3 September 26, 2022

Abstract:
The cursory views of several practitioners and academicians have suggested that design-based approaches have inherent features that increase their chances of impacting entrepreneurial intention (EI) and entrepreneurial self-efficacy (ESE). However, minimal empirical enquiries exist to affirm this viewpoint. The current study’s overarching objective is to assess the influence of entrepreneurial learning (EL) acquired via a design-based entrepreneurial education (EE) on EI and ESE. We conducted a quantitative cross-sectional analysis of 207 participants’ responses. Using stepwise multiple regression analysis, we assessed the relationship and impact of EL indicators on EI and ESE. Though both personal and social emergence learning and contextual learning have a significant positive relationship with ESE, the latter was the most important on the individual level. This relationship further affirms that collaborations, interactive learning, and experiences drawn from team projects are the most critical influencers of a student’s ESE. The result of the stepwise multiple regression also affirmed that personal and social EL and ESE work better to influence EI. While the current study presently has implications for EE and entrepreneurship promotion, future studies may assess the impact of design-based EE on entrepreneurial actions rather than mere intentions.

URL: https://ejce.cherkasgu.press/journals_n/1664284302.pdf
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Abstract:
The article reveals the theoretical and practical aspects of the development of adolescent’s personal agency in the environment of additional education. A theoretical analysis of studies that determine the set of personal characteristics of adolescents of generation Z is presented. The author substantiates the author's understanding of the personal agency of a teenager as an integrated characteristic of his personality, manifested in his ability to self-organize and self-realize, build effective social communications, social interaction and moral and value relations with others, aimed at satisfying his activity needs in world-building. Additional education institutions are characterized as spaces that provide a high level of intensity of joint activities and communication of adolescents, opportunities for various activities, a positive psychological atmosphere of cooperation and creation with peers and adults. The thematic content of the additional educational program "Social Testing Ground" is presented, which allows developing creative abilities and leadership potential, as well as improving those qualities of adolescents that made it possible to increase their level of personal agency. The program involved the development of four modules: social-individual, social-communicative, social-interactive, social-moral. The methods for studying the development of personal agency of adolescents are described. The results of a longitudinal pre-experimental research design are presented, during which a complex impact on the personality of an adolescent was realized, which allowed him to more productively realize his self, readiness to express and defend his own opinion, accomplish goals both independently and in creative interaction with other people. The high efficiency of the socially enriched environment of additional education for the formation of the personal agency of the younger generation Z has been confirmed.

URL: https://ejce.cherkasgu.press/journals_n/1664213315.pdf
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Abstract:
The pertinence of the issue beneath think about is determined on the one hand, by the objective need of society for a person who has a legal culture, respects and complies with the law, on the other – by the unrealized educational conceivable outcomes of utilizing the discourse instructive circumstance within the instructive prepare of the college. The purpose of the article is to substantiate the auxiliary and utilitarian show of instruction of the lawful culture of the understudy by implies of the discourse instructive circumstance. Research methods: a theoretical and comparative analysis of scientific literature; study of advanced pedagogical experience, retrospective analysis of their own experience; purposeful pedagogical observation, conversation, survey, analysis of the results; hypothesis building, forecasting. The article substantiates the activity and cultural approaches as a methodological strategy for studying the method of teaching a student's lawful culture by means of a discourse instructive circumstance, aimed at forming the student's subjective position, self-determination, self-affirmation in the cultural and legal environment of the college, personal formation, which contributes to the enrichment of the educational hypothesis of activity and the theory of cultural education. Practical significance: The methodological system is aimed at criterion-diagnostic support of the instruction of the student's lawful culture, including criteria, indicators, and level characteristics of the arrangement of the student's lawful culture (high, sufficient, low), which allows to improve the educational process and diagnose the investigated personality quality.

URL: https://ejce.cherkasgu.press/journals_n/1664213409.pdf
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Abstract:
Inclusive and high-quality education must provide equal opportunities for all pupils to learn leaving no child behind. Different studies show that secondary education is an area where boys are disadvantaged and also that young people, especially girls, are not enthusiastic about learning the exact sciences at school. There are many and various factors (individual personal, social, and cultural, school context) that determine pupil gender differences in mathematics achievements. Recognizing the impact of all these factors on pupil learning and achievement, this research focuses on clarifying how mathematics achievements of pupils (girls and boys) are related to the activities of teachers of different genders (female or male). The research includes data on 47581 learners and their 594 mathematics teachers, who were selected from forms 5-10 (basic school) and forms I-IV (secondary school) in 179 Lithuanian schools during the period 2012-2021. The results of the study suggest that in the surveyed sample of Lithuanian schools the majority of teachers teaching mathematics are women and the achievements of girls in mathematics are higher than those of boys in all primary and secondary school classes, except for classes 5 and 7. However, the differences in the work of female and male teachers are very small and the achievements of pupils (girls and boys) in mathematics are not related to gender-determined activity characteristics of teachers. The presented regression model of mathematics achievement of pupils (girls and boys) hardly differs from the actual results, which means that all the presented coefficients of the characteristics of the teacher’s work affect the work of teachers (irrespective of their gender) and, accordingly, the pupils’ mathematics achievements.

URL: https://ejce.cherkasgu.press/journals_n/1664213497.pdf
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Abstract:
The existing array of scientific publications on modern methods, innovative forms and means of forming research abilities and skills solves this problem at the primary and secondary levels of education. The issues of identifying the research potential of students considered in the field of theory and methodology of vocational education (bachelor’s degree), remain poorly studied. The purpose of the study is to develop and reveal the research potential of students in the process of teaching classical sections of mathematical science by defining a holistic integrative construct (using the example of a generalized function). The assessment of the research potential of students in the process of revealing integrative connections of the subject content of mathematical courses was carried out on a sample of students of the 1-3 years of study in Applied Mathematics and Computer Science. The diagnostics was performed using the methodology of studying the research potential – the IP51 questionnaire (by N.V. Bordovskaya et al.). The empirical results of the study were analyzed using a set of mathematical and statistical methods (methods of descriptive statistics, Student’s t-test). The mechanisms of identifying the research potential in the process of revealing integrative connections of the subject content of mathematical courses are considered. The effectiveness of the inclusion of research tasks was proved by establishing significant differences in all components of the research potential between the control and experimental groups: in the cognitive component (t = 16.11, p < 0.05 and p < 0.01); in the motivational component (t = 6.16, p < 0.05 and p < 0.01 by behavioral component (t = 11.64, p < 0.05 and p < 0.01). The results of the study have practical value, as they act as an effective mechanism for unlocking the research potential of students by setting special tasks to give integrity to the subject content of mathematical courses. The proposed research tasks for establishing integrative connections in the content of mathematical courses have not been previously considered in the educational and methodological literature.

URL: https://ejce.cherkasgu.press/journals_n/1664213617.pdf
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Abstract:
Currently, the youth movement is represented by a variety of forms, which provides vast opportunities for choosing the most suitable and interesting association for a young person. Although a return to the model of a united youth organization, which was the Komsomol organization in the past, is unlikely possible, since this idea will not find a response among young people and will contradict modern social values, youth public organizations at the present stage can apply their activities in a wide variety of directions: sports, works, ecology, patriotism. The secondary employment of young people, which suppose the organization of activities of youth associations on the basis of educational institutions, has also received proper support. At the same time, the student movement has pursued the social maturation of young people, their involvement in the process of professional labor formation historically, in addition to the economic component (the development of economic relations, additional financial support to young people). Nevertheless, the political transformations of modern Russia have established a completely new phenomenon of Russian youth, what distinction is disunity and split into various social and economic segments that are weakly or not at all connected with each other. Thus, the social component of the functioning of student organizations, which contributes to the direct formation of personality, is not fully reflected today. That is why the issue of organizing the activities of student youth associations requires detailed research, which should include an analysis of the experience of implementing youth association programs on the basis of educational organizations and the particularities of various models of this vector in social policy at the present stage. The models of cooperation of youth representatives on the basis of educational organizations are reviewed, and also the opinion of representatives of this population group regarding the current conditions for the formation, functioning and provision of youth organizations and associations within the Financial University under the Government of the Russian Federation is examined in this article. As a result of that analysis, the evaluation of knowledge intensity degree of the student communities of the Financial University and Russia, as a whole, is established, and methodological recommendations for the further development of student organizations are provided, considering the individual opinions of their participants.

URL: https://ejce.cherkasgu.press/journals_n/1664284466.pdf
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Abstract:
The Covid-2019 pandemic has already demonstrated that modern people reflect less about the border between the real and virtual worlds. Being connected to the Internet 24/7, they become a temporary vessel for information passing through. This problem of information flow is painfully reflected in university education. In the circumstances of the overabundance of information, Humboldt University functions as a metanarrative. Therefore, the key research question is; how can an educator can help a student overcome the problem of objectification and become a free reflective subject of the educational process? Stoic practices seem to be the answer. This article is devoted to the study of the application of Stoic practices at a university. Modern education provides the student with a collection of data but does not help to find answers to the questions of existential dimension as; who am I?, Where am I from? And where am I going? The first part of the article elaborates Stoic practices in the modern world, reflects the history of the issue and the specifics of modern Stoicism. We express our vision of modern university education and its problems. The university as a metanarrative turns educational actors into passive objects. In our opinion, this contradicts the very idea of education as the development and formation of a person. The second part of the article represents the research methodology and answers a practical question about the possibilities of applying Stoic practices at a university. What made it possible is the educators' orientation to the actual need of students in finding themselves, and the autonomy of their participation through the form of keeping a diary complemented by group meetings. In the third part, we analysed the study results and outlined the directions of the inner changes the students discovered. Our goal is to express the concept of “Vir bonus” as an original practice of taking care of oneself, that can be implemented by a modern student in the process of realising and overcoming the problem of objectification, in the development of critical thinking, and the virtues endowment on the way to a good life.

URL: https://ejce.cherkasgu.press/journals_n/1664213792.pdf
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Abstract:
The article presents different teacher education models around the world with a focus on a few countries, namely Singapore, Thailand, New Zealand, Finland, and the US as well as models in Vietnam. It is evident that countries apply different models instead of one to initial teacher education and Vietnam is no exception. Besides the two popular teacher education models, the concurrent and the consecutive ones, under specific circumstances, the “combined” model, called A+B, has been implemented in some Vietnamese universities to meet the needs of teachers and join the teaching profession of society and individuals. The study provides more information on the possibility of implementing the A+B model for an independent university rather than a member university within a system of universities, where this model has been applied for quite a long time, through the design of the training program for some programs in the same sectors at the Ho Chi Minh City University of Education. This idea is hoped to be a reference for teacher education programs in diversifying themselves, especially for those in Vietnam as most of them are organized in independent multidisciplinary institutions which provide both teacher education programs and non-teacher education ones like the Ho Chi Minh City University of Education.

URL: https://ejce.cherkasgu.press/journals_n/1664213871.pdf
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Abstract:
Employers’ expectations are key drivers of designing and developing academic programmes and this paper would like to contribute to such processes by clarifying their expectations based on empirical research conducted during an EFOP1 project on developing the dual International Business and Economics undergraduate programme of Budapest Business School University of Applied Sciences, Hungary (BBS). The aim of this paper is to investigate what competences employers really expect business graduates to have at the end of their studies. The paper introduces the dual higher Vocational Education and Training (VET) model, where full-time students are also full-time employees of cooperative companies. Twelve employers participated in the project and the university signed a contract with them. They agreed to employ the young people under the programme. The roots of the currently existing high VET models – as a concept and structure – can be traced back to the “Stuttgart Model”, and to the first attempt at merging vocational training and theoretical knowledge in the 1970s. This model, in slightly different forms, has been adapted in many Member States of the European Union and has gained momentum in Hungary. BBS has been very successful in delivering this model since 2017. The project is purported to improve the efficiency of dual higher VET by joint education and competence-development with employers, who were interviewed about their expectations. The authors of this paper have analysed the employers’ responses and have made recommendations for developing dual higher VET programs accordingly.

URL: https://ejce.cherkasgu.press/journals_n/1664213949.pdf
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Abstract:
Homework assignments have been explored from several different perspectives over the past few years. Learners’ views and their practice of homework have been explored in different disciplines. This study attempted to explore English language learners’ perception on and their practice of homework throughout a term of study. To this end, 110 adult male and female EFL learners agreed to participate in this study. Questionnaires and subsequent semi-structured interviews were used to collect the data. SPSS Software was used to analyze the questionnaire data and content analysis was used for the interviews using content analysis. The results showed that students had a positive perception towards homework assignments. Moreover, the results also revealed that learners had certain difficulties in doing homework assignments. They stated that mostly the difficulties are due to some specific reasons namely not learning the required concept, not knowing the instruction, not enjoying the homework, not paying attention, not understanding homework instruction, anxiety and stress of homework. The results offer a number of pedagogical implications for teachers, curriculum developers, and managers of language institutions.

URL: https://ejce.cherkasgu.press/journals_n/1664284488.pdf
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Abstract:
University students have been affected by coronavirus outbreak and by the changing study conditions due to the multiple quarantine periods. This paper aimed at investigating the differences of perceived academic stress and perceived and received social support in university undergraduate students during the two waves of the COVID-19 pandemic. The current study utilized the quantitative longitudinal approach with the sample of 188 undergraduates whose participated on both stages of investigation (during the first wave and the second wave of the COVID-19 pandemic). The data of Perceptions of Academic Stress Scale, Multidimensional Scale of Perceived Social Support, and modified version of Received Support Questionnaire have been used for the analysis. The findings indicated that the level of social support among university undergraduates improved significantly during the second wave of COVID-19 pandemic compared to the level during the first wave. It was found that all perceived social support indicators levels were higher during the second wave of pandemic than during the first wave. The study results also revealed significant differences between key received social support indicators among university undergraduates during the first and second wave of the pandemic. Specifically, university undergraduates reported greater informational support, tangible support, and received social support–total during the second wave of the pandemic than during the first wave.

URL: https://ejce.cherkasgu.press/journals_n/1664214113.pdf
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Abstract:
The future teachers training involves the formation of competencies for the development of software for various purposes, design of automated systems for managing real objects. The development of relevant qualities in higher education is complicated by a number of problems of a different nature. The authors propose to organize the project activities of students to create interactive programs (training bots) to improve the training of future specialists. Methodology. Project-based learning is used to form competencies in the field of informatization of education, to obtain in-demand soft skills, and to unite the team. The construction of a chat bot takes place in teamwork. The experiment involved 43 students of the North Caucasian Federal University in area of training 44.03.05 Pedagogical education with two training profiles. The assessment of the quality of educational results was carried out using the author's testing of 10 tasks (“passed”/“not passed”). Fisher's test was used to establish statistically significant differences. Research results. Students study services for creating chat bots, analyze the didactic potential and functionality of the programs received, and apply them to solve problems. The features of the presented variant of the organization of educational activities on the creation of chat bots are described: teamwork, the use of templates and scripts, the choice of project topics. In conclusion, problematic questions are formulated, the answers to which make it possible to determine the directions of work on the design of chat bots: discussion of the development goal and didactic goal, the use of blocks and actions, modeling interaction scenarios, etc.

URL: https://ejce.cherkasgu.press/journals_n/1664215139.pdf
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Abstract:
This article discusses the pedagogical features, problems and directions of development distance learning organization. Comparative characteristics of preparation for traditional and distance learning are covered, and strategies for activating distance learning are described. The authors conducted research to improve the quality of distance learning for university lecturers. The aim of the study was to create an optimal environment for improving the quality of education by stimulating the activity of students in the context of distance learning. It is implemented through the active introduction of information, software, technical and methodological environment for distance learning in the relationship between learner and lecturer. Active methods, software, platforms, which played a special role in the study, were identified and recommendations for use in distance learning practice were described. The pedagogical conditions for the activation of distance learning and "mixed learning" are formulated. Although there is research on the problems of distance learning, there is a lack of methodological training of lecturers and learners, and even readiness of the educational organizations. This was revealed during the transition to mass distance learning under the influence of the COVID-19 pandemic. In this regard, the study complements the work on the formation of digital competencies of lecturers and learners of higher education. Research methods are focused on the adaptive use of teaching and learning strategies, teaching materials in distance learning in higher education.

URL: https://ejce.cherkasgu.press/journals_n/1664284767.pdf
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Abstract:
The benefits of high-quality Early Childhood Education and Care (ECEC) as a prerequisite and opportunity for development, especially for children and families at risk of social exclusion, are widely recognized. High-quality educational practices for children at risk of social exclusion (RSE) should be flexible and aligned with their individual needs. This study uses a national stratified random sample of 1,142 Croatian preschool teachers to examine how they perceive the quality of educational practices regarding children at RSE. Preschool teachers perceive conditions and opportunities for quality education of children at RSE in ECEC by providing activities that promote diversity, building partnerships with parents, and children's development and learning. Perceived conditions and opportunities for children with RSE were related to teachers' formal education level: their master's degree and prior participation in training on developmentally appropriate practices for children with RSE. Only one-fifth of the teachers had recently participated in in-service training on children with RSE, indicating the need for high-quality teacher in-service training to acquire skills to support this group of children and their parents. Teacher in-service training can improve the perception of better conditions and opportunities for quality pedagogical practice that addresses the individual needs of each child at risk of social exclusion.

URL: https://ejce.cherkasgu.press/journals_n/1664480936.pdf
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Abstract:
The paper presents an overview of the teacher education institutions in Vietnam and examines the capacity of some key pedagogical universities. Based on the actual survey, analyzing the opinion of educational experts, the authors proposes some solutions for restructuring the teacher education institutions based on analyzing the limitations and shortcomings in the distribution of these institutions. The paper also points out the capacity of some key pedagogical universities, local pedagogical colleges and their role in training teachers for the whole country. The functions of key pedagogical universities and their “satellite” pedagogical colleges were determined in the teacher education system. As a result, the paper shows the urgency of restructuring the network of pedagogical universities and colleges that contributing to training high-quality human resources for the educational sector. The restructuring solution based on some core principles that stem from of analyzing international experiences and the current context of higher education renovation. The research results show that some key pedagogical universities should be built for leading the teacher education system and improving the quality of teacher training in Vietnam. Furthermore, the paper proposes a plan to merge local pedagogical colleges into local multidisciplinary universities or community colleges in order to maximize resources, improve preschool teachers training quality, at the same time, strengthen the cohesion between pedagogical universities and colleges in the teacher education system of the country.

URL: https://ejce.cherkasgu.press/journals_n/1664215531.pdf
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Abstract:
Mathematical anxiety has been studied frequently over many years, so different scales have been developed for that purpose. The aim of this study is to assess the five-factor model of Muñoz and Mato (2007) within the context of a public school. Therefore, the scale designed by these authors, which consists of 24 items integrated in five dimensions, in a 5-point Likert format, is used. Hence, 200 Mexican high school students were surveyed from a non-probabilistic self-determination sample. The data gathered showed a Cronbach alpha score of 0.751, reflecting acceptable internal consistency and reliability. However, it showed kurtosis of 9.521, indicating the lack of normality. As a consequence, the Bootstrap technique was used for this study in addition to the exploratory factor analysis. The data were analyzed using the IBM Statistic SPSS 25 for descriptive analysis, and the AMOS 24 software was used to determine the validity of the model. The findings report that the results turn out to be different from those expected by the original authors of the scale since a significant model was obtained explaining math anxiety configured by a four-factor structure instead of a five-factor one. Given that these findings could be a consequence of the socio-cultural conditions of the students in the sample, further studies are recommended.

URL: https://ejce.cherkasgu.press/journals_n/1664216114.pdf
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Abstract:
The article examines the problems of social self-realization of modern school students of Kazakhstan in competitive activity. Based on the conducted scientific studies, the authors determine the important role of competitions in the process of school students’ socialization. The article presents the most important criteria of adolescents’ level of self-realization in competition activity such as self-esteem adequacy, creativity, self-organization, teamwork, and stress resistance, as well as the results of studying the level of development of such paired personality traits as sociability/insularity and friendliness/aggressiveness developing in school students in competitive activities. The authors emphasize the high degree of risk of any contests as the participants experience worry, fear, and stress. In this research paper, it is formulated that when overcoming the fear of competition, is important for a child to freely express his emotions. The article presents a comparative analysis of studies of the level of socialization in school students conducted in the years 2003, 2013, 2019, and 2021. Authors substantiate that competition is a relevant form of developing social personality traits in school teenagers in modern society. It is necessary to create certain pedagogical conditions when preparing and holding a competition and ensure pedagogical assistance and support to minimize the possible risks. It is important for modern pedagogics to study and account for childhood and adolescent fear, as well as psychological and pedagogical risks of carrying out competitions for school students. The purpose of the research work is a comparative assessment of the current state and trends in the development of competitive games in the secondary education system of Kazakhstan based on the world example.

URL: https://ejce.cherkasgu.press/journals_n/1664216916.pdf
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Abstract:
Development of linguistic diversity, creative ideas in foreign language communication are key areas of international activity supported at the UN level. An important condition for effectiveness of any dialogue is the verbal creativity. Personal preparation for professional creative thinking, for overcoming verbal stereotypes takes place in professionally oriented communication. The authors suggest using interactive resources of flash cards in teaching when developing students' verbal creativity. Methodology. Flash card learning is based on the Leitner method. Flash cards are also used for speech development (vocabulary, morphology, word formation, syntax, pronunciation), and psychological processes leading to new results (fluency, originality, flexibility). The author's testing includes blocks “Vocabulary”, “Morphology”, “Word formation”, “Syntax”, “Pronunciation”, “Torrance Tests of Creative Thinking”. The experimental study was carried out at Vyatka State University. 60 fist-year students of the training program “Psychology” (bachelor degree level) are involved. The Lexilize resource is used to create flash cards. Results. Students study services for creating flash cards, use them to process new material, memorize and present concepts, word formation in a variety of contexts. In conclusion the features of the presented version of using flash cards in education are described: combination with other means (mobile applications, simulators, infographics) and traditional forms of information transfer; interdisciplinary connections. The rules are formulated, implementation of which ensures effectiveness of using flash cards for development of verbal creativity.

URL: https://ejce.cherkasgu.press/journals_n/1664217196.pdf
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Abstract:
The present study aimed to examine conflict resolution styles among university students living in Kosovo. Accordingly, the conflict resolution styles of university students were examined in the context of gender, nationality, various familial factors, and introverted/extroverted personality traits. Also, answers were sought to the question "Which issues do university students encounter conflict with whom and which conflict styles do they show?". The study was carried out in the sequential explanatory method pattern of the mixed method. The quantitative research phase of the study was carried out with 585 students (333 females and 252 males) studying in Anadolu University Open Education Faculty Kosovo Programs and Prizren University Turkish undergraduate programs. Comprising 6 Turkish, 6 Albanian, and 6 Bosnian students, a total of 18 students participated in the qualitative phase of the research. The quantitative data of the study were obtained through Conflict Action Styles Scale and personal information survey. The qualitative data were collected through semi-structured interviews. Confirmatory factor analysis, multivariate analysis of variance, and content analyses were adopted for the analysis of the data. Examining the results, in terms of the nationalities of the students living in Kosovo, it was revealed that Turkish students used the mediating conflict style at a higher level than the Bosnian students. Also, it was found that conflict resolution styles of university students of different nationalities in terms of gender and perceived introversion/extroversion personality traits did not differ significantly. In terms of family structure, it was determined that the Bosnian students with extended families have higher levels of compelling conflict style than Albanian students. It was also found that students have more frequent conflicts with individuals in the work and family environment, and exhibit self-expression behaviors in conflict situations.

URL: https://ejce.cherkasgu.press/journals_n/1664217253.pdf
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Abstract:
The profound transformation within higher education institutions is increasingly evident. Then, it is considered that education must adapt to meet the needs of qualification and skills development in a 21st century with diverse challenges in problem solving. This is reflected in the role that academic literacy is increasingly taking as a strategy to innovate teaching among university students. The objective of this scoping review is to complete a characterization of complex thinking in both academic literacy and higher education. All this, providing an overview on the central theme and its incidence in the production of relevant literature published in the Scopus database. About 139 research works were considered in the article, which become thematic references for the exercise proposed here. Then, a description of all the works consulted was completed, recognizing mainly their origin, citations, publication, and other aspects that will ultimately be essential to differentiate the term academic literacy from the processes of reading and writing as educational competencies. Therefore, in general, the conclusions indicate that complex thinking has indeed a relationship with academic literacy not only because of the works traced but also because complex reasoning brings together within people a series of skills that facilitate the execution of advanced actions and the solution of problems.

URL: https://ejce.cherkasgu.press/journals_n/1664284835.pdf
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Abstract:
A wide variety of studies have pointed to the relevance of saving at an early age and how an adequate financial culture can generate efficient resource management, meeting the needs of the individual in the future during his or her old age. Derived from this reflection, the purpose of this study is to describe the current state of financial literacy presented by high school students in the Mexican Southeast and how this impacts their retirement savings habits. A non-probabilistic sample of 343 students was analyzed and a test designed by BANAMEX-UNAM (2008) was used to evaluate saving topics, knowledge about retirement, budgets, habits about the use and origin of their resources. Among the most important findings highlights that, in very few cases, savings refer to future projections and a large part of the population analyzed is unaware of basic concepts such as retirement age and institutions for retirement. In addition, evidence was obtained indicating that there is no dependence between gender and information on pensions, in terms of having heard about pensions, understanding pensions and knowing the institution and the age of retirement. Finally, we suggest to carry out a research to compare the level of financial literacy in young Mexicans and its relationship with parental banking, preferably in the southeast and other regions of Mexico.

URL: https://ejce.cherkasgu.press/journals_n/1664217467.pdf
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Abstract:
This paper explores the periodical press of the Ministry of Public Education in the Russian Empire in the period from 1803 to 1917. Insight is provided into the Ministry’s both official and narrowly specialized organs. The following journals of the Ministry of Public Education were examined: Periodicheskoe Sochinenie o Uspekhakh Narodnogo Prosveshcheniya, Zhurnal Departamenta Narodnogo Prosveshcheniya, Zapiski Izdavaemye ot Departamenta Narodnogo Prosveshcheniya, Zhurnal Ministerstva Narodnogo Prosveshcheniya, Izvestiya po Narodnomu Obrazovaniyu, and Professionalnoe Obrazovanie. Use was also made of some reference literature. Methodologically, the study relied on a set of general research methods. Of particular note is the use of the historical-chronological method (the journals were considered in chronological order). The use of the systems method helped examine the Ministry’s periodical press as a system, with characteristics considered such as period of publication, place of publication, number of issues published, and editorial personnel. Between 1803 and 1917, a total of six journals were published in the Russian Empire under the aegis of the Ministry of Public Education. The first three were published from 1803 to 1829, a period that can be regarded as the time of the making of the Ministry’s periodical press. This is when fundamental decisions were made regarding publication formats, content, and periodicity. In 1834, the Ministry launched the monthly Zhurnal Ministerstva Narodnogo Prosveshcheniya, which would be published up to 1917, and during the subsequent period only narrowly specialized publications were published, including the popular science journal Izvestiya po Narodnomu Obrazovaniyu and Professionalnoe Obrazovanie, a journal concerned with vocational education. In terms of editorial personnel, of particular note is the fact that the Ministry of Public Education never employed unknowns to manage its periodical press, with most of its editors being prominent researchers and specialists in the area of printing or censorship.

URL: https://ejce.cherkasgu.press/journals_n/1664434635.pdf
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Abstract:
This paper explores the institution of rectorship through the example of the Imperial University of St. Vladimir in Kiev (1834–1917). An analysis of the role and functions of rectors was conducted through the lens of the following three major models of the university: pre-classical (represented by the medieval university corporation), classical (the research university of the 19th and the first half of the 20th centuries), and post-classical (the mass university of the 20th and 21st centuries). The analysis helped gain an insight into the key trends in the development of higher education in Ukraine and the Russian Empire as a whole. The findings revealed that there was a transformation in the functionality of the university rector from a mere appointee to a leader in the scholarly community enjoying a high level of public recognition. A distinctive characteristic of rectorship in the Russian Empire was its dual status – (1) representing a given university’s academic community and (2) representing the state’s bureaucratic machine. The latter was associated with the need to maintain close touch with the local nobility and to secure the backing of the trustee of a given educational district and the nation’s Minister of Public Education. The institution of rectorship at the Imperial University of St. Vladimir was explored through the lens of the following key aspects: legal, organizational, social, and ethnic.

URL: https://ejce.cherkasgu.press/journals_n/1664284874.pdf
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Abstract:
At the start of the 1860s, pedagogical thought in the south of the Russian Empire entered a period of brisk development. The administration of the Kharkov Educational District keenly promoted pedagogical research – and did so even among ordinary gymnasium teachers. This led in 1863 to a public discussion about how to teach language arts. A young teacher at Novocherkassk Gymnasium named A.M. Savelyev (later a journalist and high-ranking regional official) approached the administration of the Kharkov Educational District with a detailed description of his classes and a report on the overall situation around language arts instruction with the aim of obtaining professional advice from his more experienced fellow instructors. The response to him came from a Kharkov University professor named N.A. Lavrovsky, a well-known pedagogue in the second half of the 19th century. In addition, the discussion resulted in language arts instructors in the District being asked to share with the administration details of their teaching programs. This discussion may be of particular interest to those interested in the history of Russian pedagogy and may provide a valuable insight into the daily pedagogical process in the gymnasium. The findings indicate that as at the start of the 1860s the Russian gymnasium sector was in need of a coherent system of teaching the Russian language and literature, with most facilities lacking a proper curriculum and an appropriate textbook. Some teachers would come up with a textbook substitute of their own, and others would dispense with it altogether, resorting, at worst, to going through random texts in class. As a consequence, many students would end up with poor results. To the discussion's participants, the only solution to the problem was creating a quality textbook, which, as many argued, would require systematizing the best practices of various pedagogues, but it was not something that could be done overnight.

URL: https://ejce.cherkasgu.press/journals_n/1664217644.pdf
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Abstract:
This paper explores the policy pursued by the opposition aristocratic fronde in Chernigov Governorate in the area of women’s education in the second half of the 19th century. The Era of Great Reforms (1856–1874) in the Russian Empire facilitated the emergence of a whole network of state and municipal, as opposed to private, women’s educational institutions, such as gymnasiums and boarding schools. The retrieved historical sources, most of which are being introduced here into scholarly discourse for the first time ever, indicate that a key role in these processes was played by the zemstvo institutions, particularly the Zemstvo Liberal Party in Chernigov Governorate. Nominally, the period under review witnessed two stages in the policy pursued by the zemstvo opposition in Chernigovshchina with regard to women’s education: (1) the 1870s and (2) the period of the reign of Emperor Alexander III. The first stage was characterized by devoted efforts on the part of liberal zemstvo members in building the network of women’s educational institutions in the province. Chronologically, the first part of the present work will cover this particular stage. The authors’ conclusion is that initially the building of the region’s network of women’s educational institutions was largely done through the devoted efforts of liberal zemstvo members in Chernigov Governorate. An undoubted achievement of the Liberal Party was the establishment of Borzna Zemstvo Female Progymnasium. The zemstvo liberals managed to obtain funding for this educational institution. No less important is the fact that members of the local liberal aristocracy were initiators of the provision of financial assistance by Chernigov Governorate’s self-governing zemstvo authorities, including toward the needs of women’s educational institutions outside of the region.

URL: https://ejce.cherkasgu.press/journals_n/1664226677.pdf
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Abstract:
This set of articles relies on reference and memorandum books from the period 1873–1917 to explore the development of the system of public education in Astrakhan Governorate. This is the first piece in the set. It examines the region’s geographic, economic, and social characteristics and provides an insight into the state of affairs in its education sector as at 1873, i.e. the study’s lower chronological limit. The principal sources used in this study are the Memorandum Books for Astrakhan Governorate, relevant statistical descriptions, and relevant laws and regulations. Use was also made of relevant archival documents from the National Archive of the Republic of Tatarstan (Kazan, Russian Federation). These sources contain official correspondence on the organization of the educational process in the region. Methodologically, use was made of sets of historical (historical-systematic, historical-comparative, historical-typological, historical-genetic, and historical-statistical) and general (synthetic analysis, content analysis, and systems analysis) research methods. The system of public education in Astrakhan Governorate was not as advanced as that in many other regions of Russia. There were difficulties, especially in the early 19th century, associated with the Russification of the region. As at 1873, the governorate had 38 educational institutions with a combined enrollment of 2,395 (1,702 boys and 693 girls). The period 1837–1873 was a time marked by brisk development in the region’s female education sector, when its boy to girl student ratio changed from 8.8:1 to 2.45:1.

URL: https://ejce.cherkasgu.press/journals_n/1664226759.pdf
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Abstract:
This work explores the system of public education in Dagestan Oblast in the period 1860–1917. The present part of the work examines the period 1884–1900, i.e. from the year the annual reports of the Trustee of the Caucasus Educational District began to be published to the end of the 19th century. The principal source used in this study is the reports of the Trustee of the Caucasus Educational District released between 1884 and 1900. These collections of statistical information offer a valuable insight into the system of education in Dagestan Oblast in the period through to 1900. Use was also made of certain relevant reference materials. By 1900, Dagestan Oblast’s education sector had a combined enrollment of 1,895 students (an increase of 2.5 times on 1884). The region’s secondary education sector continued to be dominated by ethnic Russian students. By 1900, the region witnessed increased interest in lower education on the part of members of the region’s other ethnic groups, and the way in enrollment in primary education began to be led by members of the mountaineer community. This indicates that there was a major shift in the attitude of the local population toward public education. The number of educational institutions in the region did not increase significantly. The number of secondary educational institutions there remained the same. The number of lower schools increased two times, and the number of primary schools increased 2.5 times. Education became more accessible, with lower education becoming available in the city of Petrovsk and primary schools opening up within the agrarian sector. All this facilitated the development of public literacy in multi-ethnic Dagestani society.

URL: https://ejce.cherkasgu.press/journals_n/1664480997.pdf
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Abstract:
This set of articles explores the development of the system of education 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 is the third part of the series. It examines the timeframe from 1895 to 1915. In putting this work together, use was primarily made of relevant documents from the Russian State Historical Archive (Saint Petersburg, Russia), memorandum books, reference books, and the journals of the Ministry of Public Education Narodnoe Obrazovanie and Obrazovanie. The following historical research methods were employed: historical-comparative, historical-typological, historical-systematic, historical-genetic, and historical-statistical. The general research methods employed in this study were analysis of the literature and sources, systems analysis, and mathematical methods. A key conclusion drawn from this study was that the period under review witnessed a steady rise in the number of educational institutions in the region. This especially was the case with its lower and primary educational institutions. Vis-à-vis the early 1870s, the region’s student body grew nearly 10 times, with the largest increase accounted for by its rural residents and the population of its capital, Penza. Most of the region’s secondary and lower educational institutions had a pronounced agrarian and technical orientation, while its primary education sector was dominated by parochial schools. By the end of the first decade of the 20th century, the region began to follow a national trend and witnessed an increase in the number of female students, which especially was the case in cities (a boy to girl student ratio of 1.39:1), as girls tended to attend a trade (vocational) school with a view to being later employed in the field of processing agricultural and livestock farming output. The region’s rural residents followed traditional (patriarchal) values, with literacy and education not generally considered important for rural women, which explains the boy to girl student ratio of 3.4:1 in the region’s countryside at the time.

URL: https://ejce.cherkasgu.press/journals_n/1664226908.pdf
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Abstract:
This paper surveys the pedagogical research that has been published in the European Journal of Contemporary Education up to this point since it was launched in 2012. It examines the key stages in the development of this periodical, briefly goes over the key pedagogical issues in present-day education systems explored in it over the period, outlines its periodicity, and furnishes some relevant statistical data. The work covers the research published in the journal in the period from its launch (September 2012) to its beginning to be indexed in Scopus (March 2016) and from then on to the present (June 2022). Information is provided about the journal’s editorial board and its peer-review process. In addition to describing the key stages in the development of the European Journal of Contemporary Education, its philosophy, mission, goals and objectives as a scholarly publication, and the challenges and prospects for it, the paper also provides relevant information relating to statistics, citation rates, and scholarly merit.

URL: https://ejce.cherkasgu.press/journals_n/1664227117.pdf
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Abstract:
This work is dedicated to the 30th anniversary of Cherkas Global University, a private research organization. It traces the evolution of this organization from a military historical society to a university and outlines some of the key characteristics of its development. The primary source drawn upon is ‘Cherkas Global University (1992–2022): A Collection of Documents’, a collection of published works that includes 50 documents spanning the period from 1992 to 2022. In addition, use was made of periodical press materials, namely relevant materials from the newspaper Vestnik Leib-Gvardii. In terms of methodology, use was made of the following traditional principles: systematicity, objectivity, and historicism. The integrated use of these principles helped to transform a vast, scrappy patchwork of data into a systematized body of knowledge, synthesize this kind of information, consider the line of events in a historical sequence, and arrive at conclusive results. The author’s conclusion is that over the 30-year period the organization has come a long way since its inception in 1992 from a regional military historical society in the city of Sochi to a private research university in Washington, DC. In this period, the organization has built a fruitful relationship with its foreign partners, including colleges in the world's top 100. The organization has its own publishing house, which handles top-rated journals. There have been projects on indexing scholarly journals on the university’s platforms and popularizing research in the area of history. The university has acted since 2020 as the organizer of the annual research contest ‘Slavery in the Past and Present’. In addition, the university is distinguished by significant publication activity, with a focus on research topics such as the history of world civilizations and professional and pedagogical training. The above allows us to look to the future with optimism and take pride in our past and present achievements.

URL: https://ejce.cherkasgu.press/journals_n/1664227203.pdf
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Abstract:
The paper examines the development history of sports shooting as part of the culture in the Cherkas Global University. The attention is paid to the characteristic features of the development of this sport, taking into account the legislation. There were used as materials the “Vestnik Leib-Gvardii” newspaper files for 1996–1997, as well as the collection of documents “Cherkas Global University 1992–2022: Collection of Documents”. The photographs from the personal archive of A.A. Cherkasov were used as illustrative material. The paper relies on the historical-chronological method, which allowed us to consider the events in their historical-chronological sequence and to identify the characteristic features of the development of sports shooting organization, taking into account time, regulatory and other features. A descriptive method was also used, which was naturally applied due to the absence of other publications about these events. In conclusion the author states that shooting training has always been an integral part of the culture in Cherkas Global University. The first attempts to develop this sport were made already in the period of the creation of the cadet class in January 1993, then this work was well-practiced in 1996–1999. These classes were also carried out subsequently, but this training has reached to a qualitatively new level since 2020, when completely different equipment became available for classes. On August 1, 2022, on the 30th anniversary of the Cherkas Global University, the Rifle Association was established, the Charter of the organization and its logo were published, and this means that the Rifle Association at the university has finally acquired its legal status. The creation of this organization was preceded by an almost 30-year history of shooting sports at the university, which clearly demonstrated the presence of deep roots of mass sports events in this scientific institution.

URL: https://ejce.cherkasgu.press/journals_n/1664227254.pdf
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URL: https://ejce.cherkasgu.press/journals_n/1664481032.pdf
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