2 June 29, 2024
The Problems of Contemporary Education
1. Romina Denise Jasso, Antonio Daniel García Rojas, Francisco Javier García Prieto
Innovation in Higher Education: A Study of an Interdisciplinary Experience of Challenge-Based Learning (CBL) in Early Childhood Education Teacher Training
European Journal of Contemporary Education. 2024. 13(2): 390-401.
Number of views: 105 Download in PDF
2. Madina Khamza, Zhanakul Sametova, Kulyash Duisekova, Sakhipzhamal UzakbayevaEuropean Journal of Contemporary Education. 2024. 13(2): 390-401.
Abstract:
The aim of this study is to analyse the impact of the application of the active methodology called Challenge-Based Learning (CBL) on the development of generic competences in university students through their participation in an interdisciplinary project that brought together several subjects. The study was carried out based on an action research design within the framework of an educational innovation project in its third year of implementation. A total of 113 students from the second year of the Degree in Early Childhood Education at the University of Huelva participated throughout the semester, designing an educational experience focused on children between three and five years of age, applying the Challenge-Based Learning (CBL) methodology. At the end of the semester, the students responded to a survey in which they assessed the degree to which their participation in the innovation project favoured the development of their generic competences, as well as the benefits and difficulties related to the application of active methodologies in university studies. The results show the suitability of the use of active methodologies, in this case the CBL, for the development of competences in university students, especially those related to collaborative and autonomous work, oral and written communication skills, initiative and entrepreneurship, recognition and respect for diversity; as well as social responsibility, civic and professional ethics.
The aim of this study is to analyse the impact of the application of the active methodology called Challenge-Based Learning (CBL) on the development of generic competences in university students through their participation in an interdisciplinary project that brought together several subjects. The study was carried out based on an action research design within the framework of an educational innovation project in its third year of implementation. A total of 113 students from the second year of the Degree in Early Childhood Education at the University of Huelva participated throughout the semester, designing an educational experience focused on children between three and five years of age, applying the Challenge-Based Learning (CBL) methodology. At the end of the semester, the students responded to a survey in which they assessed the degree to which their participation in the innovation project favoured the development of their generic competences, as well as the benefits and difficulties related to the application of active methodologies in university studies. The results show the suitability of the use of active methodologies, in this case the CBL, for the development of competences in university students, especially those related to collaborative and autonomous work, oral and written communication skills, initiative and entrepreneurship, recognition and respect for diversity; as well as social responsibility, civic and professional ethics.
Number of views: 105 Download in PDF
Conceptual Bases of Foreign Language Competence Development by Means of Technologies
European Journal of Contemporary Education. 2024. 13(2): 402-410.
Number of views: 103 Download in PDF
3. Valentina N. Pulyaeva, Marina A. Ponomareva, Maria A. GagarinaEuropean Journal of Contemporary Education. 2024. 13(2): 402-410.
Abstract:
At each historical stage, in accordance with the requirements that have arisen in society, a new character is given to the essence of Education passed on to future generations, and new positions are considered. Result-oriented education is the formation of competence of the individual. For the training of specialists of higher qualifications, increasing the efficiency and effectiveness of the educational process is of particular importance. In solving this problem, an important role is given to the active work of students in the process of their educational activities. Currently, education issues are one of the pressing problems of the world community as a whole. The state education program of the Republic of Kazakhstan provides for the issue of ensuring the training of quality specialists by improving education and introducing new information technologies into the educational process. The purpose of the study is to organize the work of students; first of all, to arrange the work of the teacher in managing the controlled work of students during the practical lessons, undergraduates, and doctoral students. Individualization of training, taking into account the diversity of students’ interests, their abilities and scientific and educational experience, equipping them with methods of cognitive activity and a system of orientation in the course being studied. The aim of this research paper is incorporate the theory and practice in foreign language teaching as well as giving practical recommendation in teaching the language.
At each historical stage, in accordance with the requirements that have arisen in society, a new character is given to the essence of Education passed on to future generations, and new positions are considered. Result-oriented education is the formation of competence of the individual. For the training of specialists of higher qualifications, increasing the efficiency and effectiveness of the educational process is of particular importance. In solving this problem, an important role is given to the active work of students in the process of their educational activities. Currently, education issues are one of the pressing problems of the world community as a whole. The state education program of the Republic of Kazakhstan provides for the issue of ensuring the training of quality specialists by improving education and introducing new information technologies into the educational process. The purpose of the study is to organize the work of students; first of all, to arrange the work of the teacher in managing the controlled work of students during the practical lessons, undergraduates, and doctoral students. Individualization of training, taking into account the diversity of students’ interests, their abilities and scientific and educational experience, equipping them with methods of cognitive activity and a system of orientation in the course being studied. The aim of this research paper is incorporate the theory and practice in foreign language teaching as well as giving practical recommendation in teaching the language.
Number of views: 103 Download in PDF
Development of a Cognitive Map of Youth Social Competencies
European Journal of Contemporary Education. 2024. 13(2): 411-422.
Number of views: 71 Download in PDF
4. Igor Shichkin, Yuliya Sizova, Sergei Kolganov, Elena PanovaEuropean Journal of Contemporary Education. 2024. 13(2): 411-422.
Abstract:
The modern professional attaches great importance to the development of social skills, such as the ability to communicate effectively, work in a team, empathy and conflict management. Without the skills of interpersonal interaction, self-regulation and self-development, as well as a formed core of values that allows one to navigate a rapidly changing world, no individual can be a sought-after employee or an effective entrepreneur or manager. This fact determines that in the modern education system, including higher professional education, a competency-based approach is used. At the state level, a system has been created that ensures the formation of social competencies of young people. Thus, the competency-based approach is reflected both in federal educational standards and in numerous studies in the field of education and human resource management in business. As a result, science and practice have already accumulated some experience in understanding social competencies in the context of their formation and development. At the same time, modeling social competencies is an important scientific task from the point of view of determining the results of educational activities and assessing its quality. The authors of this study set a goal to develop a cognitive map of social competencies of young people based on studying the genesis of the competency-based approach and the conceptualization of social competencies in higher professional education. The study showed that the competency-based approach has existed for many years in many countries and is an objective necessity in the formation of young specialists. Based on the analysis of various approaches to the interpretation of “social competencies”, using tools such as content analysis, tag cloud and cognitive map, the authors built their own model of social competencies. The results obtained can be used by educational organizations both to formulate the results of mastering educational programs and for their further evaluation. Also, the results obtained can be useful to a wide range of practitioners: teachers, specialists in corporate training and personnel selection, as well as managers in the education system.
The modern professional attaches great importance to the development of social skills, such as the ability to communicate effectively, work in a team, empathy and conflict management. Without the skills of interpersonal interaction, self-regulation and self-development, as well as a formed core of values that allows one to navigate a rapidly changing world, no individual can be a sought-after employee or an effective entrepreneur or manager. This fact determines that in the modern education system, including higher professional education, a competency-based approach is used. At the state level, a system has been created that ensures the formation of social competencies of young people. Thus, the competency-based approach is reflected both in federal educational standards and in numerous studies in the field of education and human resource management in business. As a result, science and practice have already accumulated some experience in understanding social competencies in the context of their formation and development. At the same time, modeling social competencies is an important scientific task from the point of view of determining the results of educational activities and assessing its quality. The authors of this study set a goal to develop a cognitive map of social competencies of young people based on studying the genesis of the competency-based approach and the conceptualization of social competencies in higher professional education. The study showed that the competency-based approach has existed for many years in many countries and is an objective necessity in the formation of young specialists. Based on the analysis of various approaches to the interpretation of “social competencies”, using tools such as content analysis, tag cloud and cognitive map, the authors built their own model of social competencies. The results obtained can be used by educational organizations both to formulate the results of mastering educational programs and for their further evaluation. Also, the results obtained can be useful to a wide range of practitioners: teachers, specialists in corporate training and personnel selection, as well as managers in the education system.
Number of views: 71 Download in PDF
Perception of the Flipped Classroom Model by Students in the Process of Studying Humanities Disciplines
European Journal of Contemporary Education. 2024. 13(2): 423-433.
Number of views: 70 Download in PDF
5. Hung Van Tran, Anh Viet Tran, Minh Nguyen Binh Le, Hoang Canh ChiEuropean Journal of Contemporary Education. 2024. 13(2): 423-433.
Abstract:
The improvement of the educational process requires continuous monitoring students' perception of the method of training, determining the factors affecting their satisfaction, and ensuring their positive attitude to learning. The study aims to assess the level of satisfaction of future specialists with the flipped classroom blended learning model implemented in their learning process. The participants were 104 second-year students from various humanities disciplines at a university in Moscow, Russia. The study employed a pedagogical quasi-experiment and a survey as primary research methods. The quasi-experiment was conducted over the second semester of the 2022–2023 academic year, during which the flipped classroom blended learning model was implemented. The survey included questions on various aspects of satisfaction and efficiency of learning, with responses given on a 5-point Likert scale. Based on a theoretical analysis, factors influencing student satisfaction with blended learning and conditions for its effective deployment were established and utilized in introducing the flipped classroom model into specialist training. A survey showed that over two-thirds of the students are satisfied with the flipped classroom model. Furthermore, most students give a positive assessment of the outcomes of their professional development (theoretical knowledge, new practical skills, intention to apply the obtained results in future professional practice, and opportunities for improving the quality of future professional work). A positive correlation is discovered between students' satisfaction and self-assessed learning outcomes. Moreover, student satisfaction is found to positively correlate with academic performance. The obtained findings give reason to recommend the flipped classroom blended learning model to be introduced into the process of specialist training based on the proposed structure.
The improvement of the educational process requires continuous monitoring students' perception of the method of training, determining the factors affecting their satisfaction, and ensuring their positive attitude to learning. The study aims to assess the level of satisfaction of future specialists with the flipped classroom blended learning model implemented in their learning process. The participants were 104 second-year students from various humanities disciplines at a university in Moscow, Russia. The study employed a pedagogical quasi-experiment and a survey as primary research methods. The quasi-experiment was conducted over the second semester of the 2022–2023 academic year, during which the flipped classroom blended learning model was implemented. The survey included questions on various aspects of satisfaction and efficiency of learning, with responses given on a 5-point Likert scale. Based on a theoretical analysis, factors influencing student satisfaction with blended learning and conditions for its effective deployment were established and utilized in introducing the flipped classroom model into specialist training. A survey showed that over two-thirds of the students are satisfied with the flipped classroom model. Furthermore, most students give a positive assessment of the outcomes of their professional development (theoretical knowledge, new practical skills, intention to apply the obtained results in future professional practice, and opportunities for improving the quality of future professional work). A positive correlation is discovered between students' satisfaction and self-assessed learning outcomes. Moreover, student satisfaction is found to positively correlate with academic performance. The obtained findings give reason to recommend the flipped classroom blended learning model to be introduced into the process of specialist training based on the proposed structure.
Number of views: 70 Download in PDF
Entrepreneurship Culture and Entrepreneurship Education Affect Students' Entrepreneurship Intentions Through Entrepreneurship Perception
European Journal of Contemporary Education. 2024. 13(2): 434-449.
Number of views: 88 Download in PDF
6. Yuri S. Tyunnikov, Inna V. Golovina, Valentina V. Krylova, Khozh-Akhmed S. KhaladovEuropean Journal of Contemporary Education. 2024. 13(2): 434-449.
Abstract:
This study aims to explore the impact of culture and education on students' entrepreneurial intentions by assessing entrepreneurship's perceived feasibility and desirability by using the PLS-SEM structural model analysis method. A survey of students in Vietnam was conducted with 1869 participants. The research results indicate that, as the cultural and educational environment increasingly supports entrepreneurial activities, students are increasingly recognizing the desirability and feasibility of engaging in entrepreneurial endeavors. Moreover, educational institutions, particularly universities, should prioritize teaching and training students in resilience, willingness to face challenges, and the courage to take risks. The study also highlights the need for faculty members with practical business management experience to foster an environment conducive to developing individual capabilities, providing effective student learning support, and inspiring the entrepreneurial spirit among young people.
This study aims to explore the impact of culture and education on students' entrepreneurial intentions by assessing entrepreneurship's perceived feasibility and desirability by using the PLS-SEM structural model analysis method. A survey of students in Vietnam was conducted with 1869 participants. The research results indicate that, as the cultural and educational environment increasingly supports entrepreneurial activities, students are increasingly recognizing the desirability and feasibility of engaging in entrepreneurial endeavors. Moreover, educational institutions, particularly universities, should prioritize teaching and training students in resilience, willingness to face challenges, and the courage to take risks. The study also highlights the need for faculty members with practical business management experience to foster an environment conducive to developing individual capabilities, providing effective student learning support, and inspiring the entrepreneurial spirit among young people.
Number of views: 88 Download in PDF
Formation of the Future Teacher’s Readiness for Project Activities based on the Educational Resource of the Innovative Infrastructure of Pedagogical Universities
European Journal of Contemporary Education. 2024. 13(2): 450-461.
Number of views: 70 Download in PDF
European Journal of Contemporary Education. 2024. 13(2): 450-461.
Abstract:
The article is devoted to an urgent and largely new problem for Russian pedagogical education – the organization of project-based activities of future teachers using a specially created innovative infrastructure. Currently, multifunctional innovative infrastructures are being introduced to pedagogical universities virtually everywhere. The subject of the study is the organization of the process of formation of future teachers' readiness for project management, taking into account the specifics and educational opportunities of the innovative infrastructure. The initial basis for solving the problem is the substantiation of the competence structure of readiness for project activities in a set of key competencies of priority areas of professional training: project development; organization and methodological support of project work of schoolchildren; self-development by a future teacher of readiness for project activities. An expert assessment of the effectiveness of the subject-based learning and innovation infrastructure according to these priorities shows that the organization of the process of forming readiness for project activities faces problems of interdisciplinary integration and professional self-development of students. The paper shows that the solution to these problems involves the coordination of subject-based learning and innovation infrastructure using, firstly, an adequate logical and substantive basis for building interdisciplinary integration in each priority area, and secondly, group reflection on already completed project activities with an emphasis on the deficits of the competence structure of readiness for project-based activities.
The article is devoted to an urgent and largely new problem for Russian pedagogical education – the organization of project-based activities of future teachers using a specially created innovative infrastructure. Currently, multifunctional innovative infrastructures are being introduced to pedagogical universities virtually everywhere. The subject of the study is the organization of the process of formation of future teachers' readiness for project management, taking into account the specifics and educational opportunities of the innovative infrastructure. The initial basis for solving the problem is the substantiation of the competence structure of readiness for project activities in a set of key competencies of priority areas of professional training: project development; organization and methodological support of project work of schoolchildren; self-development by a future teacher of readiness for project activities. An expert assessment of the effectiveness of the subject-based learning and innovation infrastructure according to these priorities shows that the organization of the process of forming readiness for project activities faces problems of interdisciplinary integration and professional self-development of students. The paper shows that the solution to these problems involves the coordination of subject-based learning and innovation infrastructure using, firstly, an adequate logical and substantive basis for building interdisciplinary integration in each priority area, and secondly, group reflection on already completed project activities with an emphasis on the deficits of the competence structure of readiness for project-based activities.
Number of views: 70 Download in PDF
The History of Education
7. Nazar A. Kotelnitsky, Sergey I. Degtyarev, Alina S. Klepak
Initiative of Zemstvo Liberal Opposition in the Chernihiv Governorate to Educate Population in the 1870s
European Journal of Contemporary Education. 2024. 13(2): 462-469.
Number of views: 78 Download in PDF
8. Аndrii E. Lebid, Vitalii V. Stepanov, Oleg TulyakovEuropean Journal of Contemporary Education. 2024. 13(2): 462-469.
Abstract:
The article deals with policy of zemstvo liberal opposition in the Chernihiv Governorate to educate population. Some historical sources are first-ever used in research. From authors’ perspective, the zemstvo liberal party of the Chernihiv Governorate possessed a firm and well-grounded policy to develop public education among local uezds, which was supported by corresponding legal acts. The historical analysis reflects the conceptual approach for the zemstvo liberal opposition to settle education as a relevant social issue. Firstly, a document was considered to define progressive initiatives and resource provision. Secondly, the paper was submitted to self-government authorities within the zemstvo liberal party of the Chernihiv Governorate. They argued and defended the considered ideas. Such an approach succeeded in an effective educational reforming by the zemstvo opposition.
The article deals with policy of zemstvo liberal opposition in the Chernihiv Governorate to educate population. Some historical sources are first-ever used in research. From authors’ perspective, the zemstvo liberal party of the Chernihiv Governorate possessed a firm and well-grounded policy to develop public education among local uezds, which was supported by corresponding legal acts. The historical analysis reflects the conceptual approach for the zemstvo liberal opposition to settle education as a relevant social issue. Firstly, a document was considered to define progressive initiatives and resource provision. Secondly, the paper was submitted to self-government authorities within the zemstvo liberal party of the Chernihiv Governorate. They argued and defended the considered ideas. Such an approach succeeded in an effective educational reforming by the zemstvo opposition.
Number of views: 78 Download in PDF
Activities of Scholar Schools at Imperial Universities to Organize Students’ Individual Work
European Journal of Contemporary Education. 2024. 13(2): 470-478.
Number of views: 65 Download in PDF
9. Artyom Yu. PeretyatkoEuropean Journal of Contemporary Education. 2024. 13(2): 470-478.
Abstract:
The article deals with analysis of sources, academic and research reports, curricula, lecture notes and methodological papers at imperial universities in Kiev, Kharkov and Odessa. It covers useful resources, disciplines, theoretical approaches and methodological requirements for organizing students’ individual work within the higher education system. The results let us note a great contribution of imperial university staff to arrangement of theoretical and practical issues in organizing students’ individual work. The article presents the results of a study of the historical transformations of students' individual work in the imperial universities of Kiev, Kharkov and Odessa in the second half of the 19th and early 20th centuries. The author examines the content and procedural realizations of forms and methods of students' individual work. The models of organization of integral individual work of students of imperial universities are analyzed. The formation of scientific schools in the imperial universities of Kiev, Kharkov and Odessa and their influence on the individual work of students in the specified period are studied. The problem of the influence of scientific schools on the organization of individual work of students of imperial universities is substantiated. It is emphasized that an important aspect of this influence is the figure of the head of the scientific school, who was usually a professor, head of the department. The influence of scientific schools on the organization of individual work of students is considered through the activities of representatives of the scientific and intellectual elite of the imperial universities of Kiev, Kharkov and Odessa, in particular, P. Yurkevych, S. Hohotskyi, V. Ikonnikov, G. Chelpanov and others. Professors and leaders of scientific schools gave lectures and conducted practical classes aimed at developing creative thinking and self-criticism in students. Through their scientific and pedagogical activities, they also developed the skills of individual research among students.
The article deals with analysis of sources, academic and research reports, curricula, lecture notes and methodological papers at imperial universities in Kiev, Kharkov and Odessa. It covers useful resources, disciplines, theoretical approaches and methodological requirements for organizing students’ individual work within the higher education system. The results let us note a great contribution of imperial university staff to arrangement of theoretical and practical issues in organizing students’ individual work. The article presents the results of a study of the historical transformations of students' individual work in the imperial universities of Kiev, Kharkov and Odessa in the second half of the 19th and early 20th centuries. The author examines the content and procedural realizations of forms and methods of students' individual work. The models of organization of integral individual work of students of imperial universities are analyzed. The formation of scientific schools in the imperial universities of Kiev, Kharkov and Odessa and their influence on the individual work of students in the specified period are studied. The problem of the influence of scientific schools on the organization of individual work of students of imperial universities is substantiated. It is emphasized that an important aspect of this influence is the figure of the head of the scientific school, who was usually a professor, head of the department. The influence of scientific schools on the organization of individual work of students is considered through the activities of representatives of the scientific and intellectual elite of the imperial universities of Kiev, Kharkov and Odessa, in particular, P. Yurkevych, S. Hohotskyi, V. Ikonnikov, G. Chelpanov and others. Professors and leaders of scientific schools gave lectures and conducted practical classes aimed at developing creative thinking and self-criticism in students. Through their scientific and pedagogical activities, they also developed the skills of individual research among students.
Number of views: 65 Download in PDF
Public Statements on Mathematics Teaching Practices in the Kharkov Educational District in the Russian Empire in 1863
European Journal of Contemporary Education. 2024. 13(2): 479-488.
Number of views: 65 Download in PDF
10. European Journal of Contemporary Education. 2024. 13(2): 479-488.
Abstract:
An intense discussion on issues of teaching specific subjects took place in the Kharkov Educational District in the early 1860s. While the teaching of Russian language arts and geography prompted vigorous debate, in case of mathematics it is more appropriate to speak about public statements. They were associated with the 2nd teacher congress, organized in Kursk (May 12–18, 1863), which, on the initiative of the provincial educational authorities, discussed issues of teaching arithmetic and geometry. Fourteen reports were written by individual teachers for the congress, but the event failed to generate a general discussion on teaching as all participants followed similar methods and tried to make instruction in mathematics visual and practice-oriented; they all agreed that there were no good arithmetic and geometry textbooks (albeit, the main drawback of some textbooks was their high price). As a result, only general pedagogical issues, such as whether district schools should be specialized or general educational institutions, whether classes should be arranged as a dialog or monolog and aspects related to topic-specific teaching, caused some dispute. Therefore, we can argue that in case of mathematics generally accepted teaching practices took shape in the Kharkov Educational District in the early 1860s, in contrast to language arts and geography. In addition, with public statements on teaching mathematics, we can better understand the everyday life lived in provincial district schools in the Russian Empire in the 1860s: the materials show that children were instructed using methods of measuring classes and various objects, and even setting up topographic surveys by pupils.
An intense discussion on issues of teaching specific subjects took place in the Kharkov Educational District in the early 1860s. While the teaching of Russian language arts and geography prompted vigorous debate, in case of mathematics it is more appropriate to speak about public statements. They were associated with the 2nd teacher congress, organized in Kursk (May 12–18, 1863), which, on the initiative of the provincial educational authorities, discussed issues of teaching arithmetic and geometry. Fourteen reports were written by individual teachers for the congress, but the event failed to generate a general discussion on teaching as all participants followed similar methods and tried to make instruction in mathematics visual and practice-oriented; they all agreed that there were no good arithmetic and geometry textbooks (albeit, the main drawback of some textbooks was their high price). As a result, only general pedagogical issues, such as whether district schools should be specialized or general educational institutions, whether classes should be arranged as a dialog or monolog and aspects related to topic-specific teaching, caused some dispute. Therefore, we can argue that in case of mathematics generally accepted teaching practices took shape in the Kharkov Educational District in the early 1860s, in contrast to language arts and geography. In addition, with public statements on teaching mathematics, we can better understand the everyday life lived in provincial district schools in the Russian Empire in the 1860s: the materials show that children were instructed using methods of measuring classes and various objects, and even setting up topographic surveys by pupils.
Number of views: 65 Download in PDF