3 September 30, 2025

Abstract:
The goal of modern education is to create conditions for the personal growth of each learner, enabling them to acquire and improve professional competencies and skills. In this context, quest-based (online quest-based) teaching technology deserves special attention as a form of pedagogical scaffolding within the higher education system. The aim of this study was to evaluate the applicability of online quests as a pedagogical scaffolding technology for enhancing achievement motivation among students within a single university setting. The study explores the essence of two core concepts: "online quest" and "pedagogical scaffolding." The primary method employed was a comprehensive pedagogical experiment conducted during the second semester of the 2023–2024 academic year. The experiment included two experimental groups of 62 and two control groups of 58 students, accounting 120 participants in total. The experiment unfolded through several well-structured phases, including preparatory activities, baseline assessments, the implementation of a long-term online quest via the Moodle system, and follow-up data analysis using methods of mathematical statistics. The results revealed a significant increase in student engagement, critical thinking, and independent learning among participants in the experimental groups, as well as confirming the research hypothesis that the use of online quests as a scaffolding technology effectively enhances students' achievement motivational levels.

URL: https://ejce.cherkasgu.press/journals_n/1759238898.pdf
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Abstract:
This paper presents the results of a statistical analysis of educational disciplines based on data regarding various types of student activities, utilizing regression models with L1 regularization under the condition that coefficients remain positive. With the digital transformation of higher education and the integration of electronic educational technologies into traditional teaching methods, there is a growing need for an objective performance assessment of various educational components. A statistical analysis can be used to identify key factors influencing student performance, including activity in the electronic educational environment, attendance in classroom sessions, and results of interim assessments. The study was conducted using data from two academic disciplines that differ in their level of electronic support. The results confirmed two main hypotheses: 1) In disciplines with richer electronic content, student activity in the digital environment becomes a significant predictor of academic performance. 2) Disciplines where educational activity significantly influences learning outcomes receive higher ratings in student surveys. The proposed statistical analysis toolkit has dual practical value. On one hand, it provides educational institutions with a mechanism to monitor pedagogical activities. This mechanism serves as an empirical basis for developing intelligent decision-support systems within the educational process. On the other hand, based on the constructed models, personalized recommendations can be generated for students regarding optimal strategies for mastering a specific course.

URL: https://ejce.cherkasgu.press/journals_n/1759238954.pdf
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Abstract:
Utilizing both qualitative and quantitative methodology, from the grounded theory, this research examined how digital tools can help enhance the creativity of students as future teachers, particularly students of art education and Teaching of fine arts (combined). Research questions focused on determining the prior experiences and perceptions of teachers and students regarding integrating digital tools in art education, specific digital tools used and perceived by students as effective for creativity, digital tools to build future visual arts teachers' creativity and innovation skills as educators, challenges and limitations associated with integrating digital tools in art education. Data were collected through surveys, interviews, and lesson observations. The results from class observations, surveys, and interviews with faculty members revealed that using digital tools for collaboration, and instant feedback alongside creating digital artwork improves certain types of creativity, such as collaborative, innovative, and digital creativity.

URL: https://ejce.cherkasgu.press/journals_n/1759239012.pdf
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Abstract:
Studies on mathematical anxiety have long suggested a relationship between mathematical anxiety and gender. At the same time, the question arises whether mathematical anxiety is already present in younger school-age children. Previous research has shown inconsistent results, highlighting the need for further data. Therefore, the primary aim of this study was to determine whether mathematical anxiety occurs in younger school-age children and, if so, what the relationship is between mathematical anxiety and the gender of the children. Participants consisted of 257 fifth graders. Our results did not confirm the presence of mathematical anxiety in the studied sample of younger school-age children, nor did show a statistically significant difference between boys and girls in anxiety levels. The inconsistency in research results could also be explained by other variables that may affect mathematical anxiety. The presented results should serve as a basis for further research aimed at identifying factors that influence the development of mathematical anxiety and the specifics of its occurrence with respect to age categories.

URL: https://ejce.cherkasgu.press/journals_n/1759241485.pdf
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Abstract:
The issue of socialization is one of the most important in sociology, psychology, pedagogy, and philosophy. The socialization of university students is an extremely significant process, both for contemporary Russian society as a whole and for the personal development of each future specialist in particular. That is why the study of students’ professional socialization through the use of social media tools is intended to help create favorable conditions for the development of well-rounded, physically and psychologically healthy, and spiritually enriched members of society. The aim of this article was to determine the impact of social media on the professional socialization of students. Using survey methods and mathematical statistics, significant differences were identified between student groups depending on their involvement in professional online communities. The study revealed that students who are registered in professional and educational groups –i.e., those who use social media tools in the process of professional socialization – are more likely to express a desire to become highly qualified specialists in their chosen field; they consider such qualities as education, professionalism, diligence, perseverance, creativity, and the ability to generate new ideas to be important. These students tend to use effective learning practices and are more oriented toward working in their field of study and engaging in scientific research.

URL: https://ejce.cherkasgu.press/journals_n/1759239341.pdf
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Abstract:
This research focuses on assessing financial well-being among high school students and exploring any potential differences between male and female students. It uses a quantitative, non-experimental, cross-sectional approach. A total of 556 students, aged 11 to 16, participated in the study. The data was gathered through an online questionnaire, and the sample was based on voluntary participation rather than random selection. The results identified six key factors of financial well-being: 1) Confidence in financial decision-making; 2) Spending control and discipline in saving; 3) Financial security and well-being; 4) Financial burden and lack of control; 5) Financial understanding and seeking guidance; and 6) Financial insecurity and perception of limitations. These findings are consistent with previous studies, such as those by Lusardi and Mitchell (2014), but no significant gender differences were found, which contrasts with other studies that suggest such variations. From a theoretical perspective, this study expands the financial well-being model by including emotional and psychological dimensions. Practically, it suggests that financial education programs for students should address not only technical aspects but also the development of emotional and psychological skills. Furthermore, educational policies should focus on the individual needs of students, regardless of gender. Future research could examine how digital financial education, along with family and sociocultural influences and financial self-efficacy, shapes adolescents’ economic decision-making. This study highlights the need for a comprehensive approach to financial education, suggesting that gender differences are not particularly significant at this stage. It also emphasizes the importance of exploring these dynamics across diverse socio-economic contexts to gain a deeper understanding.

URL: https://ejce.cherkasgu.press/journals_n/1759239426.pdf
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Abstract:
The presented article is devoted to the issue of preventing adaptation difficulties of beginning schoolchildren by strengthening school readiness at the end of pre-primary education in kindergarten and in elementary school. Specifically, it concerns the stimulation of universal learning prerequisites, which are considered by experts to be one of the essential determinants of initial learning. With this intention, our own set of activities was developed, which is oriented towards optimizing the conditions in the transition period and developing the learning prerequisites of children for school education. In order to verify their effectiveness, a pedagogical experiment was carried out at selected primary schools in Slovakia. The experiment confirmed that the proposed set of activities had a statistically significant effect on the level of learning prerequisites of children at the beginning of schooling. We can consider the strengthening of individual areas (e.g. memory, school motivation, planning, understanding of instructions, etc.) as one of the important components of preparing children for a successful start to school and preventing adaptation difficulties.

URL: https://ejce.cherkasgu.press/journals_n/1759239505.pdf
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Abstract:
The article addresses the issue of managing professional motivation among teaching staff in general educational institutions. In the Russian education system, this issue has long been recognized and addressed; however, its contemporary relevance is intensified by the necessity of comprehensively solving two groups of tasks: further improving the quality of general education and ensuring the stability of the teaching workforce. The subject of the study is the theoretical and methodological justification of a model for managing the professional motivation and job satisfaction of teaching staff. The foundational principles for constructing the model are the systemic, process-based, socio-axiological, professionally-environmental, competency-based, scenario-based, and person-centered psychological approaches. The paper demonstrates that the management model implies the alignment of procedures and tools for managing professional motivation with organizational processes aimed at enhancing the effectiveness of professional activity and ensuring professional motivation. To this end, special management mechanisms are proposed. These mechanisms are oriented toward identifying existing and current motivational orientations of teaching staff; revising the determining space of professional motivation that influences the value-meaning structure of teachers’ professional readiness; and forming a scenario repertoire for organizing professional motivation within the context of tasks aimed at enhancing the effectiveness of collective, group, and individual activities.

URL: https://ejce.cherkasgu.press/journals_n/1759239566.pdf
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Abstract:
Interaction between teachers and students during the implementation of educational activities in an educational organization of higher education is analyzed in the article. The authors identified the main models of interaction between teachers and students as subject-subject, subject-object and object-subject and conclude that a person (subject), interacting with an object, can define it as a subject if he evaluates it as active, holistic and independent. The authors are of the opinion that teacher-student interaction belongs to the type of subject-subject interaction. The author's questionnaire designed on the basis of theoretical analysis and a series of interviews with students and teachers was used. The questionnaire included 19 statements describing such qualities of teachers as prestige and general competence, emotional competence, social skills, expertise in communication, characteristics of role behavior, and interest towards students. The questionnaire also included statements about students’ readiness to follow the role models of teachers in professional behavior. The study involved 2nd and 3rd year students with the major “Social Sciences” at various universities in Moscow (the total sample size was 90 people; 21 male, mean age – 20.1 years). Processing of empirical data include Descriptive Statistics and Exploratory Factor Analysis which were carried out using the statistical package SPSS 24.0. Results show that students rate the professional competence of teachers as high, social status of teachers, their emotional competence, including in interactions with students and role models of professional behavior as above average. At the same time, students associate the formation of their behavioral repertoire with their own experience and do not rate the general social competence of teachers as high. The practical significance of the results lies in identifying problem areas in high education. Thus, to increase to increase the perceived overall social competence of the teacher, it is necessary to organize classes in such a way that students have the opportunity to see the teacher in real social situations, but not only in classrooms.

URL: https://ejce.cherkasgu.press/journals_n/1759239629.pdf
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Abstract:
The advancement of a skilled labor force in El Salvador has been significantly supported by the professional development of English Language Teaching (ELT), particularly among teacher candidates in their senior years of study. This qualitative study explored how non-native English as a Foreign Language (EFL) teachers perceive the internship program experience, AMITY. This qualitative study, cemented in hermeneutic phenomenology, analyzed participants' experiences using Atlas.ti software. Through homogeneous sampling, eight individuals with shared characteristics were selected. Interviews were conducted via Microsoft Teams, using a phenomenological interview protocol. There were two main themes derived from the participants' experiences: their perception of the program and their professional development. As part of a minority group, while living in the United States, they have now a better understanding of the issues that diverse populations go through, making them more empathetic with their students. Professionally, it has helped them to adapt and integrate non-traditional teaching approaches to El Salvador; such as games, stratified classroom areas, and the integration of ICT (Information Communication Technologies) into their sessions as teachers in El Salvador. All these shifts seem to interfere with their students' learning of English as a Foreign Language.

URL: https://ejce.cherkasgu.press/journals_n/1759239711.pdf
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Abstract:
With the continuous advancement of global digital transformation, digital resources have been increasingly used in teaching, economics, management and other fields, and have become an important tool to improve the quality of education, promote the integration of disciplines and promote educational equity. Using VOS viewer, this study analyses the keyword co-occurrence, clustering and temporal evolution of digital resources literature in the Web of Science (WOS) database over the past five years to reveal the research focus and development trend of digital resources in higher education. It is found that the application of digital resources in higher education focuses on four main areas: (1) online education and educational equity; (2) the reshaping of educational models by technological innovation; (3) the support of digital resources for the Sustainable Development Goals (SDGs); and (4) interdisciplinary research and collaboration. However, resource quality assessment, cultural appropriateness and data privacy issues remain major current challenges. By collating and analyzing the classification and application of digital resources, this study highlights the need for interdisciplinary collaboration and international resource sharing, and makes recommendations to further optimize the design of resources and improve educational equity. The study provides a theoretical basis for policy makers and educators, among others and indicates a path for the direction of future research on digital resources in higher education.

URL: https://ejce.cherkasgu.press/journals_n/1759239765.pdf
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Abstract:
Creating truly inclusive schools means we need to completely rethink how we approach education. Instead of working in isolated departments, educators need to collaborate across disciplines and view schools as interconnected ecosystems. This study looked at whether this ecosystem approach actually works in real classrooms around the world. We based our research on two key frameworks: Bronfenbrenner's ecological systems theory, which shows how different environments affect learning, and Universal Design for Learning, which helps create accessible education for everyone. Our main question was whether bringing together different specialists could genuinely improve schools for all types of learners. Over three years, we worked with schools in five countries – the US, Canada, the UK, Germany, and Australia. The scope was pretty impressive: we followed 12,310 students with special needs, worked with 2,155 teachers, and studied 398 collaborative teams across 847 schools. We didn't just look at test scores, though those mattered. We also watched how students interacted with each other, interviewed teachers and students, and observed team meetings to see how well people were actually working together. The results surprised even us. Schools using the ecosystem approach saw remarkable improvements. Academic performance jumped by over 20 %, which was encouraging, but what really stood out was how much better students got along with their peers – social integration improved by more than 30 %. The collaborative teams themselves worked 31 % more effectively, and we could see that students were genuinely more engaged in their learning, with engagement rising by nearly 28 %. What made these findings even more compelling was their consistency. Every country showed similar patterns, despite having different educational systems and cultures. Schools also became more efficient with their resources, improving by about 24 %, and teachers reported feeling much more confident about inclusive practices – satisfaction levels rose by nearly 30 %.

URL: https://ejce.cherkasgu.press/journals_n/1759239824.pdf
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URL: https://ejce.cherkasgu.press/journals_n/1759241495.pdf
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