1 March 24, 2022

Abstract:
This study aimed to identify the degree of practice among secondary stage students in Kuwait regarding the ethics of digital technology use from their perspectives. Also, it investigates the degree of practice’s relationship with the variables of gender, specialization, and grade. The researchers used the descriptive survey method to answer the study questions. The study sample was 771 male and female students of the secondary stage of Al-Ahmadi Educational Zone in Kuwait for the academic year of 2018/2019, where they were selected by random stratified method from different schools. The study instrument (survey) was developed, and its validity and reliability were verified. The results showed that the degree of the practice of secondary stage students in Kuwait of the ethics of using digital technology was high. In addition, results revealed that there is a statistical difference attributed to the variables of gender, specialization, and grade. Several recommendations were discussed.

URL: https://ejce.cherkasgu.press/journals_n/1648131200.pdf
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Abstract:
Despite constantly growing, many educational institutions have not been prepared to shift from traditional to online learning environments until the pandemic. Current research aims to examine online students' satisfaction, interactions, internet self-efficacy and self-regulated learning among 210 high school students. The questionnaire has been used to collect the data from the participants. The findings suggested that the participants feel confident while using the Internet and are quite self-directed and do not lack interactions or satisfaction with online learning. Furthermore, the findings indicated that while grade level and GPA insignificantly influence students' satisfaction, time spent online and gender influence it significantly, with males reporting higher levels of satisfaction. While GPA and grade level significantly affect online interaction, gender and time spent online have no impact. Morever, students who invest extra efforts into learning and obtain high grades feel significantly more satisfied with online learning than those with lower grades. The time spent online significantly affect internet self-efficacy and self-regulated learning, while the influence of grade level, GPA and gender is insignificant. This study findings may help instructors create an online classroom environment conducive to improving online students' satisfaction, interaction, internet self-efficacy and self-regulated learning and, as a result, improve the effects of online education.

URL: https://ejce.cherkasgu.press/journals_n/1648131270.pdf
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Abstract:
Purpose: The purpose of this paper is to study the possibility of using virtual reality (VR) techniques to reduce cognitive fatigue (CF) in graduate students who work while in college. Methods: A set of questionnaires standardised in Russia was used to assess CF and performance. The participants completed a VR program using a head-mounted VR headset. One stimulating and one relaxing scene, each lasting maximum 10 minutes, were played. The participants included 62 women and 24 men aged 22-53 years old who were graduate students studying psychology and pedagogy and working while in college. They participated in the study in the interval between the end of their working day and before the start of their evening classes. Results: After first watching an exciting scene and then a relaxing scene, the participants in the experimental groups reported significant changes in their states relative to the control group. Acute CF, general fatigue, tiredness and monotony decreased. The women in particular reported a decrease in their level of psychological stress. Conversely, after watching a relaxing scene followed by a stimulating scene, men experienced a decrease in acute physical fatigue, tiredness and cravings. Women experienced a decrease in acute mental fatigue, acute physical fatigue, general fatigue and psychological stress. Conclusions: A single immersive VR session experienced in the interval between the end of work and before the start of classes can decrease general fatigue and monotony in humans, as well as reduce acute mental fatigue or physical fatigue (depending on the sequence then a relaxing VR – scene).

URL: https://ejce.cherkasgu.press/journals_n/1648131315.pdf
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Abstract:
The aim of this paper is to examine the advantages of using IT in English language learning process in higher education. The study relevance stems from the fact that the latest information technology is steadily entering the higher education. The researchers’ attention is focused on the implementation of the Augmented Reality technology and Quick Response codes in teaching English languages to non-linguistic students. The paper reviews recent researches related to the problem discussed. The authors of the article use several scientific methods such as analysis of scientific and methodological literature on the use of ICT in learning process, observation and experiment. The tools of information technologies mentioned above help to form students’ professional foreign-language competence, to improve motivation and performance. The pedagogical experiment was conducted to show the effectiveness of these tools. 42 students of the faculty of the Information Systems and Technologies of The Povolzhsky State University of Telecommunications and Informatics took part in the conducted experiment. They were divided into three groups of 14 learners; one group is experimental, two others are control groups. The students of the control groups studied the English language according to the traditional methodology; the students of experimental group used the IC technologies at their classes. Motivation, the interest in learning process and the students’ professional foreign-language competence were higher in experimental group. The results indicate the effectiveness of using ICT in teaching the English language for non-linguistic students. The experiment results would be served as useful material for teachers and university administrators. Teachers’ training programs on ICT use and educational software for English language teaching can be developed according to the results of the study.

URL: https://ejce.cherkasgu.press/journals_n/1648131362.pdf
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Abstract:
The purpose of the study is to analyze the factors that are associated the attitude of students to the processes of digitalization of higher education. The key research method is a questionnaire survey of students (N = 1107) conducted in June-November 2021. The results of the study showed that students, for the most part, positively perceive the processes of digitalization of education. Respondents recognize online learning during quarantine restrictions as an integral part of the digitalization of education. Personal experience and assessments of a number of characteristics of online learning have had a significant impact on the attitude to the digitalization of education in general. The dominant factors were a clear control system and clear presentation of the material. The factor “sufficient time to communicate with the teacher” received the least weight. Despite its significance, when answering the clarifying question, students’ opinions were divided. Less than half of the respondents (43 %) believe that digital technologies have a negative impact on the learning process by reducing the time of live communication between the teacher and students. At the same time, the students unanimously believe that the use of digital technologies in the educational process is a factor in improving the quality of education, a competitive advantage of an educational organization.

URL: https://ejce.cherkasgu.press/journals_n/1648131411.pdf
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Abstract:
Social and emotional learning (SEL) is not only beneficial for relationship building among students and their teachers, but it also has positive effects on their mental health. The core competencies of SEL are essential to understanding emotions and developing coping strategies to deal with mental health disorders, also called social and emotional health (SEH). This article focuses on exploring the SEH of Vietnamese high school students, emphasizing the engaged living component. The current study used a mixed-methods by combining the questionnaire and interviews on 474 students, with the supplementary from teachers, school counselors, and school administrators. The results reflected that students had a high level of engaged living. They had a good perception of engaged living through three indicators of gratitude, zest, and optimistic; but could not practice due to the gap between the knowledge taught and the practical application. The findings provide the engaged living data for schools to refer to and impact life value education's implementation. This is the foundation to strengthen SEH for students.

URL: https://ejce.cherkasgu.press/journals_n/1648131534.pdf
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Abstract:
The appropriate model was investigated for participatory management for the intellectual development of children in kindergarten during the COVID-19 outbreak in 1,590 municipal and subdistrict administration areas in Northeastern Thailand. The study was based on community participation, with the key elements being: 1) the child’s family; 2) the kindergarten; 3) organizations/agencies involved; and 4) childcare volunteers and small supportive groups providing childcare support. The driving mechanism to create the processes involved the development of a management model that included: 1) studying the situation; 2) observing the community; 3) presentation of the data; 4) planning to solve the problem; 5) designating responsibility; 6) monitoring work and evaluation; and 7) developing conclusions and evaluating performance. The elements of the model and driving mechanism in terms of measures/strategies and activities resulting from the model were similar except for the frequency, duration, and form of participatory development. The intellectual development model should further enhance basic childcare in Thailand that is focused on temples and schools. The model proved effective and appropriate in providing childcare support and management for protection against COVID-19 through participation.

URL: https://ejce.cherkasgu.press/journals_n/1648479621.pdf
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Abstract:
For decades already, the pedagogy of mathematics education has relied primarily on the role of the teacher, who demonstrates well-functioning model examples for students to motivate and encourage their tasks. This relatively routine and stereotypical procedure: interpretation of theory - examples – independent solution of assigned tasks, we decided to research in-depth within our pedagogical practice by incorporating error as a teacher's educational strategy into mathematics teaching. We believe that explaining and justifying correct and incorrect solutions to problems is more beneficial for achieving better results in mathematics education than justifying the right solutions. Such a teaching process can lead to a more informal and better understanding of mathematical concepts. In our study, we try to reveal the potential of students' incorrect solutions in conjunction with the analysis and justification of incorrect steps when reaching the final result. We also want to point out the difference in mathematical success when error analysis is included in teaching, compared to the traditional teaching approach only in presenting the right solutions. We tested the hypothesis statistically: If we incorporate the justification and explanation of incorrect solutions of mathematical problems into the teaching process, it is possible to achieve better results in education compared to the traditional instructional teaching process only through correct examples.

URL: https://ejce.cherkasgu.press/journals_n/1648131640.pdf
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Abstract:
Anxiety towards mathematics has been a phenomenon that is frequently present in students. In the Mexican context, it has been a severe problem observed since secondary education. According to the results of the Program for International Student Assessment of the Organization for Economic Cooperation and Development (OECD), 56 % of young people who graduate from middle school in Mexico have a low level of proficiency in mathematics. The present study focuses on determining the dimension that best explains anxiety towards mathematics in middle school students, as well as identifying if there is a difference by gender, age and school grade. For this purpose, the scale designed by Muñoz and Mato (2007) was used, which consists of 24 items that are integrated into five dimensions. The participants were 200 students enrolled in grades 2nd and 3rd of a middle school in the city of Tuxtepec, Oaxaca. For data analysis, reliability, internal consistency and normality were verified, which is acceptable (α: > 0.08). For the hypothesis test, in order to determine if there is a difference by gender, age, and school grade in the five dimensions of the scale used, the ANOVA test is utilized. The findings showed that there is no difference in relation to gender, age and school grade, and that the dimension that best explains anxiety towards mathematics is anxiety before real-life mathematical situations (ATRLMS) followed by anxiety before mathematics evaluation (ATE).

URL: https://ejce.cherkasgu.press/journals_n/1648218744.pdf
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Abstract:
The changes in educational theory and practice have been made to be compatible with the global and integrated context of nations. In teaching a foreign language, intercultural communication competence (ICC) has been considered an imperative factor influencing the 21st century learners’ academic achievement. Consequently, a great number of teaching approaches have been endorsed to facilitate students to enhance ICC. This paper focuses English major students’ evaluation of the significance of collaboration-oriented reflection activities (CoRAs) in the ICC course; examines the influence of CoRAs on students’ intercultural communication motivation and practice; and explores students’ beliefs about the feasibility of collaboration-oriented reflection activities in overcoming the challenges of learning the ICC course. A mixed-research method was implemented with the research instruments, such as questionnaires, interviews, paper-based tests and performance-based tests. The results indicated that collaboration-oriented reflection activities brought about various benefits. Integrating collaboration-oriented reflection activities into teaching culture had positive effects on students’ intercultural communication motivation and competence. From the qualitative data, participants manifested that applying CoRAs in the course was and will be feasible, effective and prospective despite the challenges they had to encounter. Accordingly, exhaustive solutions for teachers and students were recommended to fulfill the course properly.

URL: https://ejce.cherkasgu.press/journals_n/1648131746.pdf
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Abstract:
The study aimed to explore the internal and external enablers to quality assurance (QA) and identify barriers to QA in Vietnam as compared with international trends. Data was collected through a survey questionnaire on enablers and barriers to QA which were delivered to institutional leaders, middle administrators, lecturers, and support staff of 13 HEIs. Stratified sampling was used to select 13 out of 44 HEIs (both public and private) in one city of Vietnam. Data analysis includes descriptive statistics of factors or variables of interest identified. The results show that both internal and external forces contributed to the development of QA. Wide participation of all staff and the quantity and quality of QA staff were perceived as the most influential internal drivers respectively, followed by other internal factors. The desires to enhance HEI’s image and the state policies were prompted as the major external drivers, followed by other external factors. The biggest challenges to the QA implementation were staff resistance and incompetent QA staff. The comparison across responding universities reveals several significant differences among the surveyed universities. The findings suggest that decentralisation in governance and autonomy be given to HEIs so that their responsibilities to QA endeavours can be exercised through self-regulation and self-improvement.

URL: https://ejce.cherkasgu.press/journals_n/1648131796.pdf
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Abstract:
The article presents new research technologies that determine the features of motivational field structure of scientific and pedagogical staff (SPS) in the system of higher agricultural education in Russia based on mathematical statistics tools. Theoretical review of publications confirms the high relevance of the study of the motivational field by new tools: using mathematical apparatus based on principal components, estimates of structural similarity and amount of information. In the empirical part of the study, a comparative analysis of the motivational field structure of young scientific and pedagogical employees of agrarian universities (age group under 30) and the older generation (over 50) was conducted. For young workers the value of satisfaction from professional activity is defined due to qualitative improvement of labor processes and in general organization of labor on the basis of optimal ratio of labor costs and wages with preservation of good relations in labor collective. For the older age group – the value of constant increase in knowledge and interest in professional development with an active deterrent of the relationship with the immediate supervisor and the predominance of interest in work over wages. The new research strategy increases the objectivity of the conclusions and the high interpretability of the results of sociological research.

URL: https://ejce.cherkasgu.press/journals_n/1648134159.pdf
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Abstract:
The increase in aggressiveness and disrespect to their peers in physically active teenagers and adolescents has become a major topic in the academic world. Risky behavior in teenagers has been attributed to biological, psychological and social factors. Therefore, it is essential to pay much attention to educational programs that develop a person’s physical, emotional, social and cognitive aspects. It has been concluded that positive behavior skills education may be beneficial in personality development. However, there are not many educational programs based on the current theoretical knowledge about the development of positive behavior skills. In addition to this, no educational program, that is based on the positive behavior skills, has been applied in the education of young sportspeople. The aim of our qualitative study was to analyze the theoretical foundations for education of positive behavior skills among young athletes. This qualitative study is based on a directed content analysis strategy. The methods used in the course of this study are analysis of academic literature, synthesis, summarizing, grouping and comparing. It has been highlighted that the construct of positive behavior skills comprises positive personal, positive social and positive emotional skills, that create a multi-layered structural model of positive behavior skills. The types of positive personal, positive social and positive emotional behavior skills are crucial when putting together educational programs for young sportspeople and their well-being. Concluding the results of our theoretical analysis, positive social, positive personal and positive emotional skills should be prioritized in educational programs that develop young athletes’ positive behavior skills.

URL: https://ejce.cherkasgu.press/journals_n/1648134439.pdf
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Abstract:
This article discusses the issue of improving the quality of secondary education on a scientific basis. Improving the quality of secondary education is an urgent problem. In this regard, the unsatisfactory results of international studies, such as PISA, PIRLS, which determine the quality of secondary education, have led to the need for research on this problem. Before the study, the quality of education in developed countries was analyzed and the scientific literature was studied. A concept and formula for improving the quality of secondary education on a scientific basis was developed, and a study was organized according to this formula. The experiment was carried out on the basis of a four-sided memorandum signed by the Academy of Pedagogical Sciences, the Turkestan Regional Department of Education, the Nazarbayev Intellectual School and the South Kazakhstan State University named after M. Auezov. In the 2019–2020 academic year 39 schools, 2733 students and 353 teachers from Ordabasy, Tolebi and Otyrar districts of Turkestan region took part in the experiment. The article provides information on the course and results of the experiment. In the course of the experiment, a comparative analysis of quarterly grades was carried out to determine the quality of students' knowledge after work on improving the quality of secondary education.

URL: https://ejce.cherkasgu.press/journals_n/1648218806.pdf
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Abstract:
This paper tests the hypothesis that the structure of the learning motivation of Russian and foreign medical students have undergone changes during the COVID-19 pandemic. The authors explored the learning motives of students studying the same medical specialty at the same university. The comparative analysis of changes in the principal learning motives (professional, cognitive, developmental, creative self-actualisation, communicative, social, avoidance- and prestige-driven) from February 2019 to June 2021 was made using the assessment of students’ learning motivation developed by Rean and Yakunin, as modified by Badmaeva. SPSS Statistics 22.0 was used for statistical analysis. The results confirmed the research hypothesis: the structure and manifestation of medical students’ learning motives have undergone changes during the COVID-19 pandemic. Before the pandemic, most of the learning motives of Russian and foreign medical students show a high level, with primarily professional motives, which evidences a professional orientation and a conscious choice of the profession. However, such important motives as cognitive, developmental and creative self-actualisation are significantly less expressed than professional ones. During the COVID-19 pandemic, there was a much higher manifestation of professional motives in Russian medical students. From the authors’ point of view, this can be explained by extended practice with patients while there was an increase in creative self-actualisation and a decrease in communicative and social motives. Foreign medical students show a decrease in prestige-driven motives and some decrease in social motives. The obtained results open up prospects for improving medical education and for developing the personal and professional potential of Russian and foreign medical students.

URL: https://ejce.cherkasgu.press/journals_n/1648132095.pdf
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Abstract:
Child-to-parent violence has become one of the most important forms of violence at present, due to recent studies and the resulting awareness. Programmes such as VÍNCULO (BOND) assist parents seeking parenting guidance to manage this problem in the family. A complete study was carried out using mixed methods; however, the findings presented here are the result of an exclusively qualitative method due to the scope. We present thematic analysis of 10 interviews conducted with parents suffering from child-to-parent violence. Four supra-themes were analysed, two of which will be presented: the family environment and violent behaviour. The findings obtained reflect a lack of communication between parents and their adolescent children, where verbal and/or psychological violent behaviour are predominant. The essential key point of the project consists in developing emotional connections in the family relationship to strengthen the affective bond. The desperate situation that these families experience is the result of the negative interconnections between an inappropriate parenting style, broken emotional bond and, on many occasions, the perpetuation of a cycle of violence as a normalised relational style.

URL: https://ejce.cherkasgu.press/journals_n/1648132155.pdf
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Abstract:
In the educational process of a foreign language study, the student learns about the culture of the language and processes its abstract structure. Reading comprehension in a foreign language is a tool for learning about this structure, and the student encounters many unknown and ambiguous stimuli during reading. In our research, we verify connections between reading comprehension in a second foreign language (French and German) and the student's categorization activities, which we specify in the variables of tolerance of ambiguity and personal need of the structure. The research was carried out with 277 students of secondary schools (grammar and vocational schools) in Slovakia using such research methods as Didactic test of reading comprehension for the German language, Didactic test of reading comprehension for the French language, Personal Need for Structure Questionnaire (PNS) and the Tolerance of Ambiguity Scale (TAS). It turns out that both the tolerance of ambiguity and the personal need for the structure are linked to performance in reading comprehension, but these connections manifest themselves in different ways depending on the different language variants.

URL: https://ejce.cherkasgu.press/journals_n/1648132204.pdf
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Abstract:
The methodology of scientific examination of psychological and pedagogical definitions presented in the article is justified by the need to clarify the content of the basic set of definitions that form the core of methodological, research and innovative work in the field of education. First of all, this applies to those definitions that contain a contradictory interpretation of the psychological and pedagogical concepts. The tools under discussion are (the semantic model of the phenomenon, maps of expert assessment of the model and the results of the revision of concepts) and expert-analytical procedures for various stages of such examination (grouping of existing interpretations of the same phenomenon, wording of interpretations, revision of interpretations). The developed methodology ensures the possibility of a consistent revision of the definition of concepts, progressing from the description of the phenomenon to its normative explanation. The proposed tools and procedures are illustrated by the example of scientific expertise of the psychological and pedagogical phenomenon of “didactic difficulty”.

URL: https://ejce.cherkasgu.press/journals_n/1648132268.pdf
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Abstract:
This paper presents the results of a study that aimed to reveal how the components of the concept ‘learning to learn’ are interrelated in the context of teacher–students’ educational interactions in the classroom. The study outlines the characteristics of ‘learning to learn’ and specifics related to content through examining a teacher’s daily educational interactions with students in a classroom. The study involved 336 teachers from different types and levels of schools. The characteristics of ‘learning to learn’ included the self-assessment of teacher’s learning to learn skills, teaching principles applied for implementing ‘learning to learn,’ ‘learning to learn’ skills developed in lessons, student involvement, teacher–student learning co-creation, creating educational environments according to students’ learning differences, opportunities for students to control their learning, and learning strategies. The study proved that the development and improvement of the teacher’s individual educational plans in collaboration with their colleagues and a vision for the future development of the plans were directly related to each other. Moreover, the dissemination of the teacher’s good practices, active cooperation, and involvement in the school’s community activities were interrelated: the teacher’s attitude about the students’ expectations, related to the reflections, determined the students’ achievements in personal and socio-educational life; positive emotions were particularly important for students in achieving their learning goals; and feedback was obtained during the learning process. The study showed the importance of this for both teachers and students, as well as the idea that the teacher must consider the individual differences of the students in creating learning environments that motivate and enable all students to learn. The more opportunities there are for initiating creative problem-solving approaches, the more often students take responsibility for assigned learning tasks; the more often students are encouraged to self-assess and reflect on their learning strengths and weaknesses, the easier it is to control learning outcomes and the quality of learning. ‘Learning to learn’ is particularly important when teachers are no longer a main source of information and knowledge. The findings showed how such a gap can be addressed between current and future teaching-learning performances in a classroom.

URL: https://ejce.cherkasgu.press/journals_n/1648757595.pdf
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Abstract:
The problem which is solved by this research is due to the need to resolve the contradiction between the requirements of the modern economy for the quality of mathematics training of future specialists and an insufficiently developed methodological base for training graduates that meets these requirements. The aim of the study is to theoretically substantiate and experimentally test the effectiveness of the personalized model of teaching mathematics by means of interactive shorty stories to improve the quality of educational results of schoolchildren. The research methodology is the analysis and generalization of literature on the problems of improving the quality of mathematics education, the use of digital technologies to personalize learning. The following empirical methods were used: observation, analysis of the results of work in the AXMA Story Maker application (choice of answer, number of attempts to find a solution, read publications, etc.). In the experiment the Fisher criterion was used to process the results. Research results. The work clarifies the essence of the concepts “personalized learning model”, “visual short story” and highlights the didactic functions of interactive short stories in relation to mathematics education. The authors described directions of activities at mathematic, in which the personalized educational model is a condition for the successful implementation of personal trajectories. The conclusion summarizes the features that should be taken into account when designing the personalized learning model: correlating the didactic purpose and the result of work in the nonlinear environment, choosing a plot for a short story, personalized trajectory of cognition, etc.

URL: https://ejce.cherkasgu.press/journals_n/1648757777.pdf
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Abstract:
This paper is focused on employees within the system of public education in the Russian Empire in the first half of the 19th century. An attempt was made to determine the place of this category of functionaries within the state’s bureaucratic system. Reference was made to relevant statutory enactments from the period under review, published documents, and archival materials. To refer to said category of public officers, use in the work was made of the synonymous terms ‘functionaries within the public education sector’, ‘educational functionaries’, ‘pedagogical functionaries’, and ‘school functionaries’. Here is an outline of the main insights drawn from this study. The legal status of employees within the education sphere, which had begun to take shape as early as the late 18th century, was formalized in the early 19th century. Insight was gained into the nature of their service, including their official functions and duties, their service conditions, and the attitude of their own and that of the public to this type of service. The service of pedagogical functionaries had a distinctive nature. Officers in this category were the most educated group within the nation’s bureaucracy. Their functions were not purely bureaucratic and often were directed at educating and nurturing future functionaries.

URL: https://ejce.cherkasgu.press/journals_n/1648758454.pdf
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Abstract:
This paper examines an official document originally entitled ‘The List of Students at Kharkov Imperial University’ to provide an insight into the size, social composition, and religious affiliation of students and auditors at Kharkov Imperial University in the period 1840–1899. A glimpse is provided of the evolution of the title of this historical source through the period of its publication. An insight is also provided into the substantive and formal characteristics of this historical document, including its structure, format, and the nature of the data contained therein. A quantitative analysis of the data in the Lists helped determine the total number and composition of students enrolled in Kharkov Imperial University in the period under review. It was established that, depending on the date of publication, different versions of the List varied in the kind of data available on students and auditors at the University. The paper provides trend data on the composition of students within different departments and across the University as a whole. It was established that by the late 19th century the estate composition of the student body at Kharkov Imperial University had changed, with similar processes taking place in universities across the Russian Empire. This trend was associated with certain common processes that were taking place across the Russian Empire. The paper also describes the way education in the Russian Empire transformed from an estate-based vocational education system to an estateless general education system.

URL: https://ejce.cherkasgu.press/journals_n/1648758514.pdf
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Abstract:
This set of articles explores the development of the education system in Penza Governorate, a region in the Russian Empire, in the second half of the 19th and early 20th centuries (through to 1917). The present paper examines the prerevolutionary, Soviet, and contemporary historiography and relevant sources for the study of the topic. It employs a set of traditional and nontraditional historical and general research methods. It provides an outline of the region’s economic, social, political, and geographical characteristics. It provides a quantitative and qualitative insight into the state of the system of public education in the region as of 1854. A conclusion was drawn that the source base on the subject, especially its segment dealing with the first half of the 19th century, is quite scant. A highly valuable source for statistics on the subject is the so-called “memorandum books”. There is a lack of fundamental research on the subject too. The authors’ conclusion is that by the mid-1850s Penza Governorate had an underdeveloped education system – even vis-à-vis the then-newly incorporated areas of the Caucasus. The governorate had 28 educational institutions. That is, the region had an average of about 3,000 urban residents per educational institution. The low level of development of the education sector in Penza Governorate at the time must have been associated with the region's relative remoteness and vastness, its complex climatic conditions, and the prevalence there of traditional crafts, which did not require literacy.

URL: https://ejce.cherkasgu.press/journals_n/1648822466.pdf
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Abstract:
District to enable pedagogues to interpret correctly the ‘On Reducing the Size of the Student Body in Gymnasiums and Progymnasiums and Changing the Composition Thereof’ report, more commonly known as “The Kitchen Staff Children Circulaire”. It is shown that the initial version of the document not only did not contain any specific measures to introduce the estate principle into education but also reflected the will of Alexander III, who regarded the introduction of tough estate restrictions for gymnasium students as inopportune and inconvenient. Yet the Trustee of the Kharkov Educational District, N.P. Vorontsov-Vel’yaminov, set a greater store by the mere wishes of the Minister of Public Education, I.D. Delyanov – the hope that administering control over the conditions in which gymnasium students were taught at home would make it possible to gradually free gymnasiums of children from the lower estates. N.P. Vorontsov-Vel’yaminov issued a special document intended to expound, and, in actual fact, to adjust, the ministerial circulaire and directed expressly that enrollment preference be given to gymnasium entrants of noble descent, while no children from the lower estates be admitted unless a special scholarship was available for them. Interestingly, in doing so N.P. Vorontsov-Vel’yaminov claimed that the new ministerial circulaire contained nothing particularly new and based the restrictions not on that document but on an 1870 legislation, which he interpreted in a biased manner. Thus, the estate restrictions introduced under Alexander III in Russian gymnasiums were engendered not so much by the ‘On Reducing the Size of the Student Body in Gymnasiums and Progymnasiums and Changing the Composition Thereof’ report but by the administrative zeal of officials who set a greater store by the personal opinion of the Minister expressed in that report than by the formally recommended measures included therein.

URL: https://ejce.cherkasgu.press/journals_n/1648759253.pdf
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Abstract:
This work explores the system of public education in Elisabethpol Governorate in the period 1868–1917. The present part of the work examines the timeframe from 1885 to 1900. A key source used in putting this work together is a set of reports from the Trustee of the Caucasus Educational District for the period 1884–1914. These reports provide a valuable statistical insight into the development of the system of public education in Elisabethpol Governorate in the prerevolutionary period. They contain data such as the number of educational institutions in the region, their library holdings, and the size and ethnic composition of the student body at them. The authors’ conclusion is that by 1900 the process of building a network of educational institutions in Elisabethpol Governorate had been effectively completed. The governorate had educational institutions of all levels (secondary, lower, and primary), with both boys and girls having access to all this education. Despite relatively minor growth in the numbers of secondary and lower educational institutions in the region, there was a sharp increase in library stock in these sectors. The period 1885–1900 was a time marked by brisk development in the region’s primary education sector, witnessing a threefold increase in the number of primary schools and a fivefold increase in the number of students attending primary school in the region. With that said, the period witnessed not only growth in the number of primary schools in the region but growth in per school enrollment in this sector as well. In terms of ethnic composition, the way was led by Armenians (66 % of the total student body), followed by Tatars (19%), and then ethnic Russians (7.1 %).

URL: https://ejce.cherkasgu.press/journals_n/1648759321.pdf
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Abstract:
This work explores the system of public education in Volyn Governorate in the period 1796–1917. This part of the work examines the timeframe 1900–1917. Use was made of the Memorandum Books for Volyn Governorate for the period 1901–1915. During the period under review, this source carried reports on the state of the system of public education in the region. While mainly focused on educational institutions under the purview of the Ministry of Public Education and parochial Orthodox Christian schools, it also carried data on schools of other faiths (e.g., Jewish and German schools) in the region. Use was also made of relevant documents from the Russian State Historical Archive (Saint Petersburg, Russian Federation). The authors’ conclusion is that in the period 1900–1917 the development of the system of public education in Volyn Governorate was mostly governed by regional factors. The system of public education in this region of the Russian Empire was also influenced by the Russian Revolution of 1905 and later World War I, as well as the religious composition of the population. Overall, the region’s system of public education developed in an evolutionary and dynamic manner. In the period under review, the size of the region’s network of secondary educational institutions increased 3 times. Throughout the period, the region witnessed growth in the number of female students at its secondary educational institutions. By 1913, the number of girls at secondary educational institutions in the region had surpassed the number of boys at them. The number of girls at the region’s lower educational institutions increased 4 times, with the overall number of students at them increasing more than 3 times. A unique phenomenon was primary education in the region. With the number of primary educational institutions in the region remaining virtually unchanged, growth in the number of students at them was just about 20 %. This growth was almost entirely associated with growth in the number of girls attending primary school in the region.

URL: https://ejce.cherkasgu.press/journals_n/1648759420.pdf
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Abstract:
The given article presents the results of studying the system of Muslim education in Kazakhstan in the context of the anti-religious policy of the Soviet state and the struggle against ethno-confessional educational institutions in 1920s. The authors explore the features of state policy in the field of Muslim education, its impact on the quantitative growth of Muslim schools in the first half of the 1920s and their almost complete elimination by the end of the decade applying the methods of discursive analysis of previously unused archival sources and regulatory documents. The article considers the main methods of counteraction of the Soviet party and state bodies to the creation and expansion of the network of Muslim educational institutions, the teaching of the Muslim faith in Soviet schools. Based on the results of the study, it was possible to establish that the loyal policy of the Soviet state in relation to Islamic education in 1917–1926 was due to the political tasks of strengthening the power of the Bolsheviks in the region. Its consequence was the growth of the Muslim movement in the republic, and the network of ethno-confessional educational institutions that had been formed before October 1917 not only grew in number, but also successfully competed with Soviet schools both in material and organizational terms. With the strengthening of the power of the Soviets and with the beginning of the formation of a totalitarian system in the country in the late 1920s, the struggle of the Soviet state with Islamic religious institutions acquired a tough and uncompromising character. Mass liquidation of Muslim religious worship objects began in the republic, mektebs and madrasahs were closed. Such a policy caused the natural resistance of Muslims, suppressed by the authorities with administrative and repressive measures.

URL: https://ejce.cherkasgu.press/journals_n/1648759479.pdf
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URL: https://ejce.cherkasgu.press/journals_n/1648822479.pdf
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