work is open-access academic journals’ electronic resources that contain the findings of research studies covering the topic in question that are published on EESIA’s website. The prospects for the Agency’s further development are pretty sound – this can be substantiated by statistics on the popularity of materials published on the website, which continues to grow.

756-765

Authors: Elena Bendíková, Gheorge Balint

The current modern lifestyle of the 21st century has acquired a hypokinetic and sedentary character among the school population, which was further strongly supported by the global Covid-19 pandemic. This further supported the space for the upward trend of diseases, which also include disorders in the musculoskeletal system, postural health. The aim of our study was to find out and point out the factors, which determine the quality of postural health in adolescent students, and their mutual relationships. The sample consisted of 518 students in Slovakia, 266 girls aged(x) 16.5 ± 2.1 years (body height(x) 169.6 ± 6.8 cm, body weight(x) 60.2 ± 7.2 kg) and 252 boys aged(x) 16.9 ± 1.9 years (body height(x) 177.3 ± 8.5 cm, body weight(x) 66.4 ± 7.1 kg). In terms of data acquisition methods in the observed, standardized methods of physical education and pedagogical practice were used. The findings show that in the overall physical regime of students there are significant differences between the genders to the detriment of girls (p < 0.05) in terms of volume of physical activities, frequency and intensity (p < 0.05). The sedentary lifestyle in both genders showed a lack of physical activity in association with poor posture (r = 0.789) (sagittal and frontal plane). Also, higher food intake than energy expenditure results in higher body weight in the sample, which was reflected in the lower limbs (LL to X, r = 0.717 and foot pain r = 0.739 and fallen arch r = 0.726). In the observed sample, incorrect wearing of school bags was also found, significantly (p < 0.05) to the detriment of girls, as well as wearing incorrect shoes for both genders. These findings suggest that there are risk factors in students' lifestyles that contribute to the quality of their postural health, which need to be given much more attention in terms of primary prevention in both school and out-of-school environments. This project was supported by VEGA 1/0427/22 “Prevention of students' postural health by physical activity".

788-796

Authors: Diana Denisova, Elena Strandstrem, Elvir Akhmetshin, Denis Nikolenko

The purpose of the study was to investigate the effectiveness of simulation training in enhancing the knowledge and practical skills of emergency medical service (EMS) specialists. With the evolving landscape of healthcare, the demand for proficient professionals capable of managing medical emergencies has grown significantly. Universities are embracing innovative training methods, including simulation technologies, to prepare students effectively for these crucial roles. The study was conducted in the first semester of the 2021–2022 academic year, involving 120 university students in their 5th and 6th years of study. The paper sheds light on the positive effect of various types of simulation training on the level of training of emergency medical service specialists. The authors seek to demonstrate the necessity and efficiency of innovative technology in practicing practical and communication skills. Various forms of simulation training (medical team lessons, joint drills, masterclasses) are a highly efficient system of practical training for students. The results of the empirical study lead to the conclusion that various forms of simulation training (medical team lessons, joint drills, masterclasses) present a highly efficient system of practical training for students and enable students to improve their practical emergency medical care skills. Medical team classes are a priority form for practicing the algorithm of cardiopulmonary resuscitation. Joint drills are used to practice organizational and practical skills in coordinating the actions of various services in emergencies. Masterclasses should be used as an element of practical training with large audiences.

810-825

Authors: Mukhadin A. Eskindarov, Yulia M. Gruzina, Valentina N. Pulyaeva, Marina A. Ponomareva

Developing the potential of young adults is impossible without education, including higher education. Opinions vary on how grades affect further success or failure of an individual, however, educational results are first and foremost evaluated by academic performance, which depends on many factors. Some of them can be influenced by professors and other university staff, as well as parents, schools and other professionals, such as career counselors. One of the deepest and most important issues to study is student motivation. The objective of this work was to study the connection between motivation for high-performing studies and the level of academic performance among students of various levels and areas of study at the Financial University. The research was conducted through a sociological online survey of a wide sample of students at the University. The survey enrolled 1324 students of all years, faculties, full-time and part-time forms of education. This article presents the results of a three-stage study: the first stage was related to researching the characteristics of academic performance among students, the second stage was focused on the connection between motivation for high-performance learning and the level of academic performance among students at various levels of education (undergraduate/graduate). Finally, at the third stage, we studied the connection between motivation for high-performing learning and the level of academic performance among students of various faculties. The results showed that the higher the progress of students is, the more their intrinsic motivation prevails, and vice versa, students with low progress incline to extrinsic motivation and amotivation. The practical significance of the results obtained is that they can be used for creating various programs of additional extracurricular activity in universities, for career guidance for school students and higher school applicants, and for consultations, including admission consultations with young adults and their parents.

838-848

Authors: Elena V. Frolova, Olga V. Rogach, Rinat V. Faizullin

In modern conditions, Russian universities are focused on the active introduction of digital technologies in the educational process, the use of various combinations of online and offline learning. The rapid change in the landscape of higher education determines the scientific significance of research on the effectiveness of mixed forms of student learning, including assessments of synchronous and asynchronous modes of online classes. In the course of working on the article, the authors used the results of a questionnaire survey of students (N = 1,107) conducted in June 2021, as well as focus group interviews (N = 23) conducted in May 2023. The purpose of the article is to analyze the perception of the problems and benefits of blended learning. The results of the study showed that students rate synchronous forms of online learning (video conferencing) in real time more highly (compared to watching pre-recorded video content). The advantages of synchronous forms of learning are associated with maintaining stable communications with the teacher and the group during the lesson. The formation of communication links, the ability to maintain a discussion "here and now" combines the advantages of traditional interaction in the classroom and the advantages of remote learning. The results obtained indicate the limits of the total digitalization of education, the need to create conditions for contact work. The students were asked about the effectiveness of transferring traditional forms of conducting classes (a lecture by a teacher/making presentations at a seminar) to an online environment. The students with a low level of self-organization (often distracted, combine work and study) are most critical of traditional pedagogical practices implemented online. Such students tend to blame the low level of their motivation on the ineffectiveness of blended learning. Students with a high level of self-organization highly appreciated the effectiveness of traditional forms of conducting classes online.

862-873

Authors: Ignat Ignatov, Mario T. Iliev, Plamen S. Gramatikov

The training on Non-equilibrium processes in allocated areas in physics was primarily developed by Anton Antonov (1934–2021) from 1984–2011. During this time, physics students at the South-West University "Neofit Rilski" in Blagoevgrad were trained. Oleg Mosin (1966–2016) at Moscow State University of Applied Biotechnology performed the education with a nonequilibrium process in physics and chemistry. The authors participated in a program for laboratory experiments on non-equilibrium processes. The processes are at the interfaces between solid-liquid-gaseous media. They also participated in scientific research and analysis of non-equilibrium processes under various natural and laboratory conditions. In the laboratory, conditions were created models near to natural environmental conditions. There are two main directions of study. The first direction involves the analysis of laboratory effects in corona gas discharge at the interfaces of air-solid surface and air-liquid medium-solid surface. The photographic registration method used is called electrophotography. Antonov and co-authors obtained electrophotographic images using a polymerized methacrylate film on a metal substrate rather than a photographic film. In the second direction, the analysis focuses on the discrete evaporation of water droplets placed on a solid surface inside a hermetic air chamber. The restructuring of hydrogen bonds between water molecules is analyzed. The obtained spectra are called the Non-equilibrium Energy Spectrum (NES) and the Differential Non-equilibrium Energy Spectrum (DNES). In the second direction, analyses are conducted using test samples and control samples. During the training, students acquire skills in analyzing non-equilibrium media in air-liquid medium-solid surface systems using methods such as infrared spectroscopic analysis, statistical analysis, measurement of electrical parameters of liquids, pH, and oxidation-reduction potential (ORP). Electrochemical studies are conducted on various types of water in accordance with Ordinance No. 9/2001, Official State Gazette, issue 30, and decree No. 178/23.07.2004 of Council of Ministers, Bulgaria, about the quality of water, intended for drinking and household purposes.

885-892

Authors: Venera Vala Këndusi, Zamira Gashi Shatri

Teachers must always increase their knowledge and develop personally and professionally since teaching is a process that needs to be expanded and improved. This is increasingly in harmony with the perspective of lifelong learning as a characteristic feature of the complexity of the teaching profession, with the main aim of adapting to the rapid changes in development and the current needs of the time. The aim of this study is to look into the impact of professional development on improving teaching quality and the school's cooperation with teachers in achieving professional development. This paper uses a qualitative research method, where 13 principals of primary and lower secondary schools of the Municipality of Gjakova in Kosovo have participated in the research. From the principals' responses, data were collected based on their opinion regarding the professional development of teachers and practices of cooperation and ensuring the professional development of teachers in the schools where they work. The results of the research show that the professional development of teachers is considered necessary and important in facing more successfully the challenges of the teaching and learning process, teachers adapt more easily to changes in the educational system and can advance faster in terms of personal and professional.

909-919

Authors: Andrés Felipe Mena-Guacas, Camilo A. Velandia Rodriguez, María Belén Morales Cevallos, Norberto Díaz-Díaz

There is broad agreement on the positive impact of social interaction on students’ learning. However, it has not been analysed whether the role they play in the learning environment is related in some way to the interaction among them. In this study, the relationship between the role played by an actor in a learning environment and the frequency and quality of the social interactions is analysed. An activity was designed to foster and facilitate social interaction among students using the WhatsApp platform. This initiative thoughtfully outlined various roles that students could undertake, alongside establishing specific categories meticulously designed to facilitate the comprehensive analysis and quantification of the quality of these interactions. A comprehensive analysis was conducted on a substantial dataset consisting of a total of 1,136 messages. With these data, a correlation analysis was conducted with the Kruskal-Wallis’s test and then a post-hoc test with the Mann-Whitney U test was also performed. The results show that there is no relationship between the role played by actors and the interaction they conduct in a learning environment. Another reading of the same point is that any effort to promote social interaction in learning environments will benefit all the actors involved, regardless of the role they play.

928-935

Authors: Tuong Nguyen Van, Phuc Nguyen Hong, Duc-Tai Nguyen, Thuy Ta Thi Thanh

The COVID-19 pandemic has affected several aspects in life globally such as studying, working, recreation and so forth. However, people all over the world still need to keep life going on by one way or another. Especially education should be maintained under certain adverse circumstances. Teachers and institutional staffs are working multiple times harder not only to give lessons to students but acomplish various tasks besides work simutaneously. This may lead to stress and other mental health problems as a result. The purpose of this survey was to explore the reality of the basic psychological need satisfaction and frustration of them. Using the conceptual framework of quantitative research, a survey was conducted in Ho Chi Minh University of Social Sciences and Humanities among lecturers and staffs with 147 participants on October 2021. Internal coefficient and exploratory factor analysis were performed to examine reliabilty and validity of the measure, decriptive analysis was used to determine means of basic psychological need satisfaction and frustration among lecturers and staff; t-test and ANOVA were calculated to examine the differences in the need satisfaction and frustration among sociodemographic variables. The results showed that the basic need satisfaction and frustration scale was valid and a six-factor solution fitted the data in Vietnamese context. Basic psychological needs satisfaction (M = 3.71, SD = 0.52) is higher than basic psychological needs frustration (M = 2.63, SD = 0.65) of participants during COVID-19 pandemic. The sub-scale of each need satisfaction and need frustration varied with the sociodemographic charateristics. The implications of the results and limitations are also discussed.

948-961

Authors: Elena N. Ovchinnikova, Yuriy N. Kozhubaev, Viacheslav Yu. Ivanov, Larisa I. Pechinskaya

This article analyzes the applicability of information technology in Foreign Language distance teaching to students of technical specialties. The article reviews modern technology of Foreign Language distance teaching to students of technical specialties, exploring their advantages and disadvantages. The LMS (Learning Management System) is theoretically analyzed. The principles and features of educational courses developed on the Moodle platform are discussed. A set of English vocabulary and grammar exercises and tests is developed, using the distance learning technology of the «Distance Learning Technology Portal of Peter the Great St. Petersburg Polytechnic University». The experiment was conducted to confirm the effectiveness and feasibility of using distance learning technology based on the Moodle distance learning management system in the study of foreign language by first-year students of technical specialties of Peter the Great St. Petersburg Polytechnic University. Statistical analysis of the results of the post-experimental cross-section in the experimental and control groups was conducted, using Student's t-test. The article demonstrates the effectiveness of remote support for undergraduate students of non-linguistic specialties studying the basic course of English. It is concluded that it is expedient to include the Moodle distance learning system into the educational process.

977-986

Authors: Aksholpan Serikkyzy, Aliya Sarybayeva, Aknur Batyrbekova, Nurdaulet Shektibayev

Today, the teacher faces many practical problems and problems related to improving the quality of education. Solving these tasks requires the formation of functional competence, which is an important indicator of the professional growth of a future teacher. However, it emphasizes the fact that the problem of forming the functional competence of a future teacher in certain subjects has not yet been completely solved. The purpose of the research work is to identify the main factors and pedagogical situations in the formation of functional competence of students in the process of teaching physics lessons, to prove their effectiveness based on the dynamics of growth of indicators of functional competence. The study used methods such as direct and indirect educational observations, tests, surveys, qualitative and quantitative analysis, as well as mathematical and statistical data processing. The research made it possible to determine the component part of the student's functional competencies in physics, to determine the pedagogical conditions and external and internal factors necessary to achieve maximum success of the student's functional literacy in the field of studying the natural science cycle of the University. In addition, the structural components and criteria indicators of functional competencies are determined, the dynamics of the growth of indicators through pedagogical experiment is shown. The results of the study will serve as a great scientific document for subsequent research in the field of functional competence, and will also have a huge impact on the development of science and technology, if viewed from the side of professional activity.

1002-1013

Authors: Aleksandr M. Tamitskiy, Liya A. Melkaya, Olga V. Eseeva

Young people constitute one of the risk groups most vulnerable to transmission of terrorist ideology and susceptible to entanglement in terrorist activities. This is related to social and psychological characteristics, social status, particular focus of destructive communities on the age group in question as well as increased riskogenics of social environment in general. Identifying subjective images of terrorism in higher education students is relevant since it is necessary to improve preventive actions taken by educational institutions alongside academic, nurturing and leisure activities. The article provides an overview of research on the subject specified and the results of a sociological survey conducted in two largest higher education institutions in the Arctic region of the Russian Federation. The survey took place from November to December 2021 and involved 3966 bachelor’s, specialist’s and master’s degree students majoring in the following fields: natural sciences, engineering and technical studies, information technologies (IT), social sciences and humanities, psychology and pedagogics, economics and management, medicine. The article indicates certain correlations between an academic major of responding higher education students and knowledge-based, context-dependent, competence-related and affective components constituting the image of terrorism as destructive ideology. The author concludes that higher education institutions shall improve the existing models of preventive actions by paying more attention to individual (group) approach.

1031-1036

Authors: Goran Rajović, Sergei N. Bratanovskii, Aleksandr E. Epifanov, Sergey А. Buryanov

This study explores the system of public education in Don Host Oblast in the period 1790–1917. The present part of the study focuses on the period 1790–1900. The principal sources for the study are periodicals associated with Don Host Oblast, including Transactions of the Don Host Statistics Committee, Memorandum Books for Don Host Oblast, Don Host Oblast Directory, and the reference periodical Don Oblast and the North Caucasus, as well as the yearly Most Faithful Report of the Chief Procurator of the Holy Synod. The study’s findings revealed that during the period 1790–1900 Don Host Oblast witnessed brisk development in its public education sector. In that time, serious work in this area in the region was carried out by the Ministry of Public Education and the Holy Synod. By 1900, the Don region had an entire network of schools, which included 15 secondary, as many lower, and more than 1,500 primary educational institutions. For a long time, the region experienced a significant gender imbalance (girls accounting for 10–15 % of the total number of students). In the late 19th century, this imbalance began to decrease, with the number of girls reaching 39 % in 1900 – a definite success in terms of making education equally accessible for both genders in the region.

1045-1056

Authors: Artyom Yu. Peretyatko, Vladimir A. Svechnikov

This work explores the history of everyday life in female schools within the Kharkov Educational District of the Russian Empire in the period 1860–1862. The principal sources for this study are the schools’ annual reports for their first year in operation, published in Tsirkulyar po Khar'kovskomu uchebnomu okrugu. These reports were analyzed, key similarities and differences were identified between the female schools, and conclusions were drawn as to the extent of the influence of local factors on their operation. The schools were analyzed across the following seven aspects: 1) prehistory; 2) Board of Trustees; 3) staff pay; 4) student composition and tuition pricing; 5) teaching staff and the Pedagogical Council; 6) curriculum; 7) budget. The work’s second part is focused on Kozlov Second-Class Female School and Oryol Second-Class Female School. It gives extensive consideration to the local communities’ attitude toward the schools, which is described in the reports in a fairly detailed manner. It was found that neither in Kozlov nor in Oryol did the local community have a very good understanding of what female education was for, with most girls there being totally unprepared for it when starting school. Of note are the two different approaches taken by each school’s administration in that climate. More specifically, at Kozlov Female School a primary focus was on prestigious electives, instruction in fundamental sciences was limited, and the staff who taught these sciences did so for free. Oryol Female School offered just one prestigious elective (French), whilst instruction in core subjects there was fairly high-quality, it was done by male gymnasium teachers, and more of such courses were offered there than at most of the other female schools. There was a difference in the reaction of the two local communities to the above, too – whereas Kozlov witnessed a sort of vogue for placing girls in school, although, in actual fact, most of the parents were little interested in their child’s schooling, the school in Oryol received a reputation as an institution for the poor and had not a single girl student from a well-off family (such girls typically attended a private boarding school). Thus, due to local differences between them, the female schools had different policies in terms of designing the curriculum and dealing with the local community. Technically, choosing not to embrace the fundamental curriculum of a male gymnasium and opting to focus on prestigious subjects could bring a school a situational benefit, making it attractive to a significant number of little-educated parents.

1064-1070

Authors: Irina Yu. Cherkasova, Anvar M. Mamadaliev, Valentina S. Nikitina, Natalia V. Svechnikova

This work examines a set of pedagogical journals published by educational institutions in the Russian Empire in the period 1873–1917. In terms of the study’s sources, use was made of some of the diverse reference literature on the Russian academic periodical press of the imperial period, including the fundamental work by A.V. Mezier, ‘A Dictionary Index of Bibliology’, L.N. Belyayeva’s ‘A Bibliography of Periodicals in Russia. 1901–1916’, and N.N. Ablov’s ‘The Pedagogical Periodical Press (1803−1916)’. The study’s findings revealed that the production of academic pedagogical journals by educational institutions was something quite rare in the Russian Empire. Normally, such journals were produced through the efforts of small action groups and academic clubs functioning at educational institutions. In the period from 1873 to 1917, there were at least 14 pedagogical journals published at educational institutions in Russia (7 in Saint Petersburg, 2 in Moscow, 2 in Orenburg, 1 in Nizhny Novgorod, 1 in Chita, and 1 in Kiev). Most of those journals did not last long, with only two of them, Zapiski Matematicheskogo Kruzhka Pri Orenburgskom Real'nom Uchilishche and Vestnik Psikhologii, Kriminal'noy Antropologii i Pedologii, making it to 5 years. The main reasons behind the closure of the journals were either World War I or the revolutionary events.

1082-1089

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

This work examines a set of yearly publications produced by the Arkhangelsk Gubernia Statistics Committee. These publications could be drawn upon for insight into socio-economic development in early 20th century Arkhangelsk Governorate. The principal sources for this study are a set of yearly publications produced by the Arkhangelsk Gubernia Statistics Committee in the early 20th century, namely a set of memorandum books and address calendars for Arkhangelsk Governorate and ‘Arkhangelsk Governorate Overview for 1911’. The study’s findings revealed that the production of yearly publications by the Arkhangelsk Gubernia Statistics Committee in the early 20th century was characterized by impermanence. In 1901–1904 the Committee published address calendars, in 1905 – a directory, in 1906 – another address calendar, and in 1907–1916 – memorandum books for Arkhangelsk Governorate. In addition, in 1912 the Committee released what would be a one-off – ‘Arkhangelsk Governorate Overview for 2011’. When the publication of memorandum books for Arkhangelsk Governorate commenced, there began to be published scholarly articles devoted to socio-economic development in the region. Most of those publications were prepared by staff members of the Arkhangelsk Gubernia Statistics Committee, who also held responsibility for the quality of other materials that were published by it. As was the case in most regions across the country, the production of yearly publications by the Arkhangelsk Gubernia Statistics Committee was cut short by the events of 1917 and the collapse of the Russian Empire.

331-341

Authors: Prince Addai, Jacob Owusu Sarfo, Isaac Okyere, Bright Kumordzie

The continuous growth in the global economy has led to a snowballing request for higher education and an increase in the institutions that offer higher degrees. Therefore, higher educational institutions must create student satisfaction to sustain students’ loyalty. This study examined the influence of students’ satisfaction and study sessions on loyalty among students. Two hundred and eighty-two students were selected to complete Student Satisfaction and Loyalty scales. Hierarchical regression and multivariate analysis were used to analyse the data. Results indicated that student satisfaction positively correlates with student loyalty. All the components of student satisfaction were positively correlated with student loyalty. The level of loyalty was higher for weekend- and evening-track students compared to morning-session students. However, there was no significant difference in levels of student satisfaction between morning, evening, and weekend sessions. The current study adds to existing research on satisfaction and loyalty by analysing the many factors of satisfaction and their influence on student loyalty. The study employs the Dissonance Theory of Pleasure to explain how student services might undermine student loyalty. In today’s competitive environment, increasing student happiness is critical when student loyalty is required to ensure the survival of higher education institutions in the global context. Thus, it is recommended that, for a university to survive, improving student satisfaction must be a priority to increase student loyalty.

352-364

Authors: Dmitry V. Buyarov

The relevance of this research is connected with the need to improve the quality of Russian education, the growth of its competitiveness in the conditions of the XXI century, which is impossible without the development of functional literacy, of which reader literacy is an integral part. When analyzing the methodological methods of teaching students of pedagogical universities, attention is focused on the training of future teachers who are able to further develop reading literacy among secondary school students. The development of reading literacy is a complex and lengthy process implemented during the study of various disciplines, including historical ones. The formation of reading literacy involves the use of various types of text: continuous, discontinuous, mixed, composite, as well as various tasks aimed at developing such skills as finding and extracting information from the text, the ability to integrate and interpret the text, the ability to comprehend and evaluate the text and use the knowledge obtained from the texts for practical purposes. The development of reader literacy is carried out using such techniques and methods as the analysis of historical sources, the use of infographics, working with cases, and more. The study was practically tested in the course of the author's work with control and experimental groups of students. In the context of modern teaching methods, reader's literacy acquires a universal or supra-objective character. At the same time, this issue is a new, little-studied and promising technology not only within the framework of secondary, but also higher education.

385-398

Authors: Huynh Lam Anh Chuong, Nguyen Hoang Thien, Truong Thi Tuyet Hanh, Do Chieu Hanh

The article explores the competence of students majoring in early childhood education at teacher education universities in Vietnam in terms of implementing STEAM education based on self-assessment. The results of a survey of early childhood education students in their third and fourth (final) years at three universities in different provinces/cities of Vietnam show that students rated themselves as meeting all or most of the requirements of STEAM education for children. The students did not rate themselves as unsatisfactory or slightly satisfactory in any aspect. In terms of the specific aspects of competence, the students rated themselves as meeting all of the requirements for content related to the “professional qualities and ethics expressed in the organization of STEAM education” and rated themselves as meeting the majority of the requirements for items related to “knowledge and skills for organizing STEAM education for children,” which had the lowest mean scores. Therefore, universities and other stakeholders need to promote the effectiveness of the training they provide to enable such students to further develop their competence in STEAM education for preschool children, especially in terms of knowledge and skills in organizing STEAM educational activities for children. Differences in the competence levels of students from different universities also require further attention.

413-425

Authors: María José De Urraza, Lina Kaminskienė, Erno Lehtinen

The purpose of this article is to analyse the consistency of learning personalisation as a concept and the main characteristics that define it. Several studies focus the scope of analysis on the relevance of both teacher and student roles in the process of personalising learning. Key literature highlights three dominant components of teachers' personalising actions: attention to uniqueness, curriculum flexibility and mentoring. At the same time, the research done on the subject often refers to personalisation as a crucial dimension for promoting learner autonomy and self-regulation. The learning process, owned and driven by the learner, is treated as a result of managing a personal way of making decisions in the academic sphere. Therefore, this study focuses on the learner's ability to manage their own learning process and the sense of agency for personal and academic improvement. These aspects are outlined by several elements such as his or her self-awareness, the freedom of choice given to them and the sense of autonomy they enjoy in the traditional classroom environment. In this research, teachers' pedagogical activities were explored through a questionnaire to identify their commitment to different aspects of personalisation in their teaching. The students' activities indicating self-regulation were examined using the teachers' ratings. The results of a regression analysis showed that the three highlighted components of personalisation by the teachers in the classroom predicted students observed self-regulation.

434-450

Authors: Yulia M. Gruzina, Valentina N. Pulyaeva, Marina A. Ponomareva, Artemii O. Babanin

The development of any society is impossible without the development of the potential of young people who represent its future. Mastering all the necessary knowledge for life in modern society, the formation of spiritual and moral aspects of personality – all these are the cornerstones of the education system in the past, present and future. However, over the past two hundred years, unprecedented changes have taken place in society: the transition from a class (caste) system, which predetermined a person's future, his occupation and course of life, to industrial and post-industrial one has led to the fact that all young people in developing and developed countries are facing the issue: what to be? Family, society, origin do not predetermine the person's fate any more, and his free choice comes first. However, how to make it? That is why such a direction in educational practice as career guidance has been developing for more than hundred years, combining elements of training, enlightenment, psychological diagnostics and even entertainment. The world of professions is introduced to children from an early age, moving from light game forms to serious lectures, master classes, industrial excursions, internships, etc. Thus, a certain experience of professional orientation has already been accumulated both in the world and in Russia. The authors of this study aimed to study the essence of professional orientation, describe some world and Russian practices, and identify the effectiveness of career guidance using a sociological survey of students of Moscow universities. The conducted research has shown that the attention paid to the career guidance is still insufficient both at the state and at the level of individual educational organizations: schools and universities. The authors have developed a system of career guidance activities at school, based on the age of the target audience and the list of career guidance activities for universities too. The practical significance of these recommendations is to increase the effectiveness of career guidance at school and university, motivation growth and involvement of young people in the process of education and mastering of an interesting chosen profession.

462-479

Authors: Anikó Khademi-Vidra, Izabella Mária Bakos

Hungary has a long agricultural tradition, but in recent years it has become more and more innovative, opening up to digital and sustainable trends. These trends include school-based independent farms and point-of-sale systems. While not all of the 61 vocational secondary schools in the new umbrella organisation (Agricultural Training Centres) set up by the Ministry of Agriculture are farms, our sample includes three institutions that are engaged in this type of activity. In our sampling procedure, the selection of the study population was determined by the proximity of the school to the area within our reach (max. 100 km, but in a different county) and by our personal knowledge of the head of the institution, whose willing and supportive cooperation formed the basis of our research. The 210 students in our non-representative sample were from a Jász-Nagykun-Szolnok county institution, 114 from a Bács-Kiskun county institution and 36 from a Csongrád county institution, making a total of 360 students. In the context of multifunctionality and sustainable education, there are many educational and pedagogical goals for such a self-driven phenomenon. Based on our empirical researches, we believe that the education system has an important role and responsibility in educating our young people to become conscious and environmentally friendly consumers, and in this spirit we have developed a proposal for an action plan (Student Enterprise Project) that could complement the agricultural practice activities in a way that is sustainable and self-development-oriented, and of course in a form that can be adapted to school.

493-508

Authors: Neilya Khibina, Aizhan Salimzhanova, Zada Khibina, Adlet Kariyev

According to international studies, teachers experience more stress than representatives of other professions and are included in the group of occupations with a high presence of stress factors. This is due to the hard work of teachers in terms of high responsibility, motivational and personal involvement in pedagogical work, as well as significant participation in communication with school children or students that determine the stressful nature of the teacher's activity. Difficulties were especially noticeable when teachers switched to distance education in the context of the COVID-19 pandemic. This study examines the predictors of stress affecting the mental health of female teachers in schools and universities in Central Asia (Kazakhstan and Kyrgyzstan) during distance (online) learning at the time of the pandemic. In addition, according to the results of the study, it was found that in the conditions of COVID-19, the impact of the level of material and technical security/access on mental health is important when female teachers have a good social climate at work. The study also confirmed that the impact on mental health is most noticeable when female teachers are more actively involved in the decision-making process with specific organizational goals in accordance with a participatory management policy, and female teachers often receive feedback about their work. Female teachers at universities and schools were surveyed using a random stratified sampling method, and an anonymous online survey was conducted. Responses from school and university women teachers/lecturers were collected in Google Forms, which subsequently led to a comparative analysis of stress factors affecting their mental health. A total of 748 female teachers took part in the survey. Empirical research is based on a quantitative research method and uses a survey data collection methodology. Stress factors among female educators were tested by T-test analysis using SPSS.22 software.

517-534

Authors: Gema Lopez, Celia Rangel, María Botey-Fullat

The notion of happiness has been the subject of debate and study for centuries. It has been demonstrated that happiness has a significant influence on the individual achievements and professional goals, a fact that should be taken into consideration in all stages of education, including university studies. The aim of this study is to measure the individual level of happiness of undergraduate students and their relationships with specific aspects that can impact in their happiness, such as family, friends, the university and money. The study made use of the Oxford Happiness Questionnaire (OHQ), as well as items from the Multidimensional Inventory of Students Quality of Life (MIS-QOL), on a sample of 375 undergraduate students in Spain. Structural equation model (SEM) methodology was used to corroborate the significant personal and social causalities of happiness identified in previous studies. The results of the study were (i) the factor which most influences happiness is the perceived quality of relationships with family, followed by (ii) the perceived quality of relationships with friends, and (iii) university students who ascribe greater importance to money have lower levels of happiness. The conclusions support the implementation of practical applications that restore the humanistic spirit of university curricula.

553-563

Authors: Rita Mičiulienė, Nijolė Čiučiulkienė

There are relatively few scientific sources, which help to reveal the phenomenon of self-authorship in the mentoring process, when a social contact is established between a young, less qualified person and a senior specialist with more professional experience. Thus, this study strives to find the answers to the emerging research questions: what are the preconditions for the emergence of self-authorship in mentoring; what are the interrelationships between these processes. Semi-structured on-line interviews using an interpretative research approach were conducted. The 12 pre-school mentor teachers participated in the research on voluntary basis. After thematic analysis of the interview data, the 2 major themes and 5 sub themes have emerged. Pre-school educators perceive self-authorship as a cognitive journey, i.e. the process of creating their own personal qualities and self as a mentor via helping others, as well as cognition of the young educator’s motivation to work in pedagogy and develop themselves at the same time. Self-authorship manifests an informal assistance to mentees. This support presupposes the need for collegial learning, sharing of experience, that promotes the overall growth of the whole teaching staff. The study findings express the need of a deeper analysis of how self-authorship contributes to the formation of a new role of a teacher-mentor in pre-school education. It is also necessary to explore the propensity of pre-school educators towards collegial learning in a more detailed way. Finally, the study contributes to the understanding of the critical concept of self-authorship in professional contexts.

578-589

Authors: Ekaterina Nikonova, Kamila Yakhyaeva, Nadezhda Pivkina, Alexandra Schetinina

Technological developments that take place nowadays and the accompanying process of digitalization in every area entail serious challenges for the whole society and for the system of education as its integral part. As a result, the teaching process nowadays, including foreign language teaching, involves using a wide range of technical and technological facilities. This paper analyses the possibilities of using digital intelligent technologies in university academic process with the focus on teaching a foreign language to students of higher education institutions specialising in the technical field. The work gives a review of existing online study courses, educational platforms, and artificial intelligence (AI) technologies. The key features of several intelligent applications that are in common use are also outlined. The paper presents a description of a pedagogical experiment carried out in a technical university and aimed at estimating the effectiveness of integration of digital tools into the teaching and learning process. The outcomes of the experiment are evidence that using digital technologies enhances the learning activity and motivation of the students, with a positive impact on their lexical skills and overall performance, which as a result leads to achieving the ultimate goal of language learning, the communicative competence. The article also offers specific recommendations on the choice of electronic educational resources and outlines a number of problems encountered while using digital software.

598-609

Authors: Liudmila Sidorova, Natalia Lukina, Elena Timofeeva, Oksana Ivanova

This article aimed to identify the attitudes of undergraduate students towards online English language learning in the North-Eastern Federal University, Russia. The questionnaire was conducted using Google form. The sample included 303 undergraduate EFL students. The research subjects are the students of Institute of Engineering and Technology, Institute of Mathematics and Information Sciences and Automobile and Road College. The research tools were questionnaire and Chi-square test. The data were interpreted in terms of three parameters: by gender, by place of residence and by academic achievement. By gender 180 respondents were male, while 123 were female. The number of rural students is 125 students, whereas urban students make up 178. The majority of students (65,7 %) are B grade students, 16,2 % of students are A grade students, 18,2 % of students are С grade students. The results of the study revealed that students have a favourable attitude to online learning. In particular, female students were statistically detected to have a more complimentary attitude to online learning than male students. In contrast, the statistics did not discover the preference of online learning by the place of residence. As it was also shown that academic performance did not affect the preference of online learning. The challenges faced by students are slow Internet connection, non-comprehension of learning material, lack of effort and interest, and lack of personal space. In addition, this study revealed the unpreparedness of university network infrastructure and its technological capacity for conducting online classes. The study discovered that students prefer an equal mix of online and face-to-face instruction.

629-645

Authors: Katalin Szabó, Erika Varga, Tímea Juhász

It is a well-known fact COVID-19 has changed our concepts about crisis situations and forced us to make changes in every area of our lives, some of which are still there to stay. The article investigates online education in Hungary from the instructors' perspective focusing on experience, digital competences and the digital tools provided. After exploring the difficulties, the future of online education is addressed. It is hypothesised that the success of digital education depends to a large extent on digital competences, digital tools and also the content and structure of education. That is why difficulties are perceived differently. The research is based on a questionnaire completed by 681 instructors from 36 Hungarian higher education institutions in the summer of 2020. The research results indicate that due to the stringent emergency measures, teachers were forced to reschedule their classes, which led to a variety of difficulties, but online education will continue to play a significant role in the future. In the long run, digital learning environments and schools in general should be taken into consideration. According to the findings, developing digital skills is critical so educational systems and curriculum must be revised in terms of content and technology as it is of paramount importance to keep track of both instructors' and students' digital skills on a regular basis.

655-666

Authors: Lenura Tleubekova, Kalipa Atemova, Klara Turebayeva, Rabiga Kenzhebekova

The effective implementation of the goals of solving modern problems in the field of education depends on the creative indicators of the student and the degree of independent development of the personality. The purpose of this study is the theoretical development and practical testing of a model for the development of creativity of students in the educational process, including identifying the prerequisites and pedagogical features of the studied process. To achieve this goal, we organized and conducted experimental work with students of various intellectual schools. A total of 164 people took part in the study at different stages of experimental work: 14 teachers, 150 students (75 each in the experimental and control groups). As a result of the study, the effectiveness of the potential of the study group as a prerequisite for preparing students for a socio-cultural environment was proved. A model for the development of students' creativity indicators has been developed and theoretically substantiated. The model was tested, the prerequisites for the development of students' creativity in the author's version were identified and the criteria for the formation of students' creativity were selected and proved. To determine them, along with qualitative indicators, the results of the assessment of competent specialists, standardized tests and methods are used. The correctness of the studies carried out was confirmed by the possible duplication of the results of the experimental study, statistical indicators confirming the objectivity, reliability of scientific conclusions.

678-691

Authors: Oleksandr P. Trygub, Sergey I. Degtyarev, Vladyslav A. Parkhomenko

This paper addresses the evolution of vocational-technical education in Ukrainian lands within the Russian Empire. Chronologically, the study covers the period between the late 18th and early 20th centuries. This part of the work is primarily focused on the making and development of particular vocational-technical institutions in the region under examination as well as the specialized and vocational-technical education offered by regular educational institutions in the period between the late 18th and the last quarter of the 19th centuries. During that period, Ukraine was mainly an agrarian region, so relatively little attention was paid there back then to the training of industrial workers. At the same time, the region witnessed brisk development in its shipbuilding and seaborne trade sectors, which would result in the emergence of the region’s first vocational educational institutions – Naval Architecture School and Merchant Shipping School in the city of Kherson. In the first half of the 19th century, the city of Chernigov became home to a trade school and industrial arts instruction began to be implemented in educational institutions of different types in the region. In addition, there emerged schools of horticulture, winemaking, arable farming, apiculture, etc. Despite a number of reforms in the education system, the region still had no system of vocational-technical training in place in the mid-1860s. Of particular note is the role of the Russian Technical Society, which was one of the key initiators of the organization of vocational-technical education in the Russian Empire as a whole and in the Ukrainian lands in particular. However, there were fewer vocational-technical educational institutions in Ukrainian governorates back then than in industrially developed Russian governorates.

699-704

Authors: Anvar M. Mamadaliev, Valentina S. Nikitina, Natalia V. Svechnikova, Irina Yu. Cherkasova

This work explored the pedagogical periodical press in the Riga Educational District in the period 1832–1915. The principal sources for the study were a set of works of a reference-encyclopedic nature. The study’s findings revealed that due to its small population the Riga Educational District had a relatively small number of pedagogical journals – just seven. A major producer of pedagogical periodicals was Reval Gymnasium (established in 1631). It is at this educational institution that one of Russia’s first pedagogical journals, Raduga, and Europe’s first journal on mathematics instruction, Uchebny Matematichesky Zhurnal, emerged in the 1830s. Both were published by the school’s instructors. Another two pedagogical journals (Gimnaziya and Pedagogichesky Yezhenedel'nik) were published in the 1890s – both by G.A. Yanchevetsky, Director of Reval Gymnasium. Unlike the instructors, the director had significant funding at his disposal – and that enabled him to publish the periodicals for nearly 10 years, whereas the former had to discontinue their projects as early as the second year. Two of the periodicals served as the educational district’s official organ – first Bulletin of the Dorpat Educational District, and later (following a reorganization of the district and the transference of its capital to Riga) Bulletin of the Riga Educational District. In 1908, an attempt was undertaken to produce Shkol'naya Zhizn', intended as a vehicle for publishing the unofficial part of Bulletin of the Riga Educational District. However, this attempt failed too – the publication ceased to exist that same year.

718-724

Authors: Goran Rajović, Sergei N. Bratanovskii

This work explored the operation of public libraries in the Russian Empire at the turn of the 19th and 20th centuries. Consideration was given to the legal-and-regulatory framework for such libraries, their distribution by type, and the key characteristics of how their book stock was funded and built. The principal sources for the study were relevant collections of materials and those of published documents. The study’s findings revealed that at the turn of the 19th and 20th centuries public libraries served in Russia as an important tool for the self-education of both the nation’s young and adults. By the end of the 19th century, a significant amount of experience had been amassed in Russia in terms of educating youth and creating the conditions for fostering citizenship in individual members of society. This education was grounded in the family as the basis on which the state is organized, benevolence, and staying true to one’s obligations. By the start of the 20th century, Russian librarians managed to create the conditions for popularizing public libraries in society. This was done via visual attraction (e.g., attracting young readers via drawing and painting exhibitions) and a diverse repertory, typically dominated by works of fiction. The nation’s vast network of libraries provided its population, including those living in the countryside, with an opportunity to self-educate.

736-744

Authors: Goran Rajović, Sergei N. Bratanovskii, Alexander Y. Epifanov, Sergey А. Buryanov

This paper is the second part of a study focused on the system of public education in Kursk Governorate in 1808–1917. It covers the period 1900–1917. The primary sources used for this work are archival sources and collections of published documents. The first group is represented by the Russian State Historical Archive (Saint Petersburg, Russian Federation), more specifically records from the Ministry of Public Education containing the numbers of school-age children (ages 8–11) and students as at January 1, 1915, across the regions of the Russian Empire. The second group includes the annual statistical digest Overview of Kursk Governorate, The Most Faithful Report of the Chief Procurator of the Holy Synod, and certain statistical materials on educational institutions in Kursk Governorate. The study’s findings revealed that the system of public education in Kursk Governorate experienced in 1900–1917 a period of dynamic development. During this period, the region witnessed a sharp increase in the number of secondary educational institutions, with all cities, including uyezd ones, and even some villages, there reached with secondary education. The region’s lower education sector witnessed an improvement in the quality of education through a reorganization of uyezd schools into urban ones, and in 1903 there began a real boom in the opening of vocational schools. However, the biggest success was achieved in the region’s primary education sector, where school was attended by 1916 by 80 % of its school-age children.

4-18

Authors: Jose Jaime Baena-Rojas, Paloma Suárez-Brito, Edgar López-Caudana

This article is based on the knowledge that complex thinking as a construct is nowadays shaping a system of meta-competencies which depends entirely on synergy at all its levels. In higher education contexts, it is well known that the development of transversal competencies allows fostering a better recognition and adaptation to the environment. However, the indistinct use of some concepts that allude to competencies generates confusion regarding what they imply, both theoretically and practically. Consequently, the present article analyzes the differences between complex thought and complex thinking, as relevant concepts, and competencies in higher education. We analyzed to what extent the concept of complex thought is a possible starting point for the adoption of the term and development of the competence of complex thinking, and how this is permeating all branches of knowledge. A qualitative research methodology was used to support the present theoretical reflection, through a critical reflection of the literature. Both concepts, their uses, and implications were analyzed through a compilation of scientific papers, which allowed an entire observation, and document analysis to ensure objective study. The present work presents practical implications in higher education contexts: 1) complex thought has become a relevant matter for explaining the multidisciplinary from theory of knowledge in epistemology, and 2) complex thinking has become a mean for ensuring new academic skills and strengths for problem solving among students in higher education.

28-39

Authors: Stepan A. Boyko, Elena A. Koltsova

This article deals with application of the corpus approach in ESP teaching to Bachelors of Engineering and Technology in order to reach their research goals of finding and selecting authentic language contexts, analyzing and classifying grammar structure, making conclusions about grammar environment of the terminological units, selecting the best translation method and enriching their basic terminological vocabulary. Work with the text corpus as the source of comprehensive information about actual use of terminological units can be treated as the backbone in searching for empirical and supportive material about various grammatical environments of the terminological units and further use of such information to make foreign language learning more effective. Work with the authentic text corpus develops skills of correct use of terminological units and ensures management of the learning outcomes level thanks to a vast array of examples found in the natural context environment used by native speakers. The educational experiment included three stages (introductory, operational and final); introductory and final tests, analysis and processing of the statistical learning data. In the course of the educational experiment, the experimental group of bachelors was taught to work with the corpus data and analyze the grammar environment of the terminological units, in addition to other available classical educational methods and learning aids. The outcome of the experimental learning included great improvement in information coverage when translating professional texts, correct use of terminological units in grammar structures, and terminological vocabulary enriched with characteristics of grammar environment of a term in a professional context.

56-70

Authors: María Teresa de la Garza Carranza, José Porfirio González Farías, Salustia Teresa Cano Ibarra, Laura Georgina Vázquez Lara de la Cruz

The present study is a proposal of a questionnaire of psychosocial factors for university professors based in a standard proposed in the Mexican law that considers the International Labor Organization recommendation. The study is based on five dimensions: Work environment, factors for the activity, organization of working time, leadership and relationships and work and organizational environment. The information was collected among 300 teachers with a wide range of tenure and conditions at work in Mexico. Also, the questionnaire was developed during the pandemic of COVID-19 which affected the job this kind of professionals. We performed an exploratory factor analysis to evaluate each one of the five dimensions using questionnaires previously validated by different authors. We obtained one dimension for the work environment factor, two dimensions for the factor for the activity, one dimension for the organization of working time, three dimensions for the factor leadership and relations at work and two dimensions for the organizational environment factor. The results showed that the questionnaire is valid and can be used as a tool to improve the conditions of work at universities. We found that the dimension insecurity and leadership were the worst evaluated by university teachers. This questionnaire could be used to promote safety conditions after the sanitary emergency and to promote a healthy environment among workers.

79-91

Authors: Elena V. Frolova, Olga V. Rogach, Rinat V. Faizullin

Despite the lifting of epidemiological restrictions, online learning has not lost its relevance. There are noted the development of hybrid forms of education, the integration of traditional and remote work formats. In this regard, the relevance is the study of the communication process, which becomes a predicate of many dysfunctions in the education system. It is the communication between students and the teacher that is subject to the greatest transformations in the conditions of online learning. The purpose of the author's research is to analyze the experience of online learning for students of Russian universities, to identify the problems of communication between participants in the educational process in the new conditions. The authors used a set of general scientific research methods and analytical procedures (document analysis, comparative analysis, analysis of arbitrary contingency tables using the x2 criterion, etc.). A questionnaire survey of students of Russian universities was chosen as the key research method. Empirical data are presented by the results of two measurements: N1 = 1553 (2020) and N2 = 1107 (2021). The results of the study showed that in the conditions of online learning, students for the most part highlight such negative trends as “deterioration of communication skills” and “decrease in skills for live communication with a teacher”. The personal experience of students during the pandemic led to a decrease in “technological optimism” and increased the importance of personal interaction with the teacher. Respondents who rated the quality of teacher feedback excellently feel less of such online learning problems as “routine” and “heavy workloads”. The authors established the relationship between the choice of the form of education (online or traditional) and the assessment of feedback between students and the teacher. In the course of the study, an inverse relationship was established between the involvement of students in the educational process and the opportunity to ask a question (or make a comment during the lesson). Students with a high level of involvement in the learning process were in the most vulnerable position in terms of maintaining communication. It is concluded that communication dysfunctions are the main limitation of the effectiveness of online learning, reducing student satisfaction from the educational process.

105-117

Authors: Duc-Long Le, Thien-Vu Giang, Dieu-Khuon Ho, Hong-Ngan Pham-Huynh

Studies on short-term online courses in form of the massive open online course have become an e-learning trend in higher education institutions to transfer a sufficient amount of credits’ knowledge in a short period. This article focused on exploring the factors that affected undergraduate students’ satisfaction when participating in a short-term online course at a key pedagogical university in the South of Vietnam. This was a cross-sectional study with 1720 pedagogical students. The study aimed to explore and understand the factors affecting the satisfaction when studying online courses of pre-service teachers to prepare them with experience and knowledge for future online teaching. The results showed a positive correlation between perceived ease of use; perceived usefulness, information quality; system quality; instructors dimension; support service; subjective norm; perceived behavior control with students’ satisfaction when participating in a short-term online course. This is the basis for research team to continue to develop and improve the quality of online courses and provide a theoretical framework on factors affecting learners' satisfaction when participating in a short-term online course for students in countries with higher education online education systems similar to Vietnam.In addition, this study expanded our understanding of the factors that influence the preparation of pre-service teachers to meet the requirements of digital transformation and international integration in e-learning educational trend from a developing country’s perspective.

132-138

Authors: Tuong Nguyen Van, Truong Phan Nguyen Dong

The research was aimed at investigating the relationship between Vietnam National University Ho Chi Minh City students’ emotional intelligence and their academic performance throughout self-reported academic results. By understanding the relationship between emotional intelligence and academic results, the research could give suggestions for educators and lecturers to improve students’ academic performances and the quality of the teaching-learning process in the higher education context. The sample of this research was 675 students (aged from 18 to 24) out of 73000 students participating in Vietnam National University Ho Chi Minh City. The research was administered within the academic year of 2020–2021 with a google survey form. To achieve the objectives of this study, the scale of Wong and Law Emotional Intelligence Scale (2004) was administered within this research. The scale could be accounted as the point of view from which VNU-HCM students stated their emotional intelligence. The academic results were self-reported by participants. The results indicated that students with high emotional intelligence reported performing better academically. Students attending a training course on emotional intelligence performed better in emotional intelligence. Theresults imply that the Vietnam National University Ho Chi Minh City board of managers should cascade more training courses on emotional intelligence for students to improve their academic performance.

152-172

Authors: Ekrem Nurovic, Mersid Poturak

With the rapid progress in technology and the advancement in learning systems, E-learning has become the topic of many studies in the last several decades. The success of a society is based on education; those who have a better educational system prosper and develop faster. The schooling systems of countries that are in transition are facing many problems. Due to the complex governing structure, the reforms of the education system are very slow thus researchers opt for an alternative to traditional education. The goal of this research is to examine what tiger intention to use online-courses and the current barriers that exist. This researcher aims to answer the following questions. “What are the main factors affecting the intention to use online-courses? For this research four variables have been developed (Performance Expectancy, Effort Expectancy, Social Influence, and Motivation) and their influence on students' behavioural intention to use MOOCs was measured. Moreover, in the main model of the study, five variables (Age, Gender, Experience, Language Barriers, and Level of Education) were used as controlling (moderating) variables. The research used a quantitative method where data has been collected using surveys that have been done among high school and university students. Regression analysis was used to test hypotheses and the main findings showed that all four variables have an influence on students and their intention to use MOOCs. The findings of the study show that performance expectancy and device consistency have an influence on MOOC use intentions. Facilitating environments, instructional consistency, and MOOC use purpose all influence MOOC use. MOOC use intention was found to be influenced by social impact and effort expectationsand further, this study has confirmed that motivation impacts behavioural intention to use MOOCs. The study finally concluded that the universities must have systems and tools in place to encourage students to use MOOCs. At all stages of education, tech skills instruction should be included in the curriculum. MOOC designers must use the best teaching and learning methods to ensure that MOOCs have good instructional content, as well as ensure that the sites and learning materials are in excellent quality.

188-203

Authors: Elena V. Soboleva, Tatiana N. Suvorova, Dmitriy V. Chuprakov, Irina Yu. Khlobystova

In accordance with the requirements of the professional standard, the teacher of the digital school must have skills related to information and communication technologies, communicative competence, and teamwork skills. The formation of relevant qualities in the conditions of higher education is complicated by a number of different problems. The purpose of the study is to study the features of the formation of teamwork skills in future teachers when developing didactic games with traditional and digital components. Research methodology. Gamification is used both as a technology for acquiring new knowledge and as a technology for team building. The team activity method is used to design didactic games. The experiment involved 60 undergraduates of the Vyatka State University of the training program "Psychological and Pedagogical Education". To assess team effectiveness Laura Stack's methodology was chosen (five levels of team building). Research results. The students of the experimental group are involved in team work on educational games: they study basic mechanics in didactic games; master interactive services; develop their own project, including both non-computer and digital elements. In conclusion problematic questions are formulated, the answers to which make it possible to determine the directions of the work of the didactic game design team: discussion of the goal of the game and the game goal, the choice of basic mechanics and formed competences, the rules and resources, etc.

221-229

Authors: Esmeralda Tejada-Peña, Violetta S. Molchanova, Arturo García-Santillán

The objective of this study is to determine the variables that explain the knowledge of financial literacy among college students in Tuxtepec, Oaxaca, and to identify whether the level of financial literacy that prevails in these students differs by gender, age and school grade. To do so, the study is based on a theoretical reference recently exposed by Goyal and Kumar (2021), who analyzed 502 articles between the years 2000 to 2019, in their findings they found that the gender gap and financial education, impacts on financial behavior. The participants of the study were 600 college students of a public sector Institution. The statistical procedure for data analysis was: first, the instrument was validated with Cronbach's alpha and normality through the values of skewness and kurtosis, then the correlation matrix, Brattle’s test of Sphericity with Kaiser and the sample adequacy measure were calculated, and the extraction of components under the criterion of eigenvalues > to 1 and total variance. Finally, to verify if there is a difference in relation to the variables of financial education, gender, age and employment status, an ANOVA analysis is performed. Finally, the findings show that there is a difference between the variables: Gender and financial literacy (Saving and Investment); Age (Spending and Credit); Employment Status (Income, Money Management, Spending and Credit, Saving and Investment). This leads us to think that the higher level student presents a low level of financial knowledge, which could affect their personal growth, and that the gap of gender, age and employment status makes a difference in relation to the variables studied.

253-258

Authors: Goran Rajović, Sergei N. Bratanovskii

This work explores the system of public education and cultural life in the pre-reform uyezd town of Ostashkov, Tver Governorate. The principal sources used for this study were materials from the Memorandum Books for Tver Governorate and pre-revolutionary periodical press materials from the newspaper Tverskiye Yeparkhialnyye Vedomosti. Methodologically, the work relied on the following fundamental historical principles: historicism, systematicity, and objectivity. This helped examine the system of public education system in the town of Ostashkov, Tver Governorate, in the period up to the abolition of serfdom in 1861 in a historical sequence, as well as systematize the available material into several groups – educational institutions, student body composition, institutions of culture, and cultural life. The study’s findings revealed that on the eve of the abolition of serfdom in 1861 out of the town’s 10,876 residents 4,508 attended a civil primary school. A fairly large portion of the town’s population went to an ecclesiastical educational institution (although not all of those students were native residents of the town – some came from the uyezd). Some of its residents received education prior to 1852, including privately. Overall, around 6,000 residents of the town had a primary education on the eve of the abolition of serfdom, or more than 50 % of its total population. The high literacy rate was conducive to a corresponding level of culture (boulevards, gardens, public libraries, and a theater). These factors set the town of Ostashkov apart from most conventional uyezd towns in the Russian Empire.

267-278

Authors: Andriy Ye. Lebid, Sergey I. Degtyarev

This paper examines the key milestones in the development of Imperial Novorossiya University in Odessa in the context of the development of the institution of the rectorship within the higher education system of the 19th and early 20th century Russian Empire. The study’s findings revealed that the mission of Imperial Novorossiya University was both centered on influencing intellectual, cultural, and social life in the region and aimed at expanding Russian imperial influence in the Balkans. The paper mentions that thanks to the universities there developed in the cities where they were opened a special intellectual, conceptual, and axiological space. As a consequence, each such city received the status of a university city. The study’s findings revealed that, despite being young, Imperial Novorossiya University became a powerful academic and educational center in Ukraine alongside the already running universities in Kiev and Kharkov. In large part, this became possible thanks to the progressive educational policy implemented by the university’s rectors for the purposes of closing education gaps, meeting students’ special educational needs, and providing students with comprehensive support, including financial assistance for their education. In part, this was possible through improvements in education quality via an effective staffing policy from the university’s rectors, which included enlisting prominent scholars and pedagogues to work at it. In addition, the rectors contributed to the development of the university’s own “talent foundry”, helping get university graduates and talented gymnasium teachers hooked into science and teaching. All these measures contributed to the development of a special education model to help ensure sustainable development at the level of the university, the region, and the country as a whole. The paper also examines the distinctive characteristics of the institution of the rectorship at Imperial Novorossiya University vis-à-vis Imperial Kharkov University and the Imperial University of Saint Vladimir in Kiev.

286-294

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

This set of articles relies on reference and memorandum books from the period 1873–1917 to explore the development of the system of public education in Astrakhan Governorate. This is the third piece in the set. It addresses the period 1895–1907, which covers the entire reign of Emperor Nicholas II. The principal source used in this work is the Memorandum Books for Astrakhan Governorate spanning 1895–1907. Methodologically, use was made of sets of historical (historical-systematic, historical-comparative, historical-typological, historical-genetic, and historical-statistical) and general (synthetic analysis, content analysis, and systems analysis) research methods. The study’s findings revealed that between 1895 and 1907 the system of public education in Astrakhan Governorate witnessed brisk development, with the number of secondary and lower educational institutions in the region increasing 2 times and that of primary schools there growing 3.3 times. The largest growth was registered in 1898–1903, which can be attributed to demographic growth. The number of lower educational institutions in the region rose evenly year on year, whereas its secondary and primary schools posted a sharp quantitative increase in certain years. Despite the Russo-Japanese War of 1904–1905 and the Revolution of 1905–1907, the system of public education in Astrakhan Governorate continued its brisk development. In fact, Astrakhan Governorate even outperformed some of the country’s other regions in this respect.

302-308

Authors: Sergey Belentsov, Natalia Gorbunova, Natalia Vlasenko, Elmira Khairullina

This article characterizes the role of youth movements and organizations in the formation of civic-patriotic consciousness. The author turns to the history of youth organizations and movements in Germany in the post-war period (1920-s). The chronological framework of the work covers the time period from the late 10-s to the 1920-s of the twentieth century. The purpose of this article is to characterize youth organizations in Germany at the beginning of the twentieth century and their role in the formation of civic and patriotic consciousness of the younger generation. The role of social movements and organizations in the issues of socialization of youth and the formation of civic-patriotic consciousness in these conditions is emphasized. It is social activity that is the most effective school for the education of citizenship, patriotism, and high moral qualities of young people. The role of social movements and organizations is significantly increasing in the issues of socialization of young people and the formation of civic-patriotic consciousness in these conditions. Youth public associations serve as a special institution of socialization. General scientific and private scientific approaches form the methodological basis of the study. These are historical, comparative, and systematic approaches. Applied methods are also used. This article will be useful to teaching staff, educators, heads of educational organizations on issues of civil and patriotic education of the younger generation, their involvement in creative activities and participation in various collective creative affairs and events.

319-326

Authors: Irina Yu. Cherkasova

This paper explores the international activity of Cherkas Global University in the period from 1992 to 2023. Consideration is given to the principal vectors of that work – organizational (contests and participation on editorial councils) and research (publication activity). Based on the study’s findings, Cherkas Global University has been involved in multiple international projects, including attracting international specialists to the academic journals of the university’s publishing house (Cherkas Global University Press), putting together the full-text database Open Academic Journals Index, undertaking scientific expeditions (Norway, USA, Georgia, and Armenia), holding membership in American and British scholarly societies, and engaging in collaboration in the area of academic publications. Among the institutions that Cherkas Global University has engaged in joint research projects with are some of the world’s top 100 institutions of higher learning, namely the University of Geneva and Tel Aviv University.