European Journal of Contemporary Education

854-867

Authors: Tatyana P. Afanasyeva,Valentina V. Krylova, Irina M. Logvinova, Yuri S. Tyunnikov

Improving the quality of school education is one of the most important directions in the development of the education system of the Russian Federation, requiring interrelated changes in all components of the pedagogical systems of schools: goals, content of educational programs, educational technologies, forms of control of educational activities, methods of assessing its results.The implementation of systemic innovations by schools is faced with a lack of readiness for innovative activities among the majority of teachers. Being the subjects of educational activity, teachers have not yet become the subjects of its development determining the content and form of the processes of school development.Therefore, a key factor in the success of systemic changes in schools is their timely and high-quality methodological support aimed at creating a set of conditions that ensure the inclusion of teachers in innovative activity as its subjects, and increasing their readiness for systemic changes within the framework of this activity.The authors present a structural-functional model of methodological support for the implementation of systemic innovations by schools. The model integrates the activities of methodological structures of all levels of management of the general education system and public and professional associations of educational workers to solve the problems of methodological support for the systemic development of schools.These tasks include identifying support needs, finding and creating the necessary tools and methods for this, ensuring access to them, and supporting their use. А systemic nature of methodological support is ensured through the development and implementation of a program for the consistent solution of all its tasks in the areas identified in the model (organizational and managerial, scientific and methodological, informational, educational, expert and advisory) for each stage of system innovation.An assessment of the changes that have taken place in regional systems of methodological work in recent years has revealed their innovative potential, which can be used in the modernization of methodological activities on the basis of a structural-functional model of methodological support for the systemic development of schools as a normative one.

879-887

Authors: Tamara Chernikova, Eduard Sokalskiy, Valentina Boluchevskaya, Olga Shutova

The problem of successful adaptation of foreign students is considered from the perspective of strengthening the international status of not only Russian education, but also the government as a whole. Two sides of the adaptation – psychological (generalized) and socio-cultural (expressed) – were studied on 397 foreign students from southern Russian universities using diagnostic tools designed on A.L. Sventsitsky “Self-assessment of psychological adaptability”, and the scales “Cultural commitment to the country” and “Social commitment to the country” from S.V. Frolova’ questionnaire. Spearman’s rank correlation coefficient was used for statistical data processing. Psychological and socio-cultural adaptation were considered in the relation “isolation – identification” (V.I. Slobodchikov) and found a correlation ρ<0.01. According to the results, students from far abroad showed impoverished psychological adaptability with high demands for the success of socio-cultural adaptation. Assistance in its achievement from university teachers will occur when they will combine academic work with solving problems of educational and professional as well as social and communicative content. Students from the neighboring countries demonstrated an interconnected set of claims for successful socio-cultural adaptation, focusing on social ties and moving away from cultural ones. In this regard, the work of teachers is required to ensure the positive dynamics of intercultural relations with the involvement of the traditions of interethnic good-neighborliness in the territory of the southern region of Russia. Professional development programs for teaching staff should take into account the difference in cultural distance, manifested through the difficulties of a linguistic, cooperative, national, confessional nature.

897-911

Authors: Arturo García-Santillán, Lizzeth Navarro-Ibarra, Violetta S. Molchanova, Dalia Lizeth Quijano Castro

In the majority of the countries, have exposed the need for people to have a higher level of financial education, which translates into better habits for saving and investing, in addition, they will have better decisions for the management of their personal finances which is translates into financial well-being, therefore, the aim of this work was to evaluate the financial literacy of high school students about saving habits, budgeting and credit; as well as, identify if it differs by gender. To do this, the hypothetical-deductive method is used, based on the seminal works of Bernheim, Garrett and Maki (2001) and Lusardi and Mitchell (2011). The sample is non-probabilistic by self-determination, therefore 256 students from four institutions participated in the Veracruz context, were surveyed. For the data descriptive analysis, in order to describe the main frequencies in each saving, credit and budget indicator, the cross table’s procedure was carried out. To test hypothesis about gender differences, one-way ANOVA and Levene's test was applied. The main findings show slight differences between gender in some fundamental aspects of saving, credit and the use and management of the budget.

924-942

Authors: Yuliya M.Gruzina, Marina A.Ponomareva, Liliya V.Prikhodko, Khvicha P.Kharchilava

Currently, one of the most important factors of functioning and development of world society at the present stage is youth, which makes up about a fifth of the population of Russia and 18% of the world's population. Youth plays an important role as a factor of social change, renewal, initiative, energy in the implementation of reforms and changes. Self-realization and self-organization of youth is possible on the basis of youth enterprises that contribute to the formation of their mentality, increase the level of their culture, the implementation of conceived projects and ideas, as well as aspirations. One of the priority directions of the development of universities is international activity, which must be an obligatory part of the education of specialists in various professional fields, who can know their way around foreign and domestic technologies freely and are competitive on the labour market. Russian universities are cooperating with international universities increasingly, what was caused by transitioning to the Bologna education process, Russia's entry into the WTO, the expansion of international cooperation. The article considers the directions of development of research cooperation of Russian and foreign youth enterprises; presents the best practices of cross-border interaction of youth enterprises; reviews the ways of development of research cooperation of Russian and foreign youth enterprises; analyses the system of criteria and algorithm of effective cooperation in the development of Russian and foreign youth research enterprises; suggests methodological recommendations for the competitive selection of Russian satellite universities as basis for research with the participation of youth.

958-968

Authors: Fatemeh Khonamri, Mahsa Soleimani, Hedviga Tkacova, Zita Jenisová

The purpose of the present empirical research was to investigate the effects of peer assessment on students’ oral presentation of short stories. With the attempt to investigate the effectiveness of peer feedback, a quantitative research study was conducted. The participants were selected randomly from groups of an 8-group class taking 'Oral Reproduction of Short Stories Course' at the University of Mazandaran. Students' interactions were recorded fully in research groups so that the transcription could be used for the analysis of the data. To be able to decide whether there were any changes in student' oral performance after the treatment, they participated in a pretest at the beginning of the term and a posttest at the end of the term and the results were subjected to paired sample T-test analysis in order to investigate the changes, if any. By analyzing the data, it was observed that the students were mainly concerned with giving feedback on gestures, eye contact, tone of voice and sometimes pronunciation. Grammatical and lexical errors seemed to be fewer than other types by peers. However, an analysis of their written feedback in the form of a checklist showed that they did think there were some inadequacies but refused to say so orally. In the comparison of the pre and posttest results, significant changes were observed after the treatment, and the P value was (sig = 0.03) which meant that there was a significant difference between students’ pre- and posttest performance.

981-986

Authors: Yvonne Otubea Otchere, Erika Primo, Jacob Owusu Sarfo

Globally, there is a surge in the cases of cyberbullying. Our study explored the concept of cyberbullying and its effects on the psychosocial health of students in Accra, Ghana. We collected semi-structured interviews from six students (three females and three males) who have past lived cyberbullying experiences. From our thematic analysis, six major themes emerged:(1) forms of cyberbullying, (2) reasons for engaging in the act of bullying, (3) effects of cyberbullying, (4) strategies for coping with cyberbullying, (5) perpetrators and victims of cyberbullying, and (6) prevention of cyberbullying. The results also showed that the most common cyberbullying types were in the forms of posting nudes, revenge porn, and rude comments. Perpetrators of cyberbullying did so for fun, revenge, insecurities, jealousy, power-play, and transfer of emotions. Also, victims of cyberbullying often experience mental health problems like depression, suicidal thoughts, anxiety, paranoia and avoidance. We also observed that the victims use emotional support and rational (problem-solving) coping strategies, while bullies adopt revenge coping. Regarding participants’ perception of cyberbullying prevention, all participants agreed that cyberbullying could be reduced or prevented by creating awareness and ensuring social media responsibility. Our study has implications for policy, psychological interventions, and further research in Ghana.

1003-1012

Authors: Elena A. Sorokoumova, Elena I. Cherdymova, Elena B. Puchkova, Larisa V. Temnova

This article is aimed at the analysis of the features of the ecosystem of the digital educational environment. As a research method the testing method was used, which allows to effectively determine the complex of personal determinants of the personality of a pupil as a subject of educational activity, which are important for his psychological safety when using digital educational technologies and digital educational products. The article describes the peculiarity of the current stage of development of the practices of using digital educational technologies and digital educational products in the school educational process. The authors analyzed the psychological and pedagogical foundations of standardization of digital educational products and digital technologies in the educational environment of the school. The authors of the article – for the first time – investigated the digital education ecosystem and identified psychological and pedagogical requirements for the use of digital educational products and digital technologies in the educational process. The following psychological and pedagogical requirements are defined: compliance of digital educational technologies and digital educational products with a zone of child's immediate development; taking into account the leading activity in each age period when using digital educational technologies and digital educational products; taking into account specific psychological neoplasms of students at each age stage; taking into account the need for compliance of digital educational products and digital technologies with students' self-knowledge through understanding and finding personal meanings; the safety of digital educational technologies and digital educational products for the physical, psychological and social health of participants of the educational process.

1027-1041

Authors: Al-Zoubi H. Zohair, Maberah Shooroq, Darawsha Najwa, Bany M. IssaHytham

The study aimed to identify situational positional leadership and its relationship with the motivation of achievement in the city of Amman, from the point of view of teachers. It used the descriptive research method with a sample of 445 teachers, collecting information first on situational leadership second on the motivation of achievement. The findings indicated that the principals exercised a high level of situational leadership. It also showed that there were no significant differences in the level of situational leadership by gender, qualifications, and years of experience, while the results showed that there are statistically significant differences in the level of participative leadership in favour of female teachers. The results show that high school teachers' motivation for achievement in the first Directorate of Education of Amman was high. There are statistically significant differences in the level of motivation of achievement by gender in favour of females. Also, there are statistically significant differences in teachers’ motivation of achievement by qualifications, in favour of science teachers. At the same time, there are statistically significant differences in the level of teachers’ motivation of achievement by years of experience, in favour of teachers with 5-10 years of experience. Finally, the results show a positive correlation between the degree of situational leadership and the level of teachers’ motivation of achievement. The authors recommend arranging courses for principals to inform them of the importance, objectives, and dimensions of situational leadership and focusing on the directive leadership style based on providing instruction and guidance.

1048-1056

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

This work explores the system of public education in Volyn Governorate in the period 1796–1917. This part of the work examines the timeframe 1886–1900.Use was made of the Memorandum Books for Volyn Governorate for the period 1889–1901, which contain information about the numbers of educational institutions and students in the region. In terms of educational institutions, the books contain data pertaining not only to schools under the purview of the Ministry of Public Education but also institutions run by the Ecclesiastical and other departments. Normally, the publishing of data on schools other than those under the purview of the Ministry of Public Education took place when the network of schools run by the Ministry lacked development. The authors’ conclusion is that the system of public education in Volyn Governorate in the period 1886–1900 continued to develop in the light of the incorporation of this region into the Russian Empire. The region had large German and Jewish communities, which set up ethnic schools offering a mother tongue curriculum in competition with the region’s ethnic Russian schools. The period under examination was a particularly vibrant one for the region’s lower educational institutions, especially those in the countryside, where the number of educational institutions increased 11 times, making the countryside a center for workforce training. Overall, the period 1885–1900 was a time when primary and lower education became accessible to virtually all residents in the governorate, including in its capital, uyezd cities, and countryside.

1068-1076

Authors: Sergey I. Degtyarev, Vitaliy N. Korol, Lyubov G. Polyakova

This paper aims to explore the characteristics of the pedagogical process in educational institutions within the USSR’s State Labor Reserves (SLR) system during Ukraine’s economic recovery following its liberation from German occupation. The study is based on materials from the Central State Archive of the Higher Regulatory and Administrative Authorities of Ukraine, the Central State Archive of the Public Associations of Ukraine, and several Ukrainian regional archives. An insight is provided into the key characteristics of the educational process in institutions within the Labor Reserves system. The process of training a young workforce in the SLR schools comprised the following key components: industrial training, instruction in special technical and general disciplines, citizenship training, and physical or military education. The primary focus was on enabling a person to gain some practical experience via industrial training, which took up the lion's share of the time. It may be argued that putting students undergoing practical training to work was essentially a way to exploit them for free labor.The study helped identify some of the key characteristics of educative work and student leisure in the Labor Reserves schools. The organization of extracurricular activities for youth in the Labor Reserves schools was based on paramilitary education. Student leisure activities were to have ideological and patriotic connotations. The authorities in charge of the SLR system generally frowned upon, and sought to counter students spending their free time informally.

574-582

Authors: Tatiana A. Antopolskaya, Alexander S. Silakov

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

595-608

Authors: Amna Brdarević Čeljo, Senad Bećirović, Vildana Dubravac

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

616-625

Authors: Elena V. Frolova, Olga V. Rogach

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

638-652

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

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

664-669

Authors: Romualdas K. Malinauskas, Tomas Saulius

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

684-696

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

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

711-725

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

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

740-755

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

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

768-782

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

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

790-798

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

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

812-821

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

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

285-296

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

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

308-323

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

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

338-357

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

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

375-394

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

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

409-427

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

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

438-449

Authors: Huong Thi Phama, Phuong Vu Nguyen

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

462-475

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

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

485-495

Authors: Olga L. Voroshilova, Olga V. Chernyshova

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

509-516

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

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

529-545

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

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