1 March 31, 2025

Abstract:
The integration of artificial neural networks (ANNs) into various fields, particularly education, has recently garnered considerable attention because of their potential to improve learning processes and optimize administrative tasks. This article aims to explore the potential of neural networks in the context of higher education, based on a case study conducted in Southern Federal University. The study employed a mixed methodological approach combining quantitative surveys, pedagogical experiments, and qualitative interviews. The study involved 132 3rd and 4th-year university students divided into a control group (CG) and an experimental group (EG). EG students were subjected to educational processes involving ChatGPT and other ANN-based tools, while CG students adhered to traditional teaching methods. The obtained data were analyzed using mathematical statistics, including Pearson's χ2 test, to compare the digital skills and perceptions of the two groups. According to the results, EG students significantly improved their digital skills compared to CG students. Students generally had a positive opinion about ANNs, recognizing their ability to facilitate learning and save time. However, concerns about the reliability and potential biases of the information provided by ANNs were also noted. The study concludes that ANNs have significant potential to improve the quality of higher education by enhancing learning efficiency and reducing administrative burden. Recommendations for the implementation of ANNs in higher education are provided. The findings show that neural networks in higher education have great potential to improve the learning process.

URL: https://ejce.cherkasgu.press/journals_n/1743445060.pdf
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Abstract:
The school climate and its effects on academic performance have been a feature of policy debates in countries around the world. Consistently, international empirical studies have shown that a positive school climate (student-teacher relationships, disciplinary climate, teacher expectations, etc.) can generally improve students' academic performance. The purpose of this research is to analyze the connection between school climate, academic engagement, and the academic performance of students. The sample in this study covers 413 fifth grade pupils from primary schools in the districts of Peja, Gjakova, Deçan, Istog, Klina, and Malisheva. Additionally, this study seeks to prove that a positive school climate is a contributing factor to the level of academic engagement and achievement of fifth graders. From the numeric data presented, the mean school climate assessment score is (M = 97.70, SD = 11.11). Amongst the different elements of the school's atmosphere, the students' engagement is on average higher than all the other elements. Bullying has a lower average compared to other aspects of the school climate. Through this research, we conclude that fifth-grade students perceive school engagement more highly, meaning they feel more connected to their school environment compared to other aspects of the climate, such as teacher-student relationships, student-student relationships, set expectations, appropriate rules, school safety, and other relationships.

URL: https://ejce.cherkasgu.press/journals_n/1743521747.pdf
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Abstract:
This study explores the management of professional development activities for teacher educators in Vietnam, within the context of ongoing educational reforms. Using a convergent mixed-methods design, the research combines qualitative interviews with 38 participants and surveys from 288 faculty members and administrators. The findings reveal a divergence between the priorities of university administrators and faculty members: while administrators emphasize formal development programs, faculty members prefer informal learning approaches such as selfdirected study and collaborative activities. The study also identifies contradictions between professional development management and faculty recruitment, evaluation, and remuneration processes. The research highlights the need for a more systematic, integrated policy approach that aligns recruitment, development, evaluation, and remuneration to enhance faculty motivation and professional growth.

URL: https://ejce.cherkasgu.press/journals_n/1743445430.pdf
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Abstract:
The examination of AI tools integration in Russian education sector is informed by the rapid developments and increased adoption of AI technologies that holds a great potential to transform education. The objectives of the research focused primarily on analyzing shifts within instructional strategies, technical infrastructure, and sociocultural aspects being used in Russian schools. An extensive analysis of government documents, industry and academic research reports, surveys, and case studies from Russian schools was conducted and the most important patterns, factors, and impediments toward the usage of AI technologies in the classroom were associated with and tendencies were formulated. In this work, we formulate working classification of Android applications designed for the integration of artificial intelligence in primary and secondary basic educational institutions and discuss the qualifications necessary for the proper use of these applications. The technology readiness level and infrastructure gaps in Russian educational institutions have also been evaluated, which have shown pronounced regional disproportions in the availability of digital resources. The research addresses the extent of the impact of AI-supported teaching techniques on learners' outcomes, engagement, and skill acquisition; on the other hand, a teacher's productivity and professional development. In this paper, we present a comprehensive examination of the ethical, legal and social impacts as well as the policy suggestions for supporting responsible and equitable usage of Artificial intelligence technologies in education in Russia. The analysis provided strives to enhance the understanding and the ability to make goals and actions to integrate Artificial Intelligence in school education in Russia and construct cohesive implementation plans that are capable of making educational opportunities in Russia more accessible, responsive and equipped to the demands of the times.

URL: https://ejce.cherkasgu.press/journals_n/1743445712.pdf
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Abstract:
The article aims to propose an approach to the development of the entrepreneurial spirit of university students based on a prediction model. The intention is to analyse the environment for the development of the entrepreneurial spirit of university students. The basis for the prediction model is the results of the international quantitative survey 'Global University Entrepreneurial Spirit Students' Survey' (GUESSS) carried out over a 2 to 3-year period, specifically the study in 2016, 2018 and 2021. Data Mining Software for working with big data was used, specifically IBM SPSS Modeler 18.3 and IBM SPSS Statistics 28 (Decision Tree, Neuron Network). The novelty is in explaining the learning process through different types of education, from the bachelor's degree towards the highest step of education, from the Triple Helix approach. The study is not oriented just on the economics faculties but includes all the types of study programmes at universities from a long-term perspective. Analyses of students' views, thoughts and opinions contribute to the fact that the authors can define the essential factors of the so-called entrepreneurial spirit. The survey seeks ideas that deal with, for example, business plans, growth and performance of new businesses, succession in the family business and factors that influence the decision to start a business in 52 countries (267,000 respondents). The clarified model can evaluate the perception of entrepreneurship in terms of intentions and attitudes. This unique approach brings a new quality to students' entrepreneurship's educational and training process.

URL: https://ejce.cherkasgu.press/journals_n/1743445788.pdf
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Abstract:
This paper presents the results of a status assessment and policy recommendations for blended learning in higher education in Vietnam. To collect data on the status, a questionnaire survey was conducted at 3 universities and colleges in Ho Chi Minh City with 1,138 students participating in the survey. The survey results were analyzed using the Statistical Package for the Social Sciences (SPSS). By comparing the survey data with the qualitative research results available for analysis, the findings show that blended learning offers significant benefits in the digital age. However, this learning method still has disadvantages such as significantly reducing direct interaction between lecturers and students, and the learning experience of students is also reduced. The requirements for improving students' selection of learning activities and self-management skills are higher, while universities lack effective quality management systems. Inadequate information technology infrastructure and equipment hinder effective online learning. Some students feel heavy pressure to study, have low self-awareness, and when switching to a new learning method lacking direct supervision and instruction from lecturers, their motivation and study habits have decreased. Blended learning requires frequent changes in methods, depending on the field of study and the conditions of each university. To address these practical challenges, the paper proposes a comprehensive government strategy for blended learning that aims to promote learning motivation, improve online teaching skills, and develop infrastructure for digital content in universities. These macro-level policies are crucial for promoting blended learning in higher education in Vietnam.

URL: https://ejce.cherkasgu.press/journals_n/1743445971.pdf
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Abstract:
Currently, there is a decline in students' interest in learning mathematics. At the same time, PISA tests detect a declining level of mathematical literacy. The aim of the research described below was to find out what effect the students' perceived goal of teaching mathematics has on their motivation to learn mathematics. 239 students aged 18 and 19 participated in the research. We used a mixed methods approach to obtain the necessary data. According to our findings, students find mathematics useful but not of personal value to them. The goal of teaching mathematics, as perceived by students, is not sufficiently motivating for them to achieve good performance in learning mathematics. At the same time, they do not consider it useful for them to acquire additional new knowledge from mathematics.

URL: https://ejce.cherkasgu.press/journals_n/1743446069.pdf
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Abstract:
Based on an extensive study of archival sources, the authors analyze the state of school education in the Sumy Region during the German occupation. A unique feature of this region is the fact that throughout the German occupation it remained within the so-called “military zone,” where the Wehrmacht was considered to be the supreme authority and local control was exercised by military commandants. The authors conclude that, on the eve of the attack on the USSR, there was a debate among German leaders about future policies in the occupied territories. Alfred Rosenberg proposed fostering the development of Ukrainian national consciousness, which would include allowing the development of the educational system in Ukraine. However, other leaders, including Hitler, disagreed with this approach, and the education on these territories was officially restricted to the elementary level. The policy on education in the military zone can be divided into three periods. The first period lasted from the Wehrmacht's occupation of various regions (in the Sumy Region – August- October 1941) until May 1942, when schools were closed for various reasons. During this period an active segment of the Ukrainian intelligentsia, hoping that the German occupation policy would resemble that of 1918, directed their efforts toward restoring the school network. There was a tendency to revive education based on pre-Soviet models, as evidenced by the opening of gymnasiums for boys and girls. However, it was impossible to fully restore the network of primary and secondary educational institutions due to objective factors. Educators also sought to use German authorities’ permissions to establish new secondary-level institutions. The second period spanned from May to September-October 1942, during which no educational activities took place. All secondary educational institutions, such as gymnasiums, were closed under various pretexts in accordance with Directive No. 34. The third period began in September-October 1942 and lasted until the end of the occupation (for the Sumy Region – September 1943). This period was characterized by a gradual departure of the German military authorities from Hitler's initial educational policies, allowing Ukrainian activists to open primary and secondary schools. Despite the vigorous efforts of Ukrainian activists, who understood the importance of education for national development, most of their plans could not be implemented due to prohibitions and restrictions imposed by the German occupation authorities. Even the Germans themselves eventually recognized the mistakes in their educational policies in the occupied territories.

URL: https://ejce.cherkasgu.press/journals_n/1743521421.pdf
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Abstract:
The research paper is devoted to studying the organization of the educational process in trade schools of Kherson gubernia, which was aimed at training skilled workers and foremen in various branches of industry and agriculture. Those educational institutions were established to meet the needs of the economy and industry, which were rapidly developing in the second half of the 19th – beginning of the 20th centuries. The main types of vocational educational institutions in the region were ordinary trade schools, which were intended to train workers in various trade specialties, such as blacksmithing, metalworking, carpentry, turning, etc., and trade schools with a prolonged term of study – a more complex type of educational institution, where training was more extensive, and the study program included both practical mastering of trades and theoretical disciplines. Training in vocational educational institutions usually lasted 3-4 years. The study program included both general education subjects and special disciplines related to a specific profession. Much attention was paid to practical classes in training workshops. Thus, a dual education system was used – a combination of theory and practice. As a rule, practical subjects were taught by practitioners – blacksmiths, carpenters, stonemasons, mechanics, builders, technologists, etc., which contributed to the sufficient quality of training. At the same time, despite positive changes, the vocational education system faced a number of problems, in particular, insufficient funding, a shortage of qualified educators, and limited access to education for the lower strata of the population.

URL: https://ejce.cherkasgu.press/journals_n/1743521441.pdf
Number of views: 10      Download in PDF

URL: https://ejce.cherkasgu.press/journals_n/1743521780.pdf
Number of views: 8      Download in PDF