European Journal of Contemporary Education

1079-1089

Authors: Agne Brandisauskiene

Various international studies record a significant difference between the achievements of students from different socioeconomic status (SES), so it is necessary to look for measures that help create favorable conditions for higher achievements of all students, regardless of their socioeconomic background. The purpose of this study is to clarify the relationship between classroom management strategies focused on student external behaviour and student achievement in low SES schools, and what the teacher’s work guidelines could be. The analysis of the learning data of four Lithuanian schools with an unfavourable SES context shows that the progress of students in subjects of mathematics and biology is not related to the teacher’s praise, although such an intervention tool can be used if it is characterized by individual attention and care. It was also found that as the number of remarks sent by the mathematics teacher to the student and/or parents increases, the probability of getting a lower math grade increases, meaning that remarks are not effective for higher student achievement. We dare say that in order to create a favourable learning environment for students from low SES, teachers must first try to avoid classroom management problems (that is, student misbehaviour) by building good relationships with students, choosing an appropriate teaching strategy, adopting a growth mindset, and reducing working memory demands for the students who have these difficulties. Also, teachers must react appropriately when there are problems with students’ behaviour. Interpersonal communication with students, individual attention to their needs are extremely important ways for teachers who work in schools with unfavourable SES contexts.

1098-1104

Authors: Emmanuel Dziwornu, Etornam Aguadze, Eugene Dordoye, Jacob Owusu Sarfo

This study assesses the prevalence of sleep disorders and quality among medical students. A total of 221 (61.5% males, 38.5% females; mean±SD age= 22.07 ± 2.45 years) respondents were conveniently selected from all six levels using a cross-sectional survey design. The study results show that most medical students sleep after 11 pm and wake up after 6 am, with an average of 5hrs of sleep each night. They do not induce their sleep with pills, and their sleep quality is fairly good, with a latency of fewer than 15 minutes. There is little nocturnal wakening, if any, due mainly to the use of the washroom at night. Most of them experience daytime sleepiness, and a substantial number experience morning tiredness. The top 5 sleep disorders reported by the students are nightmares, narcolepsy, insomnia, restless leg syndrome/periodic leg movement disorder, and circadian rhythm disorders. The prevalence of sleep disorders and issues among medical students is high. There is a need for medical schools to recognise to assist students in developing healthy sleep patterns as they manage their academic workload. The university system must strengthen existing academic and social supports for student mental wellness. Our findings have implications for medical education, policy, and research in Ghana and beyond.

1113-1123

Authors: Elena E. Kabanova, Ekaterina A. Vetrova

The sphere of education was one of the first to experience the effects of the COVID-19 pandemic and responded to the introduced restrictions by transferring all educational activities to the distance learning format. The gist of the problem is to preserve the quality of educational services in the transition to the distance learning format. The purpose of the study is to analyze students’ assessment of the quality of educational services provided in the distance format by Moscow higher education institutions. The authors report the results of a survey of students from two universities, the Moscow State University of Food Production and the Russian State Social University. The survey sample includes 423 MSUFP students and 350 RSSU students studying in the full-time, part-time, and extramural forms of study. The time frame for the study is March-May 2022. The results obtained show that, according to students, the transition of the higher education system to distance learning during the COVID-19 pandemic was performed quite promptly and efficiently. However, the problem of the implementation of distance learning in teaching university students requires further work on both methods and technological instruments. The research results demonstrate that preservation of the quality of educational services in the transition to distance learning depends on the level of students’ learning motivation, their readiness for independent studies, reliable means of communication (computers, laptops, tablets), high-speed communication channels and digital infrastructure of higher education institutions, and much more. The research findings suggest that the main problems faced by students as a result of the transition to distance learning can be classified into two groups. The first group is technical difficulties (Internet speed and quality of connection) and the lack of necessary gadgets (computer/tablet, and a headset for them), i.e. inability to communicate with the teacher. The second group includes problems of a personal nature: willpower, self-organization, motivation, and self-discipline.

1134-1146

Authors: Aliya Kosshygulova, Lyaziza Sarsenbayeva, Zaure Karakulova, Saule Kalibekova

The article discusses the scientific, regulatory, organizational and pedagogical foundations of self-organizational work and support for students in education in higher educational institutions. The key terms and principles of education are revealed; examples of the organization of vocational training are given. The legislative framework and regulatory documents regulating the implementation of the requirements of education in university levels are presented. The student not only works fully, but also understands the essence of his individuality in the implementation of educational activities. The joint work of the teacher and the student will undoubtedly allow the student to increase the level of knowledge and develop as an individual person. On the basis of the cooperation between the student and the teacher, feedback is provided, a certain educational activity is actively carried out, and the actions performed are fixed by control and self-control. In the context of credit learning technology, the subject-to-subject relationship is realized and the feedback between the teacher and the student is enhanced. The reproductive nature of learning becomes intense, creative. The content component determines the content of the organization of independent work in the in-depth study of pedagogy. The main goal of the model will be the creation of a methodological system for organizing independent work of students in the conditions of a credit training system. Starting with the 2020 to 2022, there has been arranged and conducted a research of the self-organization process of students in four groups of Abay Kazakh National university. The aim of the study was to research the influence of a set of pedagogical measures for the enhancement of elements of self-organization work of students. The conducted research revealed the following: students of gr. Pedagogy and psychology -71 «b» and gr. Pedagogy and psychology -70 «b» (experimental groups) have higher indicators of the development of communication skills, high educational motivation, professional inclinations than boys and girls gr. Pedagogy and psychology -81 «b» and gr. Pedagogy and psychology -82 «b» (control groups). The empirical data were processed using standard methods of mathematical statistics.

1164-1175

Authors: Elena Moreno-García, Némesis Larracilla Salazar, Arturo García-Santillán

The purpose of the study is to evaluate the knowledge level and behavior that business school students from Veracruz, Mexico have in relation to interest rates, inflation, savings, credit and budgeting. For the empirical study, a non-experimental quantitative cross-sectioned and descriptive design was followed. The test used was that of Moreno-García et al. (2017), which was answered by 309 undergraduate students from Veracruz, Mexico. Data measurement was performed using descriptive statistics, cross tables and the non-parametric test of proportions (Z). The main findings point to the fact that more students understand well the impact of inflation than the relationship between interest rates and bonds; that students do not consider that saving provides financial security; and that there is no gender difference in terms of saving behavior. Most of the business school students do not have a credit card, prefer debit cards and have acceptable practices in budget planning. In summary, the results of this study show a good level of financial knowledge in relation to interest rates, inflation, investment, credit, and show adequate behavior of savings and credit card, as well as the use of the budgets. However, it was expected that each item would have a greater number of correct answers, considering that the population under study has received training in mathematics, economics, and finance. It is noteworthy that, in relation to gender, there are more men who correctly answer the questions about inflation and it is women who have better practices in the use of their credit cards.

1192-1200

Authors: Elena N. Ovchinnikova, Svetlana Yu. Krotova

This article discusses some aspects of engineering education in the context of sustainable development. It is provides a brief analysis of the concept of sustainable development, examines the role of the engineer in modern society, and lists the key engineering competencies formulated by the most respected organizations in the field of engineering education. An approach to the formation of competencies of technical university graduates from the viewpoint of professional ethics of engineers is analyzed. The article also reveals the essence of professional ethics and presents examples of ethical codes of engineering societies in different countries. A comparative analysis of the Russian Federal State Educational Standards of the third generation in the specialty “Mining Engineering” from the position of ethical principles of professional activity of a mining engineer has been carried out. It is concluded that the requirements for the preparation of the modern mining engineer in terms of sustainable development and trends in the formation of the FSES of the third generation in the specialty “Mining Engineering” contradict each other. The article analyzes the results of questioning of first-year engineering students of Saint-Petersburg Mining University (Russia) of the norms of engineering ethics. The issue of insufficient ethical training of specialists in technical universities is raised. Attention on improving educational programs in technical areas and specialties is focused, as well as conducting further research to study the possibilities of the educational environment in the formation of moral and ethical competencies of future engineers.

1212-1221

Authors: Sarunas Sniras

School is one of the most important institutions of human socialization where students learn different behaviour models quickly on communicating with others. Thus, conflicts among children, adolescents and young people are unavoidable in the modern school, but the outcomes of this phenomenon can often be determined by the cognition of the characteristics and essence of the conflict as a phenomenon and process. Successful socialization of young people in schools is impossible without known any ways of conflict solution and trying to manage them. The purpose of this research was to reveal the inclination of 15-16-year-old students to conflicts as well as determine the causes of conflicts and peculiarities of the choice of behaviour strategies in physical education lessons. 325 students from comprehensive schools of the big Lithuanian cities, 172 girls and 153 boys participated in the research. The results of the research showed that students-girls and boys that participate in physical education lessons have an inclination to conflicts. The girls emphasized the main causes for conflicts: blank contents of the teachers’ communication, tactless, rough, authoritarian style of work and insufficient attention and sensitivity to the students. Meanwhile, the boys indicated the teachers’ disregard for the students, non-observation of the unity of words and acts and the teachers’ dishonesty and lying. Moreover, the results of the conflict research revealed the 15-16-year-old students-girls choose cooperation first and search for compromises second in conflict situations. Meanwhile, the boys of the same age indicated competition first and chose the strategy of conflict avoidance second.

1236-1249

Authors: Saulius Sukys, Laima Trinkuniene, Iona Tilindiene

Making the career choice to join the teaching profession is usually encouraged by intrinsic motives. Although external motives are less important, they are also worth considering. Among the latter, the role of teachers’ income in their professional activities has been less studied. This article examines the family income of physical education teachers, along with their social communication and perceived working environment, and presents an analysis of the association between these factors. The study methodology included a cross-sectional questionnaire survey of physical education teachers. The research sample included 310 physical education teachers aged from 18 to 68 years (43.6 % female). It was found that fewer than half of the physical education teachers surveyed considered their family income sufficient. The study findings revealed that teachers’ income was related to their social communication: those with less income tended to be openly negative about other people and mutual interaction. It was found that half of the physical education teachers worked under considerable pressure. Additionally, the study results revealed that evaluation of family income was statistically significantly associated with experienced tension at work and perceived working environment. Specifically, more teachers who assessed their income as insufficient indicated that they experienced a large amount of stress at work, and also demonstrated more negative attitudes towards their working environment.

1261-1270

Authors: Mikhail Tolmachev, Irina Korotaeva, Andrey Zharov, Liliya Beloglazova

In today’s constant change in the market of educational services and opportunities to engage in various formats of education (vocational, general education, special, higher, and others), consumers are faced with the question of choosing the quality education. High-quality education is one of the key conditions of student motivation and the attractiveness of higher education. The present study explores indicators of the quality of education in the context of the development of digital competence in future specialists in economics as part of a combination of interactive digital technologies and electronic platforms for the pedagogical interaction of participants in the educational process. The purpose of the study is to design a pedagogical technology relying on the management of learning and creative activities of economics students with the use of the electronic resource “Oracle” as a means to improve the quality of professional training of specialists in modern conditions. The feasibility of using “Oracle” in the formation of the digital competence of future economists is determined through an expert survey. The conducted pedagogical experiment reveals that the effectiveness of the educational process organization, an indicator of which is the quality of professional training of economic students, is 17.5 % higher with the model of educational management using the chosen info-digital electronic resource (business intelligence platform) compared to the traditional learning system due to improved training of future specialists in all components of digital competence.

1283-1297

Authors: Ekaterina V. Vinogradova, Elvira R. Skornyakova

The paper considers the issues of the interrelation between obtaining the self-regulation skill and the format of the formative assessment which represents an effective tool of educational process involving comprehensive processing of the material and further feedback. The participants of the research were first and second-year engineering students of the mineral resources specializations in St. Petersburg Mining University. Paper-based and online assessment methods were used in control and experimental groups accordingly during the autumn term 2021 which entails five to seven formative tests, depending on the number of modules in the ESP course. The gathered data were manually put into the SPSS software and analyzed statistically with the output of ANOVA test, Cronbach’s Alpha reliability test and Pearson correlation test with identification of p-value. The purpose of the study was to determine whether there exists a correlation between the formative assessment format and the acquisition of some non-technical skills in the ESP course such as self-regulation. The results of the formative assessment as well as the results of the self-regulation questionnaire proved to be statistically effective and revealed uneven distribution. The interpretation of the results showed that although the experimental group performed better during the online formative assessment, their self-regulation skill was not formed as profoundly as that of the control group students whose formative assessment was in pen-and-paper format.

1309-1319

Authors: Аndrii E. Lebid

This paper explored the institution of the rectorship through the case of Imperial Kharkov University, a classical (research-oriented) university that operated from 1805 to 1917 in Ukraine, then part of the Russian Empire. The institution of the rectorship lent itself as a useful indicator of trends and transformations in university education in Ukraine and the Russian Empire as a whole. The findings revealed that there was a transformation in the functionality of the university rector from a mere appointee to a leader in the scholarly community enjoying a high level of public recognition. A distinctive characteristic of the institution of the rectorship in the Russian Empire was its dual status – (1) representing university’s academic community and (2) representing the state’s bureaucratic machine. The rectorship at Imperial Kharkov University was explored through the lens of the following key aspects: legal, organizational, ethnic, and social.

1327-1338

Authors: Artyom Yu. Peretyatko, Vladimir A. Svechnikov

In the early 1860s, the Kharkov Educational District was a venue for heated discussions of practices for teaching various subjects. This paper analyzes a discussion around geography instruction that took place there in 1863 concurrently with a discussion around teaching language arts. The discussion was triggered by suggestions from a Kharkov University professor named S.V. Pachman that there was a need to have a link between the university and the gymnasiums. Following the publication of S.V. Pachman’s statements in Tsirkulyar po Khar'kovskomu uchebnomu okrugu, a First Kharkov Gymnasium teacher named Spassky shared with the district’s administration certain pedagogical ideas regarding geography instruction, which, he hoped, would find support among the university’s faculty. All of a sudden, he had an opponent – another First Kharkov Gymnasium teacher, named Gadzyatsky, who suggested improving geography instruction via the use of completely different methods, ones of an ideological, rather than pedagogical, nature. A Kharkov University professor named A.P. Zernin acted as arbiter in the dispute. The discussion may be of particular interest to those interested in the history of Russian pedagogy and may provide a valuable insight into the daily pedagogical process in provincial gymnasiums in the Russian Empire at the time. An analysis of the discussion revealed that in the early 1860s the system of teaching geography and language arts in Russian gymnasiums was undergoing brisk development. A shift was taking place away from rote learning with a focus on topographic nomenclature towards meaningful learning based on balancing the core learning material with supplementary literature, like journey descriptions and geographical essays (e.g., ‘A Study of Trade at Ukrainian Fairs’ by I.S. Aksakov). The emphasis was on engaging the attention of students and getting them to understand the extra material. Although the development of pedagogical practices for teaching geography in the Kharkov Educational District was not heavily impeded by the absence of a good textbook, there still were a few serious issues to consider, most importantly the irrational distribution of the course time for geography across grades (most of this time was accounted for by junior school, i.e. a time of limited cognitive abilities for most children) and the absence of geography as a subject in the university (as a result, geography was often taught in gymnasiums by instructors of dubious competence).

1345-1352

Authors: Nazar A. Kotelnitsky, Sergey I. Degtyarev, Vadim A. Nesterenko

This is the second part of a study investigating the policy pursued by the Zemstvo Liberal Party in Chernigov Governorate in the area of women’s education in the second half of the 19th century. This process was explored through the prism of the Russian Empire’s whole new historical realities – a time when a philosophy of counter-reforms and an atmosphere of reaction became the dominant tone of the Romanovs’ domestic policy. The work relied on relevant research and documentary sources, some of which were introduced into scholarly discourse here for the first time ever. The conclusion was drawn that, despite the various unfavorable domestic political circumstances present during the time of the reign of Emperor Alexander ІІІ, members of the liberal opposition did manage to continue taking care of the development of women’s education in Chernigov Governorate and initiate relevant measures. At that time, the zemstvo liberals had to take account of the radical changes in the government’s domestic policy, specifically those associated with the start of the period of counter-reforms under Emperor Alexander ІІІ, and adjust their policy in the area of women’s education accordingly. On balance, the policy pursued by the Zemstvo Liberal Party in northern Ukraine in the area of women’s education between the 1870s and 1880s can be regarded as progressive. It was an achievement founded on devoted efforts on the part of the opposition aristocratic fronde in the region. The democratic principles put into effect in the area of women’s education were an integral, organic part of a large-scale humanitarian program implemented by the zemstvo liberal movement in the north of Leftbank Ukraine during that period.

1366-1373

Authors: Аlexandr Р. Abramov, Fedor A. Gavrikov

The article presents a theoretical interpretation of the philosophical and pedagogical conception of Sergius I. Hessen, the keynote of which is understanding education as an endless process of the spiritual development of a personality, “free will” education and focus of a personality on cultural values. Sergius I. Hessen’s conception of the unity of culture and pedagogy ‘paved the way’ into the European educational space for the Russian émigré community of the first half of the 20th century. Having generalized and rethought the experience and traditions of the world pedagogy, Sergius I. Hessen substantiated the promising ideas of younger generation education and upbringing in Europe. The philosophical and pedagogical heritage of the scientist is based on the postulates of the values of humanism, freedom and independence of individuals, their responsibility, solidarity and tolerance. Therefore, his scientific works were extremely in demand in the development of educational policy and school reforms in Italy, Poland, Czechoslovakia, Germany and France. The conception of Sergius I. Hessen’s education content, in which the space of the world of culture is consistently expanding for a student, is more relevant than ever, since the renewal of the world by means of new cultural achievements is the main mission of future generations.

1385-1393

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

This work explores the system of public education in Dagestan Oblast in the period 1860–1917. The present part of the work examines the period 1900–1917. The principal source used in this study is the reports of the Trustee of the Caucasus Educational District released between 1900 and 1914. Use was also made of certain relevant materials from the Russian State Historical Archive (Saint Petersburg, Russian Federation). Owing to this study, some of these materials were introduced into scholarly discourse for the first time. The study’s findings revealed that the period 1900–1914 witnessed an average increase of 3.5 times in the number of educational institutions in Dagestan Oblast. There was an increase of nearly 4 times in the size of its student body. Furthermore, the period witnessed the first attempts in the direction of the provision of vocational education in the region. Secondary education was available to both males and females in all of the region’s major cities – Temir-Khan-Shura, Derbent, and Petrovsk. Lower education was available in certain outlying areas of the region as well (e.g., Kazikumukh). Primary schools accounted for the majority of all schools in the region. The ethnic makeup of the region’s student body was pretty much the same in the early 20th century as it was in the late 19th century. There were changes in the social-estate composition of the student body within the region’s secondary education sector – children of nobles and functionaries (the majority in 1900) were displaced by children of members of the urban estates as the dominant group. Nevertheless, despite the region’s successes in public education, more than 80 % of its school-age children remained in 1915 out of school. In fact, Dagestan Oblast was the worst performer in this respect in the Caucasus.