Pub Date : 2024-02-29DOI: 10.15293/2658-6762.2401.09
T. Ermolova, Natal’ya Vasil’evna Savitskaya, O. Dedova, A. V. Guzova
Introduction. The significant and only partially solved problem of preserving cultural heritage and linguistic diversity in the world can obtain additional ways of solving by means of using modern technologies, in particular, the Artificial Intelligence (AI). The purpose of this article is to analyze up-to-date research data on the possibility of preserving linguistic diversity by means of Artificial Intelligence technologies and evaluate their effectiveness taking into account linguistic transformations determining the development of AI. Materials and Methods. This review is aimed at analyzing the data available in scholarly literature on the potential of artificial intelligence in preserving linguistic diversity and the existing limitations in the case of its application to rare and endangered languages. Results. The search for data on the research problem revealed that using AI technologies as tools for implementing the task of preserving linguistic diversity is still the subject of discussion mainly in the media and public spheres and is extremely poorly represented in academic literature. Among the challenges partially related to the potential of AI is the linguistic bias of many AI systems, which is rooted in the data used to train them, which can further entrench social and linguistic inequalities among certain ethnic groups and create difficulties in building educational models for teaching these languages with the help of AI. The authors argue that AI systems can be trained to recognize and analyze linguistic patterns of languages that have been understudied or are endangered, including building educational models in native languages for small ethnic groups at risk of losing the language of communication. There is evidence that AI can recreate lost languages. A major challenge in using AI to preserve linguistic diversity is the lack of data on many languages that are rarely used in the media space or are endangered. Conclusions. Finally, the authors conclude that AI technologies are recognized as promising for preserving linguistic diversity.
{"title":"The potential of artificial intelligence in preserving linguistic diversity for future generations","authors":"T. Ermolova, Natal’ya Vasil’evna Savitskaya, O. Dedova, A. V. Guzova","doi":"10.15293/2658-6762.2401.09","DOIUrl":"https://doi.org/10.15293/2658-6762.2401.09","url":null,"abstract":"Introduction. The significant and only partially solved problem of preserving cultural heritage and linguistic diversity in the world can obtain additional ways of solving by means of using modern technologies, in particular, the Artificial Intelligence (AI). The purpose of this article is to analyze up-to-date research data on the possibility of preserving linguistic diversity by means of Artificial Intelligence technologies and evaluate their effectiveness taking into account linguistic transformations determining the development of AI. Materials and Methods. This review is aimed at analyzing the data available in scholarly literature on the potential of artificial intelligence in preserving linguistic diversity and the existing limitations in the case of its application to rare and endangered languages. Results. The search for data on the research problem revealed that using AI technologies as tools for implementing the task of preserving linguistic diversity is still the subject of discussion mainly in the media and public spheres and is extremely poorly represented in academic literature. Among the challenges partially related to the potential of AI is the linguistic bias of many AI systems, which is rooted in the data used to train them, which can further entrench social and linguistic inequalities among certain ethnic groups and create difficulties in building educational models for teaching these languages with the help of AI. The authors argue that AI systems can be trained to recognize and analyze linguistic patterns of languages that have been understudied or are endangered, including building educational models in native languages for small ethnic groups at risk of losing the language of communication. There is evidence that AI can recreate lost languages. A major challenge in using AI to preserve linguistic diversity is the lack of data on many languages that are rarely used in the media space or are endangered. Conclusions. Finally, the authors conclude that AI technologies are recognized as promising for preserving linguistic diversity.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140415639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-29DOI: 10.15293/2658-6762.2401.05
V.V. Barkova, N. Mamylina, N. Uvarina, Shakhrudi Shagidovich Bechiev, Anfisa Vyacheslavovna Vorozheikina, A. Savchenkov
Introduction. Currently, professional education is not often based on the natural inclinations of a person, their development with subsequent extrapolation into the chosen field of activity, which is not just the main scientific problem in the qualitative preparation of professionals, but also does not allow a comprehensive mapping of the natural multidimensional integrity of a person, its large-scale deployment of its natural essence in one or another sphere of social activities and the inter-sphere space in which a person will have to grow professionally, develop, build themselves and their life prospects. The article presents a theoretical overview of the genesis of professional education in various historical epochs, starting from the earliest civilizations of the world to the present time, in a philosophical and cultural context. According to the authors, this review will serve as a theoretical basis for understanding the peculiarities of the formation of professional education in Russia, ways to reform it at the present time, search for promising areas of these transformations, the emergence of innovative professions, professional goal-setting, the development and implementation of multidimensional manifestations of the natural integrity of human inclinations as a subject of professional activity, improving the quality of their life and satisfaction with the profession. The research purpose of the article is to analyze the philosophical and cultural genesis of the formation of professional education system in the history of human existence. The position is substantiated that professional education should be one of the ways to reveal the multidimensional integrity of human natural inclinations, and the profession should be considered as an independent occupation, determined firstly by the natural origin, and secondly by the social division of labor operations, social challenges and orders. This requires special technologies and through evidence-based pedagogy – to get access to educational practice, in which decisions on the application of educational approaches and methods of professionalization are made based on the available evidence of their effectiveness, and such evidence is searched, compared, generalized. Materials and Methods. The methodological basis of the research is based on philosophical, cultural and systemic approaches. The theoretical and methodological support in the construction of the material was the dialectical method, which contributes to the objective grasp of the concrete historical circumstances of human existence in the context of professional formation. Methods used by the authors include comparative historical, deductive, chronological ones, as well as generalization and analysis. Results. The main results presented in the article are philosophical, cultural and socio-philosophical analyses of the genesis of professional education and revealing its specific socio-cultural features in the comparative context of so
{"title":"Professional education as a way to discover the multi-dimensional integrity of a human","authors":"V.V. Barkova, N. Mamylina, N. Uvarina, Shakhrudi Shagidovich Bechiev, Anfisa Vyacheslavovna Vorozheikina, A. Savchenkov","doi":"10.15293/2658-6762.2401.05","DOIUrl":"https://doi.org/10.15293/2658-6762.2401.05","url":null,"abstract":"Introduction. Currently, professional education is not often based on the natural inclinations of a person, their development with subsequent extrapolation into the chosen field of activity, which is not just the main scientific problem in the qualitative preparation of professionals, but also does not allow a comprehensive mapping of the natural multidimensional integrity of a person, its large-scale deployment of its natural essence in one or another sphere of social activities and the inter-sphere space in which a person will have to grow professionally, develop, build themselves and their life prospects. The article presents a theoretical overview of the genesis of professional education in various historical epochs, starting from the earliest civilizations of the world to the present time, in a philosophical and cultural context. According to the authors, this review will serve as a theoretical basis for understanding the peculiarities of the formation of professional education in Russia, ways to reform it at the present time, search for promising areas of these transformations, the emergence of innovative professions, professional goal-setting, the development and implementation of multidimensional manifestations of the natural integrity of human inclinations as a subject of professional activity, improving the quality of their life and satisfaction with the profession. The research purpose of the article is to analyze the philosophical and cultural genesis of the formation of professional education system in the history of human existence. The position is substantiated that professional education should be one of the ways to reveal the multidimensional integrity of human natural inclinations, and the profession should be considered as an independent occupation, determined firstly by the natural origin, and secondly by the social division of labor operations, social challenges and orders. This requires special technologies and through evidence-based pedagogy – to get access to educational practice, in which decisions on the application of educational approaches and methods of professionalization are made based on the available evidence of their effectiveness, and such evidence is searched, compared, generalized. Materials and Methods. The methodological basis of the research is based on philosophical, cultural and systemic approaches. The theoretical and methodological support in the construction of the material was the dialectical method, which contributes to the objective grasp of the concrete historical circumstances of human existence in the context of professional formation. Methods used by the authors include comparative historical, deductive, chronological ones, as well as generalization and analysis. Results. The main results presented in the article are philosophical, cultural and socio-philosophical analyses of the genesis of professional education and revealing its specific socio-cultural features in the comparative context of so","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"1 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140410729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-29DOI: 10.15293/2658-6762.2401.01
Lyudmila V. Elizarova, O. Trubitsina, Elena Yurievna Semenova, Ekaterina Alekseevna Kostina, N. V. Bagramova
Introduction. The article investigates the problem of enhancing students’ ability and willingness to perform professional tasks. The research aim is to identify the characteristic features of practical training design in the context of educational system transformation. Materials and Methods. In order to solve the research tasks, we used the following methods: questionnaire survey of students (n=159) and teaching staff (n=98), observation of the educational process, analysis of laws and regulations as well as scholarly literature on the subject, and focus group discussions of employers, students, and practical training supervisors. Results. We identified core components of practical student training and comprehensively analysed this concept. The analysis revealed the characteristic features of practical training design during education transformation. Furthermore, the study substantiated the viability of modular and step-by-step designs of the practical training system aimed at the development of students’ ability and willingness to perform professional tasks. Conclusions. We consider the characteristic features of practical training design to be the basis of effective educational design aimed at the development of students’ professional competencies and strengthening the tendencies of practice-oriented learning.
{"title":"Characteristic features of designing the system of students’ practical training in the context of education transformation","authors":"Lyudmila V. Elizarova, O. Trubitsina, Elena Yurievna Semenova, Ekaterina Alekseevna Kostina, N. V. Bagramova","doi":"10.15293/2658-6762.2401.01","DOIUrl":"https://doi.org/10.15293/2658-6762.2401.01","url":null,"abstract":"Introduction. The article investigates the problem of enhancing students’ ability and willingness to perform professional tasks. The research aim is to identify the characteristic features of practical training design in the context of educational system transformation. Materials and Methods. In order to solve the research tasks, we used the following methods: questionnaire survey of students (n=159) and teaching staff (n=98), observation of the educational process, analysis of laws and regulations as well as scholarly literature on the subject, and focus group discussions of employers, students, and practical training supervisors. Results. We identified core components of practical student training and comprehensively analysed this concept. The analysis revealed the characteristic features of practical training design during education transformation. Furthermore, the study substantiated the viability of modular and step-by-step designs of the practical training system aimed at the development of students’ ability and willingness to perform professional tasks. Conclusions. We consider the characteristic features of practical training design to be the basis of effective educational design aimed at the development of students’ professional competencies and strengthening the tendencies of practice-oriented learning.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"1993 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140417009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-29DOI: 10.15293/2658-6762.2401.07
E. A. Kormiltseva, E. Sokur, Viacheslav Arkadyevich Filimonov, Alexandra Pavlovna Shmakova, N. A. Burmistrova
Introduction. The authors explore the problem of enhancing the communication culture of prospective economists in the context of digital transformation and interaction with artificial intelligence systems. The purpose of the article is to identify the role of the teacher-producer in organizing teacher-student interaction in the system of economic education (secondary school-university), as well as to evaluate the functions of pedagogical production necessary to improve the communicative culture of future economists in the era of digitalization. Materials and Methods. The Pareto principle is used as the methodological basis of the study, according to which 20% of teaching resources provide 80% of the obtained educational result. The sociological survey was conducted among students and academic staff of economic faculties at the Financial University under the Government of the Russian Federation, Astrakhan State University, State Social and Humanitarian University (Kolomna) and schoolchildren of specialized classes (gymnasium 19, Omsk). Results. The analysis of empirical data demonstrates the relevance of the role of the teacher-producer in the economic education system in the era of digitalization, as well as the positive attitude of the younger generation towards the prospects for the introduction of artificial intelligence. The functions of pedagogical production are highlighted, taking into account the digital specifics of modern economic education. Using the Pareto principle confirms that mastery of the functions of pedagogical production (information, communication, organizational) in the system of economic education, constituting about 20% of the component composition of pedagogical functions, determine 80% of the educational result in terms of increasing the level of communicative culture of future economists. Conclusions. The authors revealed and described the functions of pedagogical production are highlighted, taking into account the digital specifics of modern economic education.
{"title":"Evaluating the functions of the teacher-producer for preparing prospective economists in the modern context of education system digitalization","authors":"E. A. Kormiltseva, E. Sokur, Viacheslav Arkadyevich Filimonov, Alexandra Pavlovna Shmakova, N. A. Burmistrova","doi":"10.15293/2658-6762.2401.07","DOIUrl":"https://doi.org/10.15293/2658-6762.2401.07","url":null,"abstract":"Introduction. The authors explore the problem of enhancing the communication culture of prospective economists in the context of digital transformation and interaction with artificial intelligence systems. The purpose of the article is to identify the role of the teacher-producer in organizing teacher-student interaction in the system of economic education (secondary school-university), as well as to evaluate the functions of pedagogical production necessary to improve the communicative culture of future economists in the era of digitalization. Materials and Methods. The Pareto principle is used as the methodological basis of the study, according to which 20% of teaching resources provide 80% of the obtained educational result. The sociological survey was conducted among students and academic staff of economic faculties at the Financial University under the Government of the Russian Federation, Astrakhan State University, State Social and Humanitarian University (Kolomna) and schoolchildren of specialized classes (gymnasium 19, Omsk). Results. The analysis of empirical data demonstrates the relevance of the role of the teacher-producer in the economic education system in the era of digitalization, as well as the positive attitude of the younger generation towards the prospects for the introduction of artificial intelligence. The functions of pedagogical production are highlighted, taking into account the digital specifics of modern economic education. Using the Pareto principle confirms that mastery of the functions of pedagogical production (information, communication, organizational) in the system of economic education, constituting about 20% of the component composition of pedagogical functions, determine 80% of the educational result in terms of increasing the level of communicative culture of future economists. Conclusions. The authors revealed and described the functions of pedagogical production are highlighted, taking into account the digital specifics of modern economic education.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"9 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140409769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-29DOI: 10.15293/2658-6762.2401.04
O. Vlasova, Alexej Gennadievich Kornienko
Introduction. The research analyzes the changes of ontological and methodological grounds of the philosophy of education in the modern world. The aim of the research is to identify the historicist grounds and specificity of the actor-network interpretation of phenomena and current problems in education. Materials and Methods. The study employs complex and interdisciplinary approaches. The data sources for this problematic research include the latest scholarly publications, tending to apply actor-network theory in the field of pedagogy and philosophy of education and published in academic journals between 2000 and 2023. The typologisation and comparative methods, along with contextual and textual analysis are used in order to analyze contemporary discussions in this field. Results. Based on the most recent studies, this work reveals the grounds and identifies the specificity of actor-network interpretation of some educational phenomena and problems. During the research the basis of actor-network pedagogy is revealed as historicist ontology, which overcomes the opposition between classical historicism and relativism. The article demonstrates how the reconsideration of ontological and methodological foundations influences the building of terminological glossary of the philosophy of education. The concept of ‘educational spatiality’ is contextualized, which in its turn, makes it possible to analyze a network of educational practices as a complex. Apart from that, the potential of using the tools of the actor-network theory is characterized in a context of research of different educational models from a historical perspective, in materially and contextually heterogeneous networks. It is also claimed that due to its multidisciplinary nature, the actor-network theory can be successfully used to problematize educational phenomena and develop specific teaching strategies. Conclusions. It is demonstrated that actor-network theory, due to its reliance on a new model of historicism, can provide a multidisciplinary orientation of pedagogy and its lability in relation to the modern situation.
{"title":"Actor-network interpretation of phenomena and current issues of education: The historicist grounds and specificity","authors":"O. Vlasova, Alexej Gennadievich Kornienko","doi":"10.15293/2658-6762.2401.04","DOIUrl":"https://doi.org/10.15293/2658-6762.2401.04","url":null,"abstract":"Introduction. The research analyzes the changes of ontological and methodological grounds of the philosophy of education in the modern world. The aim of the research is to identify the historicist grounds and specificity of the actor-network interpretation of phenomena and current problems in education. Materials and Methods. The study employs complex and interdisciplinary approaches. The data sources for this problematic research include the latest scholarly publications, tending to apply actor-network theory in the field of pedagogy and philosophy of education and published in academic journals between 2000 and 2023. The typologisation and comparative methods, along with contextual and textual analysis are used in order to analyze contemporary discussions in this field. Results. Based on the most recent studies, this work reveals the grounds and identifies the specificity of actor-network interpretation of some educational phenomena and problems. During the research the basis of actor-network pedagogy is revealed as historicist ontology, which overcomes the opposition between classical historicism and relativism. The article demonstrates how the reconsideration of ontological and methodological foundations influences the building of terminological glossary of the philosophy of education. The concept of ‘educational spatiality’ is contextualized, which in its turn, makes it possible to analyze a network of educational practices as a complex. Apart from that, the potential of using the tools of the actor-network theory is characterized in a context of research of different educational models from a historical perspective, in materially and contextually heterogeneous networks. It is also claimed that due to its multidisciplinary nature, the actor-network theory can be successfully used to problematize educational phenomena and develop specific teaching strategies. Conclusions. It is demonstrated that actor-network theory, due to its reliance on a new model of historicism, can provide a multidisciplinary orientation of pedagogy and its lability in relation to the modern situation.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"6 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140412649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-29DOI: 10.15293/2658-6762.2401.02
Svetlana А. Pisareva, Evgeniia Ivanovna Brazhnik, I.V. Gladkaya, Elena Piskunova, Natalja Mihajlovna Fedorova
Introduction. The article substantiates the need for up-to-date knowledge about the state and possibilities of university students’ research activities, taking into account the necessity to increase the importance of such activities for education and personal development of future professionals in the field of science. The purpose of the article is to present the research results (2023) reflecting the problems of involving students into research activities and ways of solving these problems, as well as the results of investigating students’ motivation at the Herzen State Pedagogical University in Russia. The innovative model of preparing highly qualified scientific and academic staff is characterized. Materials and Methods. The research methodology is based on the ideas of a personality-centered approach. Theoretical and practical methods of scientific research were applied: theoretical analysis, synthesis, classification; the online questionnaire, which revealed various aspects of students’ motivation to participation in research activities, and mathematical methods of data processing. Results. The authors presented three groups of results: - the review and analysis of studies conducted in the 2000s by Russian and international researchers on various aspects of engaging university students in research activities; - the review of current research investigations conducted in Russian universities, reflecting practice of improving university students’ research activities in various regions of the country; - the results of the study conducted in 2023 at the Herzen State Pedagogical University of Russia - a survey of students majoring in the following fields: Education (Education science); Psychology (psychological sciences); Psychology and Education which reflect the key positions of organizing students’ research: the engagement of students in educational activities; motivation for research activities; satisfaction with research experience; the degree of participation in the student research society; self-assessment of the research skills; assessment of existing conditions for research activities and accessibility to them at the university. Conclusions. Students will choose research activities as a basis for their professional formation if research is considered to be a leading activity in the higher educational institution; where external and internal motives of involving students in research are taken into account and regulatory and research support of students in their scientific self-determination is manifested. One of the possible forms of creating such conditions is the model of a joint master’s and doctoral-level degree program.
{"title":"Studying the peculiarities of the universities students’ motivation for research activities","authors":"Svetlana А. Pisareva, Evgeniia Ivanovna Brazhnik, I.V. Gladkaya, Elena Piskunova, Natalja Mihajlovna Fedorova","doi":"10.15293/2658-6762.2401.02","DOIUrl":"https://doi.org/10.15293/2658-6762.2401.02","url":null,"abstract":"Introduction. The article substantiates the need for up-to-date knowledge about the state and possibilities of university students’ research activities, taking into account the necessity to increase the importance of such activities for education and personal development of future professionals in the field of science. The purpose of the article is to present the research results (2023) reflecting the problems of involving students into research activities and ways of solving these problems, as well as the results of investigating students’ motivation at the Herzen State Pedagogical University in Russia. The innovative model of preparing highly qualified scientific and academic staff is characterized. Materials and Methods. The research methodology is based on the ideas of a personality-centered approach. Theoretical and practical methods of scientific research were applied: theoretical analysis, synthesis, classification; the online questionnaire, which revealed various aspects of students’ motivation to participation in research activities, and mathematical methods of data processing. Results. The authors presented three groups of results: - the review and analysis of studies conducted in the 2000s by Russian and international researchers on various aspects of engaging university students in research activities; - the review of current research investigations conducted in Russian universities, reflecting practice of improving university students’ research activities in various regions of the country; - the results of the study conducted in 2023 at the Herzen State Pedagogical University of Russia - a survey of students majoring in the following fields: Education (Education science); Psychology (psychological sciences); Psychology and Education which reflect the key positions of organizing students’ research: the engagement of students in educational activities; motivation for research activities; satisfaction with research experience; the degree of participation in the student research society; self-assessment of the research skills; assessment of existing conditions for research activities and accessibility to them at the university. Conclusions. Students will choose research activities as a basis for their professional formation if research is considered to be a leading activity in the higher educational institution; where external and internal motives of involving students in research are taken into account and regulatory and research support of students in their scientific self-determination is manifested. One of the possible forms of creating such conditions is the model of a joint master’s and doctoral-level degree program.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"10 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140413591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-29DOI: 10.15293/2658-6762.2401.06
V.Yu. Abramova, A. K. Veksler, Elena N. Glubokova, T. S. Nazmutdinova, Regina Ivanovna Popova, E. P. Chernyshova, Olga Andreevna Shelukhina, I. Kalabina
Introduction. The article deals with the problem of designing and application of assessment tools in the context of objective assessment of learning outcomes in higher education. The aim of the article is to identify the peculiarities of design and application of assessment tools in modern conditions of digital development for the objective assessment of learning outcomes. Materials and Methods. In order to achieve the purpose of the research, the authors used theoretical (analysis of theoretical sources) and empirical (survey of 222 teachers) methods. The data obtained were subjected to quantitative and qualitative analysis. Results. The authors analyzed the approaches to the interpretation of assessment procedures and means in theoretical studies and regulatory documents. The main results of the study allowed to identify a number of problems in the development of assessment tools banks: substitution of the subject of the assessment for the knowledge component; orientation to the development of assessment materials at the discipline level; assessment of the validity and reliability of the designed assessment tools; assessment of teachers’ labor input; the ratio of the used template assessment tools and practical tasks; difficulties in the design of interdisciplinary assessment tools and competence assessment in general; underestimation of the potential of digital environment in the development of assessment tools. Evaluating the problems of designing and applying assessment tools by teachers depended on the subject area they teach and their experience of participation in the development of assessment tools at various levels. The dependence on teachers’professional experience and the position held has not been revealed. Conclusions. Based on the results of the study, conclusions about the types of problems in designing and application of assessment tools in modern conditions are drawn. Practical recommendations are provided.
{"title":"Objective assessment of learning outcomes: Peculiarities of design and application of assessment tools in modern conditions of digital development","authors":"V.Yu. Abramova, A. K. Veksler, Elena N. Glubokova, T. S. Nazmutdinova, Regina Ivanovna Popova, E. P. Chernyshova, Olga Andreevna Shelukhina, I. Kalabina","doi":"10.15293/2658-6762.2401.06","DOIUrl":"https://doi.org/10.15293/2658-6762.2401.06","url":null,"abstract":"Introduction. The article deals with the problem of designing and application of assessment tools in the context of objective assessment of learning outcomes in higher education. The aim of the article is to identify the peculiarities of design and application of assessment tools in modern conditions of digital development for the objective assessment of learning outcomes. Materials and Methods. In order to achieve the purpose of the research, the authors used theoretical (analysis of theoretical sources) and empirical (survey of 222 teachers) methods. The data obtained were subjected to quantitative and qualitative analysis. Results. The authors analyzed the approaches to the interpretation of assessment procedures and means in theoretical studies and regulatory documents. The main results of the study allowed to identify a number of problems in the development of assessment tools banks: substitution of the subject of the assessment for the knowledge component; orientation to the development of assessment materials at the discipline level; assessment of the validity and reliability of the designed assessment tools; assessment of teachers’ labor input; the ratio of the used template assessment tools and practical tasks; difficulties in the design of interdisciplinary assessment tools and competence assessment in general; underestimation of the potential of digital environment in the development of assessment tools. Evaluating the problems of designing and applying assessment tools by teachers depended on the subject area they teach and their experience of participation in the development of assessment tools at various levels. The dependence on teachers’professional experience and the position held has not been revealed. Conclusions. Based on the results of the study, conclusions about the types of problems in designing and application of assessment tools in modern conditions are drawn. Practical recommendations are provided.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"24 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140409009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-29DOI: 10.15293/2658-6762.2401.03
S. Vasileva, A. Miklyaeva
Introduction. The problem of constructive patriotism is studied within the framework social psychology. Constructive patriotism is based on positive national identification and attachment to one’s motherland, expressed in readiness to implement prosocial behavior, considered as a contribution to the well-being of the country. The purpose of the study is to summarize the data on socio-psychological prerequisites for the formation of adolescents and youth’s constructive patriotic attitudes. Materials and Methods. A systematic review of empirical studies devoted to the analysis of socio-psychological prerequisites of constructive patriotism, published in the period between 2000 and 2023 was conducted. The review was carried out in 2023 using the electronic bibliographic databases Google Scholar and RSCI. The analysis included articles with full-text Russian-language or English-language abstracts containing the results of original empirical studies on socio-psychological correlates and predictors of constructive patriotism. Out of 2047 analyzed sources, 30 articles were recognized as meeting the selection criteria, which made up the corpus of analyzed publications. Results. The study has revealed five groups of socio-psychological prerequisites for constructive patriotism in adolescent and youth environments: national identity (positive perception of one's own nation based on symbolic attachment and understanding of the prospects for the development of one's country); other components of social identity (global and civic identity); values (first of all, growth values characterized by both individualistic and social orientation); social attitudes (orientation towards social justice and altruism); features of processing social information (reflexivity, rationality as opposed to intuitiveness, critical thinking). The indirect contribution to constructive patriotism of such socio-demographic variables as education and place of residence is taken into account. Conclusions. The results of the systematic review indicate that constructive patriotism is a multi-determined phenomenon and reveal main research directions within constructive patriotism of Russian adolescents and youth, which are significant for the formation of scientifically based programs to promote the formation of patriotic attitudes. The prospects of the research are the development and implementation of an empirical research program aimed at verifying the contribution of the described prerequisites to the constructive patriotic attitudes of adolescents and youth in the conditions of modern Russia.
{"title":"Socio-psychological prerequisites for constructive patriotism of adolescents and youth: A systematic review of empirical research","authors":"S. Vasileva, A. Miklyaeva","doi":"10.15293/2658-6762.2401.03","DOIUrl":"https://doi.org/10.15293/2658-6762.2401.03","url":null,"abstract":"Introduction. The problem of constructive patriotism is studied within the framework social psychology. Constructive patriotism is based on positive national identification and attachment to one’s motherland, expressed in readiness to implement prosocial behavior, considered as a contribution to the well-being of the country. The purpose of the study is to summarize the data on socio-psychological prerequisites for the formation of adolescents and youth’s constructive patriotic attitudes. Materials and Methods. A systematic review of empirical studies devoted to the analysis of socio-psychological prerequisites of constructive patriotism, published in the period between 2000 and 2023 was conducted. The review was carried out in 2023 using the electronic bibliographic databases Google Scholar and RSCI. The analysis included articles with full-text Russian-language or English-language abstracts containing the results of original empirical studies on socio-psychological correlates and predictors of constructive patriotism. Out of 2047 analyzed sources, 30 articles were recognized as meeting the selection criteria, which made up the corpus of analyzed publications. Results. The study has revealed five groups of socio-psychological prerequisites for constructive patriotism in adolescent and youth environments: national identity (positive perception of one's own nation based on symbolic attachment and understanding of the prospects for the development of one's country); other components of social identity (global and civic identity); values (first of all, growth values characterized by both individualistic and social orientation); social attitudes (orientation towards social justice and altruism); features of processing social information (reflexivity, rationality as opposed to intuitiveness, critical thinking). The indirect contribution to constructive patriotism of such socio-demographic variables as education and place of residence is taken into account. Conclusions. The results of the systematic review indicate that constructive patriotism is a multi-determined phenomenon and reveal main research directions within constructive patriotism of Russian adolescents and youth, which are significant for the formation of scientifically based programs to promote the formation of patriotic attitudes. The prospects of the research are the development and implementation of an empirical research program aimed at verifying the contribution of the described prerequisites to the constructive patriotic attitudes of adolescents and youth in the conditions of modern Russia.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140414912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-29DOI: 10.15293/2658-6762.2401.08
A. N. Shamov, N. Merkish, Olga Vjatcheslavovna Printsipalova
Introduction. The article examines the problem of using the global digital environment as a resource of information about the concepts of German linguistic culture. The purpose of the article is to study the functions of the digital environment, identify its capacities for institutional and individual familiarization with cultural-conceptual information, justify the criteria for selecting media texts, and summarize recommendations for using the environment as a source of information about linguistic concepts. Materials and Methods. The study of the digital environment was conducted during two semesters in 12 groups of undergraduates studying German at MGIMO University of the Russian Foreign Ministry. During the research, the following methods were used: survey and study of written and oral statements of students in the process of their immersion into the digital environment, analysis and systematization of the accumulated experience in teaching the concepts of German culture. Results. The article summarizes the experience of researching the global digital environment as a resource of cultural and conceptual information. The functions of the environment used in teaching a foreign language are determined: informational, educational, motivational,and diagnostic. The prospects for institutional and independent familiarization with information about key concepts of culture are identified. The criteria for selecting media texts used as a resource of cultural-conceptual information are substantiated: the availability of data on the concepts being studied, compliance with the value guidelines of Russian society, relevance and novelty of materials, matching with the level of foreign language proficiency of international relations students. Conclusions. The authors have revealed the capacities of the digital environment for obtaining cultural and conceptual information at institutional and individual levels. Implementing the research provisions in teaching practice will contribute to the effective use of the virtual cultural and linguistic space and improve the quality of language and professional preparation of international relations professionals.
{"title":"Research into the capacities of the global digital environment for obtaining cultural and conceptual information at institutional and individual levels","authors":"A. N. Shamov, N. Merkish, Olga Vjatcheslavovna Printsipalova","doi":"10.15293/2658-6762.2401.08","DOIUrl":"https://doi.org/10.15293/2658-6762.2401.08","url":null,"abstract":"Introduction. The article examines the problem of using the global digital environment as a resource of information about the concepts of German linguistic culture. The purpose of the article is to study the functions of the digital environment, identify its capacities for institutional and individual familiarization with cultural-conceptual information, justify the criteria for selecting media texts, and summarize recommendations for using the environment as a source of information about linguistic concepts. Materials and Methods. The study of the digital environment was conducted during two semesters in 12 groups of undergraduates studying German at MGIMO University of the Russian Foreign Ministry. During the research, the following methods were used: survey and study of written and oral statements of students in the process of their immersion into the digital environment, analysis and systematization of the accumulated experience in teaching the concepts of German culture. Results. The article summarizes the experience of researching the global digital environment as a resource of cultural and conceptual information. The functions of the environment used in teaching a foreign language are determined: informational, educational, motivational,and diagnostic. The prospects for institutional and independent familiarization with information about key concepts of culture are identified. The criteria for selecting media texts used as a resource of cultural-conceptual information are substantiated: the availability of data on the concepts being studied, compliance with the value guidelines of Russian society, relevance and novelty of materials, matching with the level of foreign language proficiency of international relations students. Conclusions. The authors have revealed the capacities of the digital environment for obtaining cultural and conceptual information at institutional and individual levels. Implementing the research provisions in teaching practice will contribute to the effective use of the virtual cultural and linguistic space and improve the quality of language and professional preparation of international relations professionals.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"3 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140412019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-31DOI: 10.15293/2658-6762.2306.01
Olesya A. Lavrentieva, E. M. Skrypnikova, B. A. Deich, Z. I. Lavrentyeva
Introduction. The article examines how introducing the position of head teachers’ advisers on moral education and interaction with children’s public associations influences the quality of moral education in Russian secondary schools. The purpose of the article is to assess expectations, examine practices and reveal the potential for improving the quality of moral education of children and youth determined by advisers’ work. Materials and Methods. The authors conduct a theoretical analysis of the essence of the advisers’ work, their competence and areas of interaction with students and teachers. The analysis is based on: the theory of personality development in the process of moral education, the person-centered approach to moral education, the beliefs that advisers represent children’s interests taking into account their anthropological needs, and the provisions of support and guidance for purposeful moral education. Empirical research methods include a survey of teachers and current advisers on the Google platform, organization of focus groups and reflection of experience. Results. The article reveals teachers expectations about age characteristics of advisers, their competencies and areas of work; teachers’ expectations and advisers’ self-evaluation results have been compared; the positive experience of advisers’ work is presented. The study identifies the degree of advisers’ satisfaction with the process of interaction with students, teachers, parents and leaders of children’s public associations. Difficulties and limitations of advisers’ activities are recorded; contradictions and the potential influence of advisers on improving the quality of moral education of children and youth are analyzed. Conclusions. In general, the study has revealed a positive response from teachers and current advisers to the need to intensify moral educational work and demonstrated the sustainability of the demand for increasing students’ alertness and initiative. The study concludes that the influence of advisers on improving the quality of moral education in secondary schools will be more pronounced in case theoretical approaches to understanding the essence of advisers’ work, their role and functions in educational settings are developed; advisers’ professional competencies are clarified; scientific and methodological support for preparing and professional development of advisers are provided.
{"title":"Head teacher’s adviser for moral education and interaction with children’s public organizations: evaluating expectations and potential for improving the quality of moral education in Russian sec-ondary schools","authors":"Olesya A. Lavrentieva, E. M. Skrypnikova, B. A. Deich, Z. I. Lavrentyeva","doi":"10.15293/2658-6762.2306.01","DOIUrl":"https://doi.org/10.15293/2658-6762.2306.01","url":null,"abstract":"Introduction. The article examines how introducing the position of head teachers’ advisers on moral education and interaction with children’s public associations influences the quality of moral education in Russian secondary schools. The purpose of the article is to assess expectations, examine practices and reveal the potential for improving the quality of moral education of children and youth determined by advisers’ work. Materials and Methods. The authors conduct a theoretical analysis of the essence of the advisers’ work, their competence and areas of interaction with students and teachers. The analysis is based on: the theory of personality development in the process of moral education, the person-centered approach to moral education, the beliefs that advisers represent children’s interests taking into account their anthropological needs, and the provisions of support and guidance for purposeful moral education. Empirical research methods include a survey of teachers and current advisers on the Google platform, organization of focus groups and reflection of experience. Results. The article reveals teachers expectations about age characteristics of advisers, their competencies and areas of work; teachers’ expectations and advisers’ self-evaluation results have been compared; the positive experience of advisers’ work is presented. The study identifies the degree of advisers’ satisfaction with the process of interaction with students, teachers, parents and leaders of children’s public associations. Difficulties and limitations of advisers’ activities are recorded; contradictions and the potential influence of advisers on improving the quality of moral education of children and youth are analyzed. Conclusions. In general, the study has revealed a positive response from teachers and current advisers to the need to intensify moral educational work and demonstrated the sustainability of the demand for increasing students’ alertness and initiative. The study concludes that the influence of advisers on improving the quality of moral education in secondary schools will be more pronounced in case theoretical approaches to understanding the essence of advisers’ work, their role and functions in educational settings are developed; advisers’ professional competencies are clarified; scientific and methodological support for preparing and professional development of advisers are provided.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"118 27","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139133367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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