Abstract: The continuous growth in the global economy has led to a snowballing request for higher education and an increase in the institutions that offer higher degrees. Therefore, higher educational institutions must create student satisfaction to sustain students’ loyalty. This study examined the influence of students’ satisfaction and study sessions on loyalty among students. Two hundred and eighty-two students were selected to complete Student Satisfaction and Loyalty scales. Hierarchical regression and multivariate analysis were used to analyse the data. Results indicated that student satisfaction positively correlates with student loyalty. All the components of student satisfaction were positively correlated with student loyalty. The level of loyalty was higher for weekend- and evening-track students compared to morning-session students. However, there was no significant difference in levels of student satisfaction between morning, evening, and weekend sessions. The current study adds to existing research on satisfaction and loyalty by analysing the many factors of satisfaction and their influence on student loyalty. The study employs the Dissonance Theory of Pleasure to explain how student services might undermine student loyalty. In today’s competitive environment, increasing student happiness is critical when student loyalty is required to ensure the survival of higher education institutions in the global context. Thus, it is recommended that, for a university to survive, improving student satisfaction must be a priority to increase student loyalty.
Abstract: This manuscript is devoted to the development of a pedagogical model of the creative and constructive mode of civic activity of the younger generation at the conceptual level. It expresses the methodology of axiological, humanistic-oriented, integrated approaches. The authors presented the results of an ascertaining experiment to substantiate the effectiveness of the developed pedagogical model and the sufficiency of organizational and pedagogical conditions as well. They relied on a theoretical basis in determining the goals and objectives of experimental work, in developing its plan, content, criteria and levels of formation of the creative and constructive mode of civic activity of the younger generation. According to the authors, the pedagogical model of the creative and constructive modus of civic activity of the younger generation is structurally functional. The realization of the content of the creative and constructive component of the mode of civic activity of the younger generation involves the active development of critical thinking of students, the acquisition by students of social cultural experience of confronting social radicalism and intolerance, the formation of practical skills of constructive action skills in potentially unpredictable situations. The creative and constructive component of the mode of civic activity reflects the value (reflexive) and behavioral criteria of its formation. The materials of the article can be useful to teachers, social educators in carrying out educational work with the younger generation on the formation of patriotism, love for their homeland, prevention of radicalism and intolerance.
Abstract: The relevance of this research is connected with the need to improve the quality of Russian education, the growth of its competitiveness in the conditions of the XXI century, which is impossible without the development of functional literacy, of which reader literacy is an integral part. When analyzing the methodological methods of teaching students of pedagogical universities, attention is focused on the training of future teachers who are able to further develop reading literacy among secondary school students. The development of reading literacy is a complex and lengthy process implemented during the study of various disciplines, including historical ones. The formation of reading literacy involves the use of various types of text: continuous, discontinuous, mixed, composite, as well as various tasks aimed at developing such skills as finding and extracting information from the text, the ability to integrate and interpret the text, the ability to comprehend and evaluate the text and use the knowledge obtained from the texts for practical purposes. The development of reader literacy is carried out using such techniques and methods as the analysis of historical sources, the use of infographics, working with cases, and more. The study was practically tested in the course of the author's work with control and experimental groups of students. In the context of modern teaching methods, reader's literacy acquires a universal or supra-objective character. At the same time, this issue is a new, little-studied and promising technology not only within the framework of secondary, but also higher education.
Abstract: In recent years there has been an increase in violent behaviour among students. Numerous research studies support the power of appropriate pedagogical guidance through Physical Education as a great opportunity to tackle this problem. In this sense, the aim of this study was twofold: 1) To carry out a systematic review to analyse the effects on students of the interventions carried out through Hellison's Personal and Social Responsibility Model in the subject of Physical Education; and 2) To describe and analyse these interventions. For this purpose, the guidelines provided in the PRISMA Declaration were followed and five databases were searched: Web of Science, SPORTDiscus full text, SCOPUS, ERIC and PsycINFO. After multiple screens, a total of 12 reports were included, all of which met the proposed eligibility criteria. The results provided scientific evidence on the successful application of the Hellison’s Model, producing positive changes in a multitude of variables, highlighting those related to the satisfaction of Basic Psychological Needs, behavioural patterns, understanding of feelings and the development of educational values in students. In short, the teaching of Physical Education based on the MRPS could have a strong potential to develop more responsible individuals in their daily lives, providing interesting training possibilities for teachers and coaches.
Abstract: The article explores the competence of students majoring in early childhood education at teacher education universities in Vietnam in terms of implementing STEAM education based on self-assessment. The results of a survey of early childhood education students in their third and fourth (final) years at three universities in different provinces/cities of Vietnam show that students rated themselves as meeting all or most of the requirements of STEAM education for children. The students did not rate themselves as unsatisfactory or slightly satisfactory in any aspect. In terms of the specific aspects of competence, the students rated themselves as meeting all of the requirements for content related to the “professional qualities and ethics expressed in the organization of STEAM education” and rated themselves as meeting the majority of the requirements for items related to “knowledge and skills for organizing STEAM education for children,” which had the lowest mean scores. Therefore, universities and other stakeholders need to promote the effectiveness of the training they provide to enable such students to further develop their competence in STEAM education for preschool children, especially in terms of knowledge and skills in organizing STEAM educational activities for children. Differences in the competence levels of students from different universities also require further attention.
Abstract: One characteristic of competency-based education is the integration of knowledge, attitudes, and skills that enable individuals to make better decisions and face the challenges of their professional demands. Given this, universities must develop training models that contribute to this integration; otherwise, they cannot ensure that their students are perceived as genuinely competent. Therefore, this article aims to report in depth how the acquisition and development of the competency of complex thinking were configured in a group of students at a Mexican university with a competency-based educational model to corroborate the integral development of necessary cognition, attitudes, and skills considering the gender variable. Based on a multivariate descriptive statistical analysis, this study sought to identify particular characteristics of the sample to understand the acquisition process and student perception of their competency and sub-competencies considering the development of their various components, knowledge, and domains. In conclusion, although the results show that a moderately balanced perception of development has been achieved, there are still areas of opportunity in some aspects, as in the case of the procedural component, especially among female students. In general, the population does not perceive that the knowledge and attitudes they have developed allow them to develop useful processes or skills in professional practice, which may affect their confidence to lead projects or even enter the labor market once they graduate.
Abstract: The purpose of this article is to analyse the consistency of learning personalisation as a concept and the main characteristics that define it. Several studies focus the scope of analysis on the relevance of both teacher and student roles in the process of personalising learning. Key literature highlights three dominant components of teachers' personalising actions: attention to uniqueness, curriculum flexibility and mentoring. At the same time, the research done on the subject often refers to personalisation as a crucial dimension for promoting learner autonomy and self-regulation. The learning process, owned and driven by the learner, is treated as a result of managing a personal way of making decisions in the academic sphere. Therefore, this study focuses on the learner's ability to manage their own learning process and the sense of agency for personal and academic improvement. These aspects are outlined by several elements such as his or her self-awareness, the freedom of choice given to them and the sense of autonomy they enjoy in the traditional classroom environment. In this research, teachers' pedagogical activities were explored through a questionnaire to identify their commitment to different aspects of personalisation in their teaching. The students' activities indicating self-regulation were examined using the teachers' ratings. The results of a regression analysis showed that the three highlighted components of personalisation by the teachers in the classroom predicted students observed self-regulation.
Abstract: The cardinal changes in the socio-economic situation that have taken place in recent decades, the intensive development of market relations and integration processes have also affected the sphere of higher education, since, like many countries of the world, they find themselves in a situation of intense competition, which imposes special responsibility on managerial activity and requires current and future teachers of universities to master such an area of scientific knowledge and management practice in education. For pedagogical science, it is relevant to comprehend educational management as an interdisciplinary multidimensional phenomenon, identify the pedagogical aspects of this phenomenon, and comprehend the concepts and strategies of educational management in domestic and foreign pedagogy. The pedagogical component of this phenomenon is associated with the content and methods of organizing the educational process, with the transmission and formation of collective and individual knowledge. At the same time, these processes are carried out in organizations of various types: schools and universities, enterprises, public organizations. The implementation of the control function involves: monitoring progress and attendance, identifying possible problems for each student. The control of activity is understood as the realization of self-control of the class teacher, the student team and each student as an individual This research paper describes the problems of the methodological aspects of content-based strategies in classroom managerial activity and specifics of the designated technology, the advantages of its implementation in higher educational science, comparing the difficulties that the academic staff of the university may face when implementing it. The paper examines the contradictions faced by teachers in specific aim and teachers of specialized disciplines, and gives a critical assessment of how well curricula and programs meet the needs of teachers and students. The appropriate sides and disadvantages of using the technology of CBS in the organization of classes in order to help teachers effectively plan their activities are also investigated. In conclusion, the author argues that an integrated interdisciplinary mode to teaching profile-oriented disciplines based on the described technology is a powerful platform necessary for the training of highly qualified specialists in a specific field.
Abstract: The development of any society is impossible without the development of the potential of young people who represent its future. Mastering all the necessary knowledge for life in modern society, the formation of spiritual and moral aspects of personality – all these are the cornerstones of the education system in the past, present and future. However, over the past two hundred years, unprecedented changes have taken place in society: the transition from a class (caste) system, which predetermined a person's future, his occupation and course of life, to industrial and post-industrial one has led to the fact that all young people in developing and developed countries are facing the issue: what to be? Family, society, origin do not predetermine the person's fate any more, and his free choice comes first. However, how to make it?
That is why such a direction in educational practice as career guidance has been developing for more than hundred years, combining elements of training, enlightenment, psychological diagnostics and even entertainment. The world of professions is introduced to children from an early age, moving from light game forms to serious lectures, master classes, industrial excursions, internships, etc. Thus, a certain experience of professional orientation has already been accumulated both in the world and in Russia. The authors of this study aimed to study the essence of professional orientation, describe some world and Russian practices, and identify the effectiveness of career guidance using a sociological survey of students of Moscow universities.
The conducted research has shown that the attention paid to the career guidance is still insufficient both at the state and at the level of individual educational organizations: schools and universities. The authors have developed a system of career guidance activities at school, based on the age of the target audience and the list of career guidance activities for universities too. The practical significance of these recommendations is to increase the effectiveness of career guidance at school and university, motivation growth and involvement of young people in the process of education and mastering of an interesting chosen profession.
Abstract: Preparing students for independent learning and creating lifelong learning habits are the main objectives of the contemporary school. In this research, we present the opinions of the students and their teachers about how the primary school prepares them for independent learning and for higher levels of education. Initially, the topic of this paper is treated in the theoretical aspect, where scientific arguments are given for the importance of independent work of students in their intellectual formation and psycho-social development. The implementation of critical thinking as an alternative for reforming our schools is based on progressive theory, which organizes the lesson with the student at the center. From this viewpoint, we want to present our findings on the effects of implementing contemporary learning strategies of critical thinking in preparing students for independent learning. The opinions of students and teachers, which we compare and analyze in this paper, were obtained from two school environments. From schools that have reformed their pedagogical practice through contemporary teaching methodology and from school environments that still work mainly according to traditional and conservative methodology.
Abstract: Hungary has a long agricultural tradition, but in recent years it has become more and more innovative, opening up to digital and sustainable trends. These trends include school-based independent farms and point-of-sale systems. While not all of the 61 vocational secondary schools in the new umbrella organisation (Agricultural Training Centres) set up by the Ministry of Agriculture are farms, our sample includes three institutions that are engaged in this type of activity. In our sampling procedure, the selection of the study population was determined by the proximity of the school to the area within our reach (max. 100 km, but in a different county) and by our personal knowledge of the head of the institution, whose willing and supportive cooperation formed the basis of our research. The 210 students in our non-representative sample were from a Jász-Nagykun-Szolnok county institution, 114 from a Bács-Kiskun county institution and 36 from a Csongrád county institution, making a total of 360 students. In the context of multifunctionality and sustainable education, there are many educational and pedagogical goals for such a self-driven phenomenon. Based on our empirical researches, we believe that the education system has an important role and responsibility in educating our young people to become conscious and environmentally friendly consumers, and in this spirit we have developed a proposal for an action plan (Student Enterprise Project) that could complement the agricultural practice activities in a way that is sustainable and self-development-oriented, and of course in a form that can be adapted to school.
Abstract: This article is aimed at considering the issue of teaching vocational oriented foreign language reading to engineering students (oil industry students in particular). Such reading skills are substantiated to be essential for future specialists. The concept of vocational oriented foreign language reading is introduced; some aspects of teaching this type of reading to enhance the efficiency of the learning process are explored, the feasibility of using authentic, vocational oriented foreign language text and developed exercises to them in the educational process is analyzed. In the course of the study, we used the following methods: conducting a survey, testing, quantitative and qualitative analysis of the data obtained, statistic data processing. Data processing and graphical representation were carried out using computer programs SPSS 17.0 (IBM) and Microsoft Office Excel 2017. The article covers a review of experimental training vocational oriented foreign language reading, as well as the results of this work, which show that vocational oriented foreign language reading makes the process of learning to read vocational texts more effective, leads students to better grasp of material in a foreign language and allows to increase students’ motivation of foreign language learning. The outcome of the experimental learning included not only improvement of the skills of future oil field specialists in reading and understanding texts, but also revealed a number of problems in the educational process. Thus, our findings have implications for further research.
Abstract: According to international studies, teachers experience more stress than representatives of other professions and are included in the group of occupations with a high presence of stress factors. This is due to the hard work of teachers in terms of high responsibility, motivational and personal involvement in pedagogical work, as well as significant participation in communication with school children or students that determine the stressful nature of the teacher's activity. Difficulties were especially noticeable when teachers switched to distance education in the context of the COVID-19 pandemic. This study examines the predictors of stress affecting the mental health of female teachers in schools and universities in Central Asia (Kazakhstan and Kyrgyzstan) during distance (online) learning at the time of the pandemic. In addition, according to the results of the study, it was found that in the conditions of COVID-19, the impact of the level of material and technical security/access on mental health is important when female teachers have a good social climate at work. The study also confirmed that the impact on mental health is most noticeable when female teachers are more actively involved in the decision-making process with specific organizational goals in accordance with a participatory management policy, and female teachers often receive feedback about their work. Female teachers at universities and schools were surveyed using a random stratified sampling method, and an anonymous online survey was conducted. Responses from school and university women teachers/lecturers were collected in Google Forms, which subsequently led to a comparative analysis of stress factors affecting their mental health. A total of 748 female teachers took part in the survey. Empirical research is based on a quantitative research method and uses a survey data collection methodology. Stress factors among female educators were tested by T-test analysis using SPSS.22 software.
Abstract: Purpose of research: Conduct a comparative evaluation of the quality of life based on physical and psychological health of medical university students. Methods and materials of research: quality of life, health-related, were studied using questionnaires the SF-36 questionnaire from 333 students 1 and 5 courses, (1 year – 133 respondents, the average age 18.02 + 0.5, 5 year – 200 students, average age 22.4+0.8;). Results: The Level of physical functioning of 5th year students was significantly higher (PF 97.7+_10.8) than that of first year students (PF 81.5+_24.86) p < 0.001. Decrease of role physical functioning at students of 1 course (RF 70.11+-29.7) against (RF 88.21+-23.19) at respondents of 5 course is established. Average pain intensity and General health have proved to be lower (BP 82,83-+17,56; GH 69.85-+15.03) compared with those of senior students (BP 87.57-+16.12; GH 79.37-+15.95), p < 0.001. The novelty of the research: An assessment of the gender characteristics of the self-assessment of the quality of life of students showed that female 5th-year students, compared with men, showed statistically significant high values of the variable of role-based physical functioning due to physical condition (p < 0.03), while among the interviewed first-year students, the components of physical and psychological components of health did not demonstrate a significant dependence on gender (p > 0.05).
Abstract: The notion of happiness has been the subject of debate and study for centuries. It has been demonstrated that happiness has a significant influence on the individual achievements and professional goals, a fact that should be taken into consideration in all stages of education, including university studies. The aim of this study is to measure the individual level of happiness of undergraduate students and their relationships with specific aspects that can impact in their happiness, such as family, friends, the university and money. The study made use of the Oxford Happiness Questionnaire (OHQ), as well as items from the Multidimensional Inventory of Students Quality of Life (MIS-QOL), on a sample of 375 undergraduate students in Spain. Structural equation model (SEM) methodology was used to corroborate the significant personal and social causalities of happiness identified in previous studies. The results of the study were (i) the factor which most influences happiness is the perceived quality of relationships with family, followed by (ii) the perceived quality of relationships with friends, and (iii) university students who ascribe greater importance to money have lower levels of happiness. The conclusions support the implementation of practical applications that restore the humanistic spirit of university curricula.
Abstract: Ensuring a quality educational process requires competent teachers who are able to recognize the individual characteristics of students with dyslexia and provide them with appropriate support. This study on a sample of speech and language therapists (N = 18) and elementary school teachers (N = 431) had the following aims: (1) to determine the content validity of the Teachers' Knowledge about Dyslexia Scale, (2) to explore teachers' knowledge about students with dyslexia, and (3) to determine differences in teachers' knowledge about students with dyslexia according to their participation in different forms of professional development activities (pre-service, in-service, and self-directed learning). The constructed measuring instrument contains 29 statements about etiology, characteristics, and teaching strategies for students with dyslexia. The content validity was verified using the Delphi method in three rounds until a consensus of 90 % was reached by SLT experts. The Teachers’ Knowledge about Students with Dyslexia Scale was applied to a sample of Croatian elementary school teachers of first- to eighth-grade students, who had experience in teaching students with dyslexia in the last three years. The results show that most teachers know some specific strategies for teaching students with dyslexia and, to a lesser extent, the causes of dyslexia. Most of the misconceptions regarding students with dyslexia are related to its causes and specific characteristics. A higher level of knowledge about dyslexia is possessed by teachers who have received professional training in teaching students with dyslexia through pre-service, in-service, and self-directed learning. A similar pattern of insufficient deep knowledge of the etiology and symptoms of dyslexia among the teachers was confirmed, clearly indicating the need for significant improvements in teacher competencies in all forms of professional development.
Abstract: There are relatively few scientific sources, which help to reveal the phenomenon of self-authorship in the mentoring process, when a social contact is established between a young, less qualified person and a senior specialist with more professional experience. Thus, this study strives to find the answers to the emerging research questions: what are the preconditions for the emergence of self-authorship in mentoring; what are the interrelationships between these processes. Semi-structured on-line interviews using an interpretative research approach were conducted. The 12 pre-school mentor teachers participated in the research on voluntary basis. After thematic analysis of the interview data, the 2 major themes and 5 sub themes have emerged. Pre-school educators perceive self-authorship as a cognitive journey, i.e. the process of creating their own personal qualities and self as a mentor via helping others, as well as cognition of the young educator’s motivation to work in pedagogy and develop themselves at the same time. Self-authorship manifests an informal assistance to mentees. This support presupposes the need for collegial learning, sharing of experience, that promotes the overall growth of the whole teaching staff. The study findings express the need of a deeper analysis of how self-authorship contributes to the formation of a new role of a teacher-mentor in pre-school education. It is also necessary to explore the propensity of pre-school educators towards collegial learning in a more detailed way. Finally, the study contributes to the understanding of the critical concept of self-authorship in professional contexts.
Abstract: The global COVID-19 pandemic has caused one of the largest disruptions in world education systems ever in history. This situation has greatly affected the educational systems, causing unprecedented pressure “from above” and the need for strategically unpredictable changes in educational organisations. The COVID-19 pandemic is a recent example of a globally imposed change for nations across the globe. Unlike the organisational change research that has existed so far, school principals have simultaneously become change initiators and executors in their school in the context of this imposed change. In this case, school principals may hold negative attitudes towards the change, and thus resist change implementation and do not support their school community members. Therefore, the paper examines whether, and to what extent, school principals’ leadership style (adaptive, distributed, collaborative) predicts their positive attitudes towards change. For this purpose, 229 school principals from Lithuania took part in this study. A quantitative research strategy, using adaptive, collaborative, and distributed leadership, and attitude towards change scales, was applied. The findings from multiple linear regression reveal that adaptive, distributed, and collaborative leadership styles are positively related to their positive attitudes towards change. More specifically, adaptive leadership is the strongest predictor for school principals’ positive attitudes towards change. The study uncovers the under researched connection between the leadership style and attitudes towards change in the light of the imposed changes and gives practical implications for the future.
Abstract: Technological developments that take place nowadays and the accompanying process of digitalization in every area entail serious challenges for the whole society and for the system of education as its integral part. As a result, the teaching process nowadays, including foreign language teaching, involves using a wide range of technical and technological facilities. This paper analyses the possibilities of using digital intelligent technologies in university academic process with the focus on teaching a foreign language to students of higher education institutions specialising in the technical field. The work gives a review of existing online study courses, educational platforms, and artificial intelligence (AI) technologies. The key features of several intelligent applications that are in common use are also outlined. The paper presents a description of a pedagogical experiment carried out in a technical university and aimed at estimating the effectiveness of integration of digital tools into the teaching and learning process. The outcomes of the experiment are evidence that using digital technologies enhances the learning activity and motivation of the students, with a positive impact on their lexical skills and overall performance, which as a result leads to achieving the ultimate goal of language learning, the communicative competence. The article also offers specific recommendations on the choice of electronic educational resources and outlines a number of problems encountered while using digital software.
Abstract: The development of written translation competency in economics students is a topical problem in foreign language teaching. The object of the study is the method of teaching written translation to economics students. The subject of the research is testing the efficiency of the method for teaching written translation of business correspondence to economics students in the framework of English as a foreign language. The goal of the study is to develop a model for teaching written translation of business correspondence and to substantiate its use in the training of economics students. The authors propose and experimentally test a method of teaching the translation of English-language business correspondence. The research methodology involved a pedagogical experiment conducted in several stages with four experimental groups (120 students). The experiment included the selection of suitable educational materials, the development of a set of exercises, and criteria for evaluating WTBC skill formation. The efficiency of two teaching variants, Variant A and Variant B, was compared. The results obtained evidence that the use of appropriately selected educational material and a set of exercises developed on its basis ensure the high quality of the written translation of business correspondence by students. Furthermore, the variant of performing special exercises to improve translation skills in all types of business correspondence at the end of each learning cycle improves learning outcomes.
Abstract: This article aimed to identify the attitudes of undergraduate students towards online English language learning in the North-Eastern Federal University, Russia. The questionnaire was conducted using Google form. The sample included 303 undergraduate EFL students. The research subjects are the students of Institute of Engineering and Technology, Institute of Mathematics and Information Sciences and Automobile and Road College. The research tools were questionnaire and Chi-square test. The data were interpreted in terms of three parameters: by gender, by place of residence and by academic achievement. By gender 180 respondents were male, while 123 were female. The number of rural students is 125 students, whereas urban students make up 178. The majority of students (65,7 %) are B grade students, 16,2 % of students are A grade students, 18,2 % of students are С grade students. The results of the study revealed that students have a favourable attitude to online learning. In particular, female students were statistically detected to have a more complimentary attitude to online learning than male students. In contrast, the statistics did not discover the preference of online learning by the place of residence. As it was also shown that academic performance did not affect the preference of online learning. The challenges faced by students are slow Internet connection, non-comprehension of learning material, lack of effort and interest, and lack of personal space. In addition, this study revealed the unpreparedness of university network infrastructure and its technological capacity for conducting online classes. The study discovered that students prefer an equal mix of online and face-to-face instruction.
Abstract: In accordance with the requirements of the professional standard, the teacher of the modern school must have skills related to digital technologies, communicative competence, and the skill to manage educational projects. Professional development of future specialists requires organization of purposeful practical activities, within which students of pedagogical specialties will be able to acquire skills to work with information, use various software environments to create the e-portfolio and present necessary educational resources in it.
The purpose of the research is to study the impact of participation of future teachers in practical activities of developing the multifunctional interactive portfolio of their professional development.
The methodology is based on the analysis of the didactic potential of the e-portfolio technology, support for UNESCO initiatives, state programs for the development of education. The analysis and generalization of literature on the problem of using interactive tools in the digital school, processing of test results are applied. The software tools are: interactive simulators; timelines; mental maps; presentations. The experiment involved 80 students of Vyatka State University who major in Pedagogical Education (bachelor degree level).
Research results. The implementation of the system of practical exercises on the development of the multifunctional interactive portfolio made it possible to change the nature of interaction between participants in educational relations in the experimental group; to improve quality of services in the electronic form; to determine priority areas for development for each student, etc.
In conclusion, the features of applying the proposed portfolio model are described: principles of the unity of education and upbringing, individualization, variability, reflection and cooperation; the system of components that take into account professional competences, etc.
Abstract: It is a well-known fact COVID-19 has changed our concepts about crisis situations and forced us to make changes in every area of our lives, some of which are still there to stay. The article investigates online education in Hungary from the instructors' perspective focusing on experience, digital competences and the digital tools provided. After exploring the difficulties, the future of online education is addressed. It is hypothesised that the success of digital education depends to a large extent on digital competences, digital tools and also the content and structure of education. That is why difficulties are perceived differently. The research is based on a questionnaire completed by 681 instructors from 36 Hungarian higher education institutions in the summer of 2020. The research results indicate that due to the stringent emergency measures, teachers were forced to reschedule their classes, which led to a variety of difficulties, but online education will continue to play a significant role in the future. In the long run, digital learning environments and schools in general should be taken into consideration. According to the findings, developing digital skills is critical so educational systems and curriculum must be revised in terms of content and technology as it is of paramount importance to keep track of both instructors' and students' digital skills on a regular basis.
Abstract: The aim of the study is to analyze the financial knowledge of high school students in Mexico; its relationship with the student's age, gender, and condition of studying and working. The study is a non-experimental quantitative, descriptive, exploratory, and correlational cross-sectional study. Through a non-probabilistic sampling by self-determination, the total participants were 423 students enrolled in three institutions of Higher Education, all belonging to the state of Oaxaca. For the application of the instrument, we had the support of some teachers to share a link to Google forms. In order to determine the relationship between financial literacy (FL) and other sociodemographic variables (gender, age, and employment status), a dichotomous Probit model is used. The results show low financial literacy of the students, who only a fifth understand the concepts of compound interest, inflation, and diversification; no gender difference was identified in this age group. The significant effect of the interaction variable (gender and condition of studying and working) on the probability of understanding the effect of inflation on purchasing power is evident. Therefore, the results obtained can contribute to the design of financial education (FE) programs for young people at an early age that allows them to make informed financial decisions in any aspect of their personal and work life.
Abstract: The effective implementation of the goals of solving modern problems in the field of education depends on the creative indicators of the student and the degree of independent development of the personality. The purpose of this study is the theoretical development and practical testing of a model for the development of creativity of students in the educational process, including identifying the prerequisites and pedagogical features of the studied process. To achieve this goal, we organized and conducted experimental work with students of various intellectual schools. A total of 164 people took part in the study at different stages of experimental work: 14 teachers, 150 students (75 each in the experimental and control groups). As a result of the study, the effectiveness of the potential of the study group as a prerequisite for preparing students for a socio-cultural environment was proved. A model for the development of students' creativity indicators has been developed and theoretically substantiated. The model was tested, the prerequisites for the development of students' creativity in the author's version were identified and the criteria for the formation of students' creativity were selected and proved. To determine them, along with qualitative indicators, the results of the assessment of competent specialists, standardized tests and methods are used. The correctness of the studies carried out was confirmed by the possible duplication of the results of the experimental study, statistical indicators confirming the objectivity, reliability of scientific conclusions.
Abstract: The purpose of the study is to assess the readiness of future mathematics teachers to use digital educational resources and analyze their efficiency in the study of geometry in Kazakh universities. The relevance of the study is due to the lack of serious scientific research and reliable data on the effectiveness of using digital educational resources as part of studying mathematical disciplines. An experimental study of the readiness of students majoring in mathematics to use digital educational resources in the study of geometry is carried out based on the Auezov South Kazakhstan University at the Mathematics Department of the Faculty of Natural and Pedagogical Sciences. As part of the experimental work, in the 2020-2021 academic year, an experimental group of 49 students and a control group of 51 students, a total of 100 people, were formed from first-year students in the 6B01510 Mathematics educational program. The main objective of the experimental study was to determine the efficiency of students’ learning with and without the adoption of digital educational resources in the educational process. The survey method is employed to assess students’ psychological readiness to use digital educational resources and the level of the development of their motives to do so. The methods of educational testing and methodological experiment are used to establish the effectiveness of digital educational resources in the university study of geometry. Since the readiness of future mathematics teachers to use and implement digital educational resources in the learning process is found to be high at the first stage of the study, it is deemed necessary to conduct a methodological experiment on the implementation of digital educational resources in the learning process. As part of the five-semester-long methodological experiment, students in the experimental group were taught with the use of digital educational resources, while the control group students studied using the traditional geometry teaching system. The final results based on student testing and the application of statistical methods demonstrated the effectiveness of the use of digital educational resources in the university study of geometry, which leads to higher test scores.
Proceeding from the results of the study, the authors conclude on the feasibility of using digital educational resources in the learning process in the study of mathematical disciplines.
Abstract: This paper addresses the evolution of vocational-technical education in Ukrainian lands within the Russian Empire. Chronologically, the study covers the period between the late 18th and early 20th centuries. This part of the work is primarily focused on the making and development of particular vocational-technical institutions in the region under examination as well as the specialized and vocational-technical education offered by regular educational institutions in the period between the late 18th and the last quarter of the 19th centuries. During that period, Ukraine was mainly an agrarian region, so relatively little attention was paid there back then to the training of industrial workers. At the same time, the region witnessed brisk development in its shipbuilding and seaborne trade sectors, which would result in the emergence of the region’s first vocational educational institutions – Naval Architecture School and Merchant Shipping School in the city of Kherson. In the first half of the 19th century, the city of Chernigov became home to a trade school and industrial arts instruction began to be implemented in educational institutions of different types in the region. In addition, there emerged schools of horticulture, winemaking, arable farming, apiculture, etc. Despite a number of reforms in the education system, the region still had no system of vocational-technical training in place in the mid-1860s. Of particular note is the role of the Russian Technical Society, which was one of the key initiators of the organization of vocational-technical education in the Russian Empire as a whole and in the Ukrainian lands in particular. However, there were fewer vocational-technical educational institutions in Ukrainian governorates back then than in industrially developed Russian governorates.
Abstract: The article reconstructs the social portrait of honorary members and doctors of the Kharkiv Imperial University in 1804–1917 (from its foundation till the Russian Empire collapse). The research is based on rare sources.
All honorary members and doctors were analyzed from the social, national, occupational and other perspectives. We verified 255 persons with honorary university titles. In some cases, no important biography features resulted in the incomplete problem reflection. However, it did not prevent us from summarizing obvious trends in the imperial and Ukrainian higher education.
In particular, the rate of honorary title conferment differs in various periods: the lowest amount for the 1870s and the 1910s, the highest amount for the university first years and the 1850s.
Most honorary members and doctors of the Kharkiv Imperial University came from nobles, clergies and petits bourgeois. Sometimes, peasants were represented as well.
Ethnically, most members and doctors were Russians or foreigners. Ukrainians covered under a quarter of them.
In general, the honorary staff of the Kharkiv Imperial University reflected main development trends of the imperial higher education.
Abstract: This work explored the pedagogical periodical press in the Riga Educational District in the period 1832–1915.
The principal sources for the study were a set of works of a reference-encyclopedic nature.
The study’s findings revealed that due to its small population the Riga Educational District had a relatively small number of pedagogical journals – just seven. A major producer of pedagogical periodicals was Reval Gymnasium (established in 1631). It is at this educational institution that one of Russia’s first pedagogical journals, Raduga, and Europe’s first journal on mathematics instruction, Uchebny Matematichesky Zhurnal, emerged in the 1830s. Both were published by the school’s instructors. Another two pedagogical journals (Gimnaziya and Pedagogichesky Yezhenedel'nik) were published in the 1890s – both by G.A. Yanchevetsky, Director of Reval Gymnasium. Unlike the instructors, the director had significant funding at his disposal – and that enabled him to publish the periodicals for nearly 10 years, whereas the former had to discontinue their projects as early as the second year.
Two of the periodicals served as the educational district’s official organ – first Bulletin of the Dorpat Educational District, and later (following a reorganization of the district and the transference of its capital to Riga) Bulletin of the Riga Educational District. In 1908, an attempt was undertaken to produce Shkol'naya Zhizn', intended as a vehicle for publishing the unofficial part of Bulletin of the Riga Educational District. However, this attempt failed too – the publication ceased to exist that same year.
Abstract: This article explores the history of everyday life in female schools within the Kharkov Educational District of the Russian Empire in the period 1860–1862.
The principal sources for this study are the schools’ annual reports for the first year of their operation, which were published in Bulletin of the Kharkov Educational District. These reports were analyzed, key similarities and differences were identified between the female schools, and conclusions were drawn as to the extent of the influence of local factors on their operation. The schools were analyzed across the following seven aspects: 1) prehistory; 2) Board of Trustees; 3) staff pay; 4) student composition and tuition pricing; 5) teaching staff and the Pedagogical Council; 6) curriculum; 7) budget.
The first part of the article examined three educational institutions, which operated under significantly different conditions to each other: 1) Mariinsky Kharkov First-Class Female School – the district’s largest and richest school; 2) the Female Department of Kupyansk Uyezd School – extremely poor and weak, yet set to be transformed into a second-class female school in the year following its establishment; 3) Lipetsk Second-Class Female School – a stable, successful uyezd school. It was shown that, despite formal unity across the country’s laws on female education, in actuality the schools were significantly different from each in key parameters: 1) cost of attendance (Mariinsky Kharkov Female School was not free to attend, Lipetsk School was free to attend for most, and students at the Female Department of Kupyansk School could attend the school’s core courses for free and would have to pay to attend its elective ones); 2) staff pay (which in Mariinsky Kharkov Female School was twice what it was in Lipetsk School, while most of the teaching staff in the Female Department of Kupyansk School worked for free); 3) social composition of the student body (Mariinsky Kharkov Female School had many students of noble descent, but there were almost no urban commoners, and it was the other way round in Lipetsk Female School). With that said, a key factor determining a school’s special nature was the attitude of the local community toward it, as each was managed by a board of trustees composed of representatives thereof and all efforts to make the schools self-sufficient would eventually fail, with each mainly subsisting on donations.
Abstract: This work explored the operation of public libraries in the Russian Empire at the turn of the 19th and 20th centuries. Consideration was given to the legal-and-regulatory framework for such libraries, their distribution by type, and the key characteristics of how their book stock was funded and built.
The principal sources for the study were relevant collections of materials and those of published documents.
The study’s findings revealed that at the turn of the 19th and 20th centuries public libraries served in Russia as an important tool for the self-education of both the nation’s young and adults. By the end of the 19th century, a significant amount of experience had been amassed in Russia in terms of educating youth and creating the conditions for fostering citizenship in individual members of society. This education was grounded in the family as the basis on which the state is organized, benevolence, and staying true to one’s obligations.
By the start of the 20th century, Russian librarians managed to create the conditions for popularizing public libraries in society. This was done via visual attraction (e.g., attracting young readers via drawing and painting exhibitions) and a diverse repertory, typically dominated by works of fiction. The nation’s vast network of libraries provided its population, including those living in the countryside, with an opportunity to self-educate.
Abstract: This set of articles relies on a set of reference and memorandum books spanning 1873–1917 to explore the development of the system of public education in Astrakhan Governorate, a region in the Russian Empire. This is the fourth, and final, piece in the set. It addresses the period 1908–1916.
The principal sources used in this work were the Memorandum Books for Astrakhan Governorate spanning 1908–1918, the Most Faithful Reports of the Chief Procurator of the Holy Synod spanning 1908–1916, certain legislation of the Russian Empire (the Law of May 3, 1908), and a set of relevant documents from the Russian State Historical Archive.
In terms of methodology, use was made of the following research methods: historical-comparative, historical-typological, historical-systematic, historical-genetic, historical-statistical, content analysis, and synthesis.
The study’s findings revealed that in the period from 1908 to 1914 the size of the student body in the region grew 1.22 times and the number of educational institutions there increased 1.16 times, which vis-à-vis the other regions of the Russian Empire examined is a fairly modest figure. The boy to girl student ratio was 1.75:1 in 1914 – i.e., female students were outnumbered by nearly twice as many male ones. This can be explained by the significant number of Muslim settlements in the region at the time.
In the period under examination, the number of secondary educational institutions in Astrakhan Governorate increased insignificantly and the number of lower educational institutions there declined, while the number of students enrolled in them increased, which indicates the region’s institutions of this kind becoming significantly larger.
The dynamics of growth in the number of primary educational institutions in the region in the period from 1908 to 1914 were, likewise, fairly modest (an increase of 1.2 times). However, the number of students in this sector increased more noticeably, which may be explained by the passage of the Law of May 3, 1908 (focused on increasing funding for primary educational institutions).
By the end of 1914, the number of Orthodox Christian church schools in the region (not included in the above statistics) was 593, with a combined enrollment of 14,786 students. Most of these educational institutions were one-grade schools. This may be explained by the desire of the governorate’s authorities to reach as wide a portion of the population with education as possible.
Overall, by January 1, 1915, of the region’s 116,326 school-age children, school was attended by 58,983 individuals, i.e. roughly half of that group.
Abstract: This paper is the second part of a study focused on the system of public education in Kursk Governorate in 1808–1917. It covers the period 1900–1917.
The primary sources used for this work are archival sources and collections of published documents. The first group is represented by the Russian State Historical Archive (Saint Petersburg, Russian Federation), more specifically records from the Ministry of Public Education containing the numbers of school-age children (ages 8–11) and students as at January 1, 1915, across the regions of the Russian Empire. The second group includes the annual statistical digest Overview of Kursk Governorate, The Most Faithful Report of the Chief Procurator of the Holy Synod, and certain statistical materials on educational institutions in Kursk Governorate.
The study’s findings revealed that the system of public education in Kursk Governorate experienced in 1900–1917 a period of dynamic development. During this period, the region witnessed a sharp increase in the number of secondary educational institutions, with all cities, including uyezd ones, and even some villages, there reached with secondary education. The region’s lower education sector witnessed an improvement in the quality of education through a reorganization of uyezd schools into urban ones, and in 1903 there began a real boom in the opening of vocational schools. However, the biggest success was achieved in the region’s primary education sector, where school was attended by 1916 by 80 % of its school-age children.
Abstract: This work examines the history of the P.A. Cherkasov Fundamental Electronic Library, which was created and currently operates at Cherkas Global University.
The principal sources for this study are relevant documents from the Archive of Saint Petersburg History Institute of the Russian Academy of Sciences (Saint Petersburg, Russia) and materials from the personal archive of A.A. Cherkasov. In addition, use was made of the publication ‘Cherkas Global University (1992–2022): A Collection of Documents’.
The study’s findings revealed that over the period from 1992 to 2023 the fundamental library of Cherkas Global University worked its way from a personal library to a full-fledged fundamental electronic library. In 2019–2020, the bulk of the prerevolutionary (antiquarian) holding of A.A. Cherkasov’s personal library was donated to the Library of Congress (USA) and the electronic fundamental library was created. In 2022, the library was named after Prokopii Antonovich Cherkasov, who in the early 18th century established a shelter for the visually impaired in Keret'. Today, the P.A. Cherkasov Fundamental Electronic Library numbers over 61,000 items, with this stock continually growing.