Pub Date : 2023-06-29DOI: 10.15293/2658-6762.2303.03
M. Kicherova, I. Trifonova
Introduction. The article reveals the problem of applying the ecosystem approach for the transformation of education in the face of current global socio-economic and technological challenges. The aim of the article is to identify and summarize the principles of the ecosystem approach to education, to justify the possibilities of their application for modeling the national education system. Materials and Methods. The methodological basis of the study includes systematic approach, socio-environmental approach, comparative analysis and thematic content analysis. In order to achieve the purpose of the research, an analytical review has been conducted in a comparative context: more than 60 full-text sources revealing the features of the ecosystem approach have been studied using the method of qualitative thematic content analysis. The comparative analysis made it possible to identify and clarify different points of view on the ecosystem approach and the prospects for its implementation in modern education. At first, the article examines the operating conditions of ecosystems. The authors have identified and described their key principles in business and entrepreneurship. In the second phase, the logical and methodological method of extrapolation has allowed the authors to implement these principles to education. A conceptual architecture of the educational ecosystem has been designed based on modeling method. Results. The authors have identified the key principles of social ecosystems functioning in business and entrepreneurship, substantiated the possibility of their application to the education sector. The authors have outlined and revealed six fundamental ecosystem principles in their entirety and systematic coherence: customer focus, configuration among participants’ relations, regulation and management, environmental influence, digital technologies and online platforms, symbiosis and co-evolution of participants. These principles have formed the basis for the conceptual architecture of the educational ecosystem. This meaningful mental model explicates inner meanings of ecosystem connections in education. It represents key features, new nature and configuration of relationships among dissimilar participants and stakeholders, such as formal and non-formal education, the state, the innovative business and the non-profit sector. Based on the analytical review and the comparative analysis of international and Russian sources, the authors have substantiated theoretical and practical potential, advantages and limitations of the ecosystem approach to education, as well as designed the model of the educational ecosystem. Conclusions. In conclusion, the authors summarize the identified fundamental principles of educational ecosystems; justify the possibilities of their application for the organizational, technological and content transformation of the national education system.
{"title":"Principles of the ecosystem approach: Possibilities for modeling educational ecosystems","authors":"M. Kicherova, I. Trifonova","doi":"10.15293/2658-6762.2303.03","DOIUrl":"https://doi.org/10.15293/2658-6762.2303.03","url":null,"abstract":"Introduction. The article reveals the problem of applying the ecosystem approach for the transformation of education in the face of current global socio-economic and technological challenges. The aim of the article is to identify and summarize the principles of the ecosystem approach to education, to justify the possibilities of their application for modeling the national education system. Materials and Methods. The methodological basis of the study includes systematic approach, socio-environmental approach, comparative analysis and thematic content analysis. In order to achieve the purpose of the research, an analytical review has been conducted in a comparative context: more than 60 full-text sources revealing the features of the ecosystem approach have been studied using the method of qualitative thematic content analysis. The comparative analysis made it possible to identify and clarify different points of view on the ecosystem approach and the prospects for its implementation in modern education. At first, the article examines the operating conditions of ecosystems. The authors have identified and described their key principles in business and entrepreneurship. In the second phase, the logical and methodological method of extrapolation has allowed the authors to implement these principles to education. A conceptual architecture of the educational ecosystem has been designed based on modeling method. Results. The authors have identified the key principles of social ecosystems functioning in business and entrepreneurship, substantiated the possibility of their application to the education sector. The authors have outlined and revealed six fundamental ecosystem principles in their entirety and systematic coherence: customer focus, configuration among participants’ relations, regulation and management, environmental influence, digital technologies and online platforms, symbiosis and co-evolution of participants. These principles have formed the basis for the conceptual architecture of the educational ecosystem. This meaningful mental model explicates inner meanings of ecosystem connections in education. It represents key features, new nature and configuration of relationships among dissimilar participants and stakeholders, such as formal and non-formal education, the state, the innovative business and the non-profit sector. Based on the analytical review and the comparative analysis of international and Russian sources, the authors have substantiated theoretical and practical potential, advantages and limitations of the ecosystem approach to education, as well as designed the model of the educational ecosystem. Conclusions. In conclusion, the authors summarize the identified fundamental principles of educational ecosystems; justify the possibilities of their application for the organizational, technological and content transformation of the national education system.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76728257","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 : 2023-06-29DOI: 10.15293/2658-6762.2303.09
Tatiana Anatolievna Zhukova, V. Bogoslovskiy, I.V. Gladkaya, E. Y. Andreeva, Аlexander Naumovich Dzhurinsky
Introduction. This article focuses on development prospects of preparing future teachers for intercultural interaction in conditions of accelerated learning. The aim of the study is to identify the core development prospects for preparing future teachers for intercultural interaction in conditions of accelerated learning. Materials and Methods. The study followed a systematic approach, the implementation of which made it possible to comprehensively consider a specific precedent, identify its components, and determine the significance of each component that ensures the integrity of the precedent under consideration. The authors used analysis of scholarly literature and research results as the main research method. Results. The theoretical analysis of the scholarly literature allowed the authors to arrive at the following research results. Firstly, the authors substantiated the role of two research methods that are supposed to form the basis of comparative analysis (the method of precedents and the method of expert assessments). Secondly, the authors established conceptual foundations for designing a model of accelerated learning in the process of teacher preparation, based on the equal status of cultures, which is based on the dialogue of cultures. The authors emphasize the importance of studying emerging practices in each region, considered as possible precedents. So, as an example, the experience of the Pedagogical Institute in Ludwigsburg, which has developed practices for preparing teachers for intercultural interaction, is proposed (examples of disciplines, types of teaching internships that are actively used in the process of teacher education are provided). Conclusions. The authors have proposed and clarified the prospects for the development of teachers’ preparation for intercultural interaction in the context of accelerated learning. They include the implementation of new methods and designing a model of accelerated learning within the process of teacher education. The results obtained can become the basis for further study of the problem of preparing highly qualified educators in the conditions of accelerated learning. Materials and results of this research can be used to develop programs aimed at preparing future teachers for intercultural interaction in multicultural regions.
{"title":"Prospects of preparing future teachers for intercultural interaction in the accelerated learning conditions","authors":"Tatiana Anatolievna Zhukova, V. Bogoslovskiy, I.V. Gladkaya, E. Y. Andreeva, Аlexander Naumovich Dzhurinsky","doi":"10.15293/2658-6762.2303.09","DOIUrl":"https://doi.org/10.15293/2658-6762.2303.09","url":null,"abstract":"Introduction. This article focuses on development prospects of preparing future teachers for intercultural interaction in conditions of accelerated learning. The aim of the study is to identify the core development prospects for preparing future teachers for intercultural interaction in conditions of accelerated learning. Materials and Methods. The study followed a systematic approach, the implementation of which made it possible to comprehensively consider a specific precedent, identify its components, and determine the significance of each component that ensures the integrity of the precedent under consideration. The authors used analysis of scholarly literature and research results as the main research method. Results. The theoretical analysis of the scholarly literature allowed the authors to arrive at the following research results. Firstly, the authors substantiated the role of two research methods that are supposed to form the basis of comparative analysis (the method of precedents and the method of expert assessments). Secondly, the authors established conceptual foundations for designing a model of accelerated learning in the process of teacher preparation, based on the equal status of cultures, which is based on the dialogue of cultures. The authors emphasize the importance of studying emerging practices in each region, considered as possible precedents. So, as an example, the experience of the Pedagogical Institute in Ludwigsburg, which has developed practices for preparing teachers for intercultural interaction, is proposed (examples of disciplines, types of teaching internships that are actively used in the process of teacher education are provided). Conclusions. The authors have proposed and clarified the prospects for the development of teachers’ preparation for intercultural interaction in the context of accelerated learning. They include the implementation of new methods and designing a model of accelerated learning within the process of teacher education. The results obtained can become the basis for further study of the problem of preparing highly qualified educators in the conditions of accelerated learning. Materials and results of this research can be used to develop programs aimed at preparing future teachers for intercultural interaction in multicultural regions.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88698572","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 : 2023-06-29DOI: 10.15293/2658-6762.2303.06
T. Bezusova, T. Richter
Introduction. The article presents an overview of research investigations on the problem of improving the efficiency of university educational process through the integration of secondary vocational and higher educational institutions. The purpose of the article is to identify the specifics of the impact of using the model of integration of secondary vocational and higher educational institutions on increasing the level of students’ professional motivation. Materials and Methods. The study has been conducted on the basis of a theoretical analysis and generalization of scholarly literature on the impact of using the model of integration of secondary vocational and higher educational institutions on increasing the level of students’ professional motivation. The empirical data were collected via experimental methods of educational research including test for evaluating the motivation for teaching called ‘Motivation for labor activities’ by K. Zamfir modified by A. Rean. Methods of mathematical statistics were used in order to process the empirical data (U-Mann-Whitney criterion). Results. The authors described an educational model for the integration of secondary vocational and higher educational institutions. The core of integration is a secondary vocational educational program in Supplementary education implemented in the conditions of a higher educational institution. The study identified the advantages and disadvantages of such collaboration, described the possibilities of modeling the curriculum for training mid-level specialists, taking into account the involvement of higher education disciplines. The results of a pilot experiment on implementing the program in Supplementary education in the conditions of higher educational institution were presented. The authors substantiated the positive impact of using the integration model of secondary vocational and higher educational institutions on increasing students’ professional motivation. Conclusions. The authors conclude that the model of integration of secondary vocational and higher educational institutions provides a positive trend in increasing the level of students’ professional motivation. The results presented in the work can be used to improve the efficiency of educational process at the university.
{"title":"Dynamics of students’ professional motivation: The impact of the institutional integration","authors":"T. Bezusova, T. Richter","doi":"10.15293/2658-6762.2303.06","DOIUrl":"https://doi.org/10.15293/2658-6762.2303.06","url":null,"abstract":"Introduction. The article presents an overview of research investigations on the problem of improving the efficiency of university educational process through the integration of secondary vocational and higher educational institutions. The purpose of the article is to identify the specifics of the impact of using the model of integration of secondary vocational and higher educational institutions on increasing the level of students’ professional motivation. Materials and Methods. The study has been conducted on the basis of a theoretical analysis and generalization of scholarly literature on the impact of using the model of integration of secondary vocational and higher educational institutions on increasing the level of students’ professional motivation. The empirical data were collected via experimental methods of educational research including test for evaluating the motivation for teaching called ‘Motivation for labor activities’ by K. Zamfir modified by A. Rean. Methods of mathematical statistics were used in order to process the empirical data (U-Mann-Whitney criterion). Results. The authors described an educational model for the integration of secondary vocational and higher educational institutions. The core of integration is a secondary vocational educational program in Supplementary education implemented in the conditions of a higher educational institution. The study identified the advantages and disadvantages of such collaboration, described the possibilities of modeling the curriculum for training mid-level specialists, taking into account the involvement of higher education disciplines. The results of a pilot experiment on implementing the program in Supplementary education in the conditions of higher educational institution were presented. The authors substantiated the positive impact of using the integration model of secondary vocational and higher educational institutions on increasing students’ professional motivation. Conclusions. The authors conclude that the model of integration of secondary vocational and higher educational institutions provides a positive trend in increasing the level of students’ professional motivation. The results presented in the work can be used to improve the efficiency of educational process at the university.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"78 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80082383","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 : 2023-06-29DOI: 10.15293/2658-6762.2303.01
L. M. Kostina, I. Kalabina, E. Nikolaeva, E. Dunaevskaya
Introduction. The urgent transition to distance learning all over the world during COVID-19 pandemic disclosed the problems of assessing the quality of the educational process, including the effectiveness of its organization, the availability of information for students and the peculiarities of supporting students in the process of knowledge acquisition. The purpose of this article is to summarize the problems that arose as part of the urgent transition to remote instruction experienced by education stakeholders: schoolchildren, teachers, schoolchildren’s parents, undergraduate and postgraduate students. Materials and Methods. In order to obtain empirical data, questionnaires were created for each group of education stakeholders, which were submitted in Google forms and posted online. Responses were received from 307 parents, 114 schoolchildren, 175 undergraduate students, 54 postgraduate students and 14 secondary school teachers from different regions of the Russian Federation. The sample consisted of 664 people. Results. The study revealed a range of problems that arose in the process of an urgent transition to distance learning for different education stakeholders. The schoolchildren were technically the worst off, 35% of whom studied using smartphones and tablets, and 36% shared a gadget with another family member. At the same time, students generally had a positive attitude towards distance learning. The greatest psychological problems were found in parents and teachers. Parents were forced to fulfill the duties of teachers for their children, with many complaining that this process was time consuming. Teachers also noted that they simultaneously played two roles in the process of distance learning: a teacher and a parent. Both parents and teachers described burnout symptoms as a result of participating in an activity that was unusual for them. Conclusions. The study identified 4 types of problems faced by education stakeholders: technical, interpersonal, individual and existential. The students, despite the obvious organizational and technical problems, did not experience a negative attitude towards the distance learning process, perhaps because the whole burden of responsibility for learning outcomes fell on adults. A significant individual problem faced by teachers was role confusion, which led to burnout. It has been suggested that the reason for the existential problems seen in most adults is not due to distance learning but to unresolved family issues brought to light by distance learning.
{"title":"Problems of emergency distance learning: The point of view of education stakeholders","authors":"L. M. Kostina, I. Kalabina, E. Nikolaeva, E. Dunaevskaya","doi":"10.15293/2658-6762.2303.01","DOIUrl":"https://doi.org/10.15293/2658-6762.2303.01","url":null,"abstract":"Introduction. The urgent transition to distance learning all over the world during COVID-19 pandemic disclosed the problems of assessing the quality of the educational process, including the effectiveness of its organization, the availability of information for students and the peculiarities of supporting students in the process of knowledge acquisition. The purpose of this article is to summarize the problems that arose as part of the urgent transition to remote instruction experienced by education stakeholders: schoolchildren, teachers, schoolchildren’s parents, undergraduate and postgraduate students. Materials and Methods. In order to obtain empirical data, questionnaires were created for each group of education stakeholders, which were submitted in Google forms and posted online. Responses were received from 307 parents, 114 schoolchildren, 175 undergraduate students, 54 postgraduate students and 14 secondary school teachers from different regions of the Russian Federation. The sample consisted of 664 people. Results. The study revealed a range of problems that arose in the process of an urgent transition to distance learning for different education stakeholders. The schoolchildren were technically the worst off, 35% of whom studied using smartphones and tablets, and 36% shared a gadget with another family member. At the same time, students generally had a positive attitude towards distance learning. The greatest psychological problems were found in parents and teachers. Parents were forced to fulfill the duties of teachers for their children, with many complaining that this process was time consuming. Teachers also noted that they simultaneously played two roles in the process of distance learning: a teacher and a parent. Both parents and teachers described burnout symptoms as a result of participating in an activity that was unusual for them. Conclusions. The study identified 4 types of problems faced by education stakeholders: technical, interpersonal, individual and existential. The students, despite the obvious organizational and technical problems, did not experience a negative attitude towards the distance learning process, perhaps because the whole burden of responsibility for learning outcomes fell on adults. A significant individual problem faced by teachers was role confusion, which led to burnout. It has been suggested that the reason for the existential problems seen in most adults is not due to distance learning but to unresolved family issues brought to light by distance learning.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73895884","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 : 2023-06-29DOI: 10.15293/2658-6762.2303.04
V.V. Barkova, N. Uvarina, N. Mamylina, Galina Valentinovna Shagina, A. Savchenkov
Introduction. The article theoretically examines the genesis of specific features of such key pedagogical concepts and categories as ‘education’ and ‘educational space’ in the historical and philosophical context, adapted to the conditions of multi-vector social challenges of modern reality. Interest in the problem of the studied phenomena is determined by modern discussions around the current educational space, the specifics of its self-development in the historical and philosophical context of research in a rapidly and sometimes unpredictably changing social reality. The purpose of the article is a historical and philosophical analysis of the essence and existence of the educational space in the comparative context of sociocultural and cognitive characteristics of society. Materials and Methods. The methodological basis of the study was formed by historical-philosophical and systematic approaches. The authors used the principles of flexible rationality in building theoretical constructs of the phenomena ‘education’ and ‘educational space’. The methodological value of the study lies in the historical and philosophical analysis of the problems of the formation of educational space in Antiquity, the Middle Ages, the Enlightenment and the New Age, which makes it possible to navigate the variety of manifestations of the modern educational environment. Methods used by the authors include: comparative-historical, deductive, chronological, generalization and analysis. Results. The main results lie in the historical and philosophical analysis of the essence and existence of educational space and the disclosure of its specific characteristics in the comparative context of the socio-cultural characteristics of education, which allows to interpret the education itself as a unity of the process and result of the development and appropriation by the individual of general forms of interaction with the objects of reality and themselves that have been developed by the community and anchored in the culture. The study shows that the educational area of the Middle Ages absorbed a symphony of theological, philosophical and scientific knowledge in the true sense. During that time, scientific knowledge was pushed into the background compared to the knowledge of God and the soul. The authors established the idea that the evolving educational space, responding to the challenges of the time, determines the subject of education, i. e. in the womb of subject-subject and subject-object relationships. The authors highlight the relevant issues of the phenomenon of educational space as a complex, self-evolving system functioning as a significant sphere of social life. The educational space in the Age of Enlightenment begins to actively differentiate itself from layers of social spaces, as everyone realizes that through education, the process of deobjectification and objectification occurs in the human mind. One of the projections of modernity predictions is the transformation
{"title":"Educational space as a historical and philosophical phenomenon: Theoretical and methodological foundations","authors":"V.V. Barkova, N. Uvarina, N. Mamylina, Galina Valentinovna Shagina, A. Savchenkov","doi":"10.15293/2658-6762.2303.04","DOIUrl":"https://doi.org/10.15293/2658-6762.2303.04","url":null,"abstract":"Introduction. The article theoretically examines the genesis of specific features of such key pedagogical concepts and categories as ‘education’ and ‘educational space’ in the historical and philosophical context, adapted to the conditions of multi-vector social challenges of modern reality. Interest in the problem of the studied phenomena is determined by modern discussions around the current educational space, the specifics of its self-development in the historical and philosophical context of research in a rapidly and sometimes unpredictably changing social reality. The purpose of the article is a historical and philosophical analysis of the essence and existence of the educational space in the comparative context of sociocultural and cognitive characteristics of society. Materials and Methods. The methodological basis of the study was formed by historical-philosophical and systematic approaches. The authors used the principles of flexible rationality in building theoretical constructs of the phenomena ‘education’ and ‘educational space’. The methodological value of the study lies in the historical and philosophical analysis of the problems of the formation of educational space in Antiquity, the Middle Ages, the Enlightenment and the New Age, which makes it possible to navigate the variety of manifestations of the modern educational environment. Methods used by the authors include: comparative-historical, deductive, chronological, generalization and analysis. Results. The main results lie in the historical and philosophical analysis of the essence and existence of educational space and the disclosure of its specific characteristics in the comparative context of the socio-cultural characteristics of education, which allows to interpret the education itself as a unity of the process and result of the development and appropriation by the individual of general forms of interaction with the objects of reality and themselves that have been developed by the community and anchored in the culture. The study shows that the educational area of the Middle Ages absorbed a symphony of theological, philosophical and scientific knowledge in the true sense. During that time, scientific knowledge was pushed into the background compared to the knowledge of God and the soul. The authors established the idea that the evolving educational space, responding to the challenges of the time, determines the subject of education, i. e. in the womb of subject-subject and subject-object relationships. The authors highlight the relevant issues of the phenomenon of educational space as a complex, self-evolving system functioning as a significant sphere of social life. The educational space in the Age of Enlightenment begins to actively differentiate itself from layers of social spaces, as everyone realizes that through education, the process of deobjectification and objectification occurs in the human mind. One of the projections of modernity predictions is the transformation","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89688536","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 : 2023-06-29DOI: 10.15293/2658-6762.2303.08
Elena Alexandrovna Makarova
Introduction. The paper investigates peculiar features of the ecosystem approach to teaching foreign languages at university. The aim of the study is to summarize the ideas about the ecosystem in modern educational conceptions and language research, in the practice of implementing models of effective foreign language teaching. Materials and Methods. The author applies a systematic approach to the analysis of the concept ‘ecosystem’ being under consideration in modern educational research investigations, a scientific approach to substantiating the ecological views on investigating language skills, and an empirical approach to describing conditions of effective foreign language learning environment. Results. Summarizing the data obtained, the author has formulated the main principles of the ecosystem approach to foreign language teaching at university. Firstly, the educational ecosystem is centered around the learning situation with actively interacting students and their teacher. Secondly, the learning situation is gradually modeled by the teacher for each type of speech activity, taking into account the language proficiency and experience of students. Thirdly, teacher’s didactic and organizational competence contributes to interactions among students with indirect teacher’s intervention, as well as to learner autonomy and development of students outside the classroom. Fourthly, learning materials, corresponding to abilities and interests of students and mobile devices help students construct and navigate informative educational language environment. Conclusions. The article concludes that principles of ecosystem approach should be the basis of creating a new educational environment and designing a new educational model of teaching foreign languages at university.
{"title":"Modern model of foreign language education: Principles of ecosystem approach","authors":"Elena Alexandrovna Makarova","doi":"10.15293/2658-6762.2303.08","DOIUrl":"https://doi.org/10.15293/2658-6762.2303.08","url":null,"abstract":"Introduction. The paper investigates peculiar features of the ecosystem approach to teaching foreign languages at university. The aim of the study is to summarize the ideas about the ecosystem in modern educational conceptions and language research, in the practice of implementing models of effective foreign language teaching. Materials and Methods. The author applies a systematic approach to the analysis of the concept ‘ecosystem’ being under consideration in modern educational research investigations, a scientific approach to substantiating the ecological views on investigating language skills, and an empirical approach to describing conditions of effective foreign language learning environment. Results. Summarizing the data obtained, the author has formulated the main principles of the ecosystem approach to foreign language teaching at university. Firstly, the educational ecosystem is centered around the learning situation with actively interacting students and their teacher. Secondly, the learning situation is gradually modeled by the teacher for each type of speech activity, taking into account the language proficiency and experience of students. Thirdly, teacher’s didactic and organizational competence contributes to interactions among students with indirect teacher’s intervention, as well as to learner autonomy and development of students outside the classroom. Fourthly, learning materials, corresponding to abilities and interests of students and mobile devices help students construct and navigate informative educational language environment. Conclusions. The article concludes that principles of ecosystem approach should be the basis of creating a new educational environment and designing a new educational model of teaching foreign languages at university.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84080806","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 : 2023-06-29DOI: 10.15293/2658-6762.2303.07
S. V. Pakhotina, Nadezhda Ivanovna Sabaeva, I. Kungurova, Tatyana Yurievna Somikova, E. V. Ermakova, I. Tsalikova
Introduction. The COVID-19 pandemic (hereinafter referred to as the ‘pandemic’) caused many countries’ educational systems to temporarily switch to online instruction, with no time to prepare teachers, students and learning materials. This study is aimed at tracing the changes in motivational behavior to study English as a foreign language (EFL) of ten first-year Russian undergraduates majoring in Physical Education and Sports (they experienced face-to-face learning which was abruptly changed into the online mode). Materials and Methods. For this purpose, Interpretative Phenomenological Analysis (IPA) of semi-structured interviews with the targeted (non-randomized) homogeneous sample of students was conducted. Using a bottom-up analysis, the codes were cataloged to identify some patterns. Results. It was found that students were generally positive about online learning and their motivation to learn EFL remained positive. The following themes were revealed: 1. Positive feeling towards English course at university; 2. Having the image of their L2 selves with English as a means of obtaining important professional information; 3. Being motivated by group-mates and other students’ progress in English language acquisition; 4. Feeling positive about the move to online instruction as more diverse authentic materials are available in the classroom; 5. Becoming more independent in learning. Conclusions. The researchers conclude that while students were generally positive about distance learning, their EFL motivation was affected as the direct drivers had changed. After entering the university, students were motivated by direct factors of influence – their former classmates and their new groupmates’ progress in learning English. After switching to online learning, these factors were substituted by understanding their own value as independent learners, since students had to be more active in finding and processing learning materials. The attitude to the English language as a means of getting professional information remained unchanged and stable. Linguistic competence is understood as an advantage in their future career, and not as a means of direct communication. A positive attitude towards online learning is based on its practical benefits (time saved on the way to university, more comfortable learning from home, etc.). Fears and insecurities associated with problems in teaching Physical Education online during the pandemic do not affect their attitude and motivation to study other academic subjects.
{"title":"An interpretative phenomenological analysis of EFL learning motivation of first-year undergraduates","authors":"S. V. Pakhotina, Nadezhda Ivanovna Sabaeva, I. Kungurova, Tatyana Yurievna Somikova, E. V. Ermakova, I. Tsalikova","doi":"10.15293/2658-6762.2303.07","DOIUrl":"https://doi.org/10.15293/2658-6762.2303.07","url":null,"abstract":"Introduction. The COVID-19 pandemic (hereinafter referred to as the ‘pandemic’) caused many countries’ educational systems to temporarily switch to online instruction, with no time to prepare teachers, students and learning materials. This study is aimed at tracing the changes in motivational behavior to study English as a foreign language (EFL) of ten first-year Russian undergraduates majoring in Physical Education and Sports (they experienced face-to-face learning which was abruptly changed into the online mode). Materials and Methods. For this purpose, Interpretative Phenomenological Analysis (IPA) of semi-structured interviews with the targeted (non-randomized) homogeneous sample of students was conducted. Using a bottom-up analysis, the codes were cataloged to identify some patterns. Results. It was found that students were generally positive about online learning and their motivation to learn EFL remained positive. The following themes were revealed: 1. Positive feeling towards English course at university; 2. Having the image of their L2 selves with English as a means of obtaining important professional information; 3. Being motivated by group-mates and other students’ progress in English language acquisition; 4. Feeling positive about the move to online instruction as more diverse authentic materials are available in the classroom; 5. Becoming more independent in learning. Conclusions. The researchers conclude that while students were generally positive about distance learning, their EFL motivation was affected as the direct drivers had changed. After entering the university, students were motivated by direct factors of influence – their former classmates and their new groupmates’ progress in learning English. After switching to online learning, these factors were substituted by understanding their own value as independent learners, since students had to be more active in finding and processing learning materials. The attitude to the English language as a means of getting professional information remained unchanged and stable. Linguistic competence is understood as an advantage in their future career, and not as a means of direct communication. A positive attitude towards online learning is based on its practical benefits (time saved on the way to university, more comfortable learning from home, etc.). Fears and insecurities associated with problems in teaching Physical Education online during the pandemic do not affect their attitude and motivation to study other academic subjects.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90709705","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 : 2023-06-29DOI: 10.15293/2658-6762.2303.05
V. Tretyakova, Anastasia Evgenievna Kaigorodova, Anton Alexandrovich Sharov, E. Zeer
Introduction. The article addresses the problem of ensuring the personification of the individual in the conditions of preparing for professional career. The aim of the study is to identify the main structural components of personification and to clarify their role in the transformation of the internal structure of the personality that determines the social and professional success of the actor (the subject of the activity). Materials and Methods. The methodological basis of the study was V. A. Petrovsky’s conception of personalization and the conception of personification by A. B. Orlov, as well as the theory of psychological science, which considers a person as an active subject capable of self-determination and self-improvement. The main approaches to the scientific analysis were the subject-activity and system ones. The research methods included theoretical and methodological analysis of scholarly literature, the author's interpretation of the basic provisions of the concepts of personalization and personification, methods of design, modeling, specification and classification, generalization and prognostics. Results. Based on the deep essence and psychological nature of personification, the authors identified three basic semantic components of this phenomenon and justified the content of each of them. It was established that the identified components of personification provide the formation of such new psychological formations as personality traits that determine full functioning of the personality and its professional and personal self-efficacy as a subject of activity. The interrelations between the components of personification and personality characteristics that ensure its full functioning were revealed. As a result of the research, a matrix of personification subject was constructed, which comprehensively reflects the integral abilities of the individual, ensuring social and professional success of the subject of activity. Conclusions. Personification as an integral characteristic of individual psychological traits of a person ensures the stability of subjectivity, individuality and identity of personality – new psychological formations that make it possible to consider this phenomenon as an internal leading activity in enhancing social maturity by fulfilling personal potential and excessive social and professional activity of the subject. In the conditions of professional preparation in a new personalized format of education, where the main driving force is the personality of the student, it is important to form such properties that will ensure the professional and personal productivity of the actor. It is the personification of the individual that is the most important predictor of the socio-professional success of the actor in the conditions of preparation for professional activity. The study showed that the personification of personality is constructive and can serve as a psychological basis for a comprehensive study of the subject
{"title":"The study of the personification of the actor as a psychological phenomenon","authors":"V. Tretyakova, Anastasia Evgenievna Kaigorodova, Anton Alexandrovich Sharov, E. Zeer","doi":"10.15293/2658-6762.2303.05","DOIUrl":"https://doi.org/10.15293/2658-6762.2303.05","url":null,"abstract":"Introduction. The article addresses the problem of ensuring the personification of the individual in the conditions of preparing for professional career. The aim of the study is to identify the main structural components of personification and to clarify their role in the transformation of the internal structure of the personality that determines the social and professional success of the actor (the subject of the activity). Materials and Methods. The methodological basis of the study was V. A. Petrovsky’s conception of personalization and the conception of personification by A. B. Orlov, as well as the theory of psychological science, which considers a person as an active subject capable of self-determination and self-improvement. The main approaches to the scientific analysis were the subject-activity and system ones. The research methods included theoretical and methodological analysis of scholarly literature, the author's interpretation of the basic provisions of the concepts of personalization and personification, methods of design, modeling, specification and classification, generalization and prognostics. Results. Based on the deep essence and psychological nature of personification, the authors identified three basic semantic components of this phenomenon and justified the content of each of them. It was established that the identified components of personification provide the formation of such new psychological formations as personality traits that determine full functioning of the personality and its professional and personal self-efficacy as a subject of activity. The interrelations between the components of personification and personality characteristics that ensure its full functioning were revealed. As a result of the research, a matrix of personification subject was constructed, which comprehensively reflects the integral abilities of the individual, ensuring social and professional success of the subject of activity. Conclusions. Personification as an integral characteristic of individual psychological traits of a person ensures the stability of subjectivity, individuality and identity of personality – new psychological formations that make it possible to consider this phenomenon as an internal leading activity in enhancing social maturity by fulfilling personal potential and excessive social and professional activity of the subject. In the conditions of professional preparation in a new personalized format of education, where the main driving force is the personality of the student, it is important to form such properties that will ensure the professional and personal productivity of the actor. It is the personification of the individual that is the most important predictor of the socio-professional success of the actor in the conditions of preparation for professional activity. The study showed that the personification of personality is constructive and can serve as a psychological basis for a comprehensive study of the subject ","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87350559","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 : 2023-06-29DOI: 10.15293/2658-6762.2303.02
M. Zhukova, K. Shishkina, Angelina Nikolaevna Lyamagina, E. Frolova, E. Volchegorskaya
Introduction. The article deals with the problem of identifying predictors of the formation of digital addiction in future teachers. The purpose of the article is to examine the factors underlying the formation of Internet addiction, as well as to substantiate and identify the relationship between personality traits and the degree of digital dependence among students of a pedagogical university. Materials and Methods. The study is based on the scientific works by leading experts representing various aspects of digital addiction (S. Chen, S. D. Neverkovich, K. Kawabe, O. Zahiruddin, A. K. Gudboy, etc.). The ‘Internet Addiction Scale’ developed by S. Chen was used in order to identify signs of addictive behavior in the Internet space: the desire to be constantly online, a state of frustration when unable to use the Internet, an increase in the amount of time spent online, physiological signs of deterioration of health after a long time on the Internet, difficulties with time management. In order to study the ‘light’ personal characteristics, the ‘Light Triad Scale’ by S. B. Kaufman was used, which allowed to identify positive personality qualities including Kantianism, humanism and faith in humanity. The ‘Short Questionnaire of the Dark Triad’ by D. Polhus and K. Williams was used as a diagnostic tool for studying ‘dark’ personality characteristics (narcissism, Machiavellianism and psychopathy). The study involved 47 undergraduates majoring in Education aged between 19 and 20 years. Results. The results of the study showed that the majority of students demonstrated the symptoms of pronounced Internet addiction and a tendency to excessive use of digital devices. According to the results of the empirical study, the authors revealed a correlation between the high level of digital addiction and some parameters of personal characteristics (manipulation of people, cynicism, deceitfulness, a reduced level of empathy, low social anxiety, a tendency to impulsive behavior). At the same time, a low level of digital addiction correlates to a pronounced respectful attitude towards people as individuals. Conclusions. The article concludes that the formation of Internet addiction among Education students is determined by peculiarities of virtual space and emotional and communicative factors. The study revealed a statistically significant relationship between the indicators of digital dependence and some parameters of personality traits.
介绍。本文探讨了未来教师中数字成瘾形成的预测因素的识别问题。本文的目的是研究网络成瘾形成的潜在因素，并证实和确定人格特质与师范大学学生数字依赖程度之间的关系。材料与方法。这项研究是基于代表数字成瘾各个方面的领先专家(S. Chen, S. D. Neverkovich, K. Kawabe, O. Zahiruddin, A. K. Gudboy等)的科学工作。S. Chen开发的“网络成瘾量表”被用来识别网络空间中成瘾行为的迹象:持续上网的欲望、无法使用网络时的沮丧状态、上网时间的增加、长时间上网后健康状况恶化的生理迹象、时间管理困难。为了研究“轻”的个人特征，我们使用了S. B. Kaufman的“轻三合一量表”，它可以识别积极的人格品质，包括康德主义、人文主义和对人性的信仰。D. Polhus和K. Williams的“黑暗三合一简短问卷”被用作研究“黑暗”人格特征(自恋、马基雅维利主义和精神病)的诊断工具。这项研究涉及47名年龄在19到20岁之间的教育专业本科生。结果。研究结果显示，大多数学生表现出明显的网络成瘾症状，并有过度使用数字设备的倾向。根据实证研究的结果，作者揭示了高水平的数字成瘾与个人特征的一些参数(操纵人、玩世不恭、欺骗、同理心水平降低、社交焦虑低、冲动行为倾向)之间的相关性。与此同时，低水平的数字成瘾与对个体的尊重态度相关。结论。本文认为，教育学生网络成瘾的形成是由虚拟空间的特殊性和情感交际因素共同决定的。研究发现，数字依赖指标与人格特质的一些参数之间存在统计学意义上的关系。
{"title":"The relationship between personality traits of education students and the degree of their Internet addiction","authors":"M. Zhukova, K. Shishkina, Angelina Nikolaevna Lyamagina, E. Frolova, E. Volchegorskaya","doi":"10.15293/2658-6762.2303.02","DOIUrl":"https://doi.org/10.15293/2658-6762.2303.02","url":null,"abstract":"Introduction. The article deals with the problem of identifying predictors of the formation of digital addiction in future teachers. The purpose of the article is to examine the factors underlying the formation of Internet addiction, as well as to substantiate and identify the relationship between personality traits and the degree of digital dependence among students of a pedagogical university. Materials and Methods. The study is based on the scientific works by leading experts representing various aspects of digital addiction (S. Chen, S. D. Neverkovich, K. Kawabe, O. Zahiruddin, A. K. Gudboy, etc.). The ‘Internet Addiction Scale’ developed by S. Chen was used in order to identify signs of addictive behavior in the Internet space: the desire to be constantly online, a state of frustration when unable to use the Internet, an increase in the amount of time spent online, physiological signs of deterioration of health after a long time on the Internet, difficulties with time management. In order to study the ‘light’ personal characteristics, the ‘Light Triad Scale’ by S. B. Kaufman was used, which allowed to identify positive personality qualities including Kantianism, humanism and faith in humanity. The ‘Short Questionnaire of the Dark Triad’ by D. Polhus and K. Williams was used as a diagnostic tool for studying ‘dark’ personality characteristics (narcissism, Machiavellianism and psychopathy). The study involved 47 undergraduates majoring in Education aged between 19 and 20 years. Results. The results of the study showed that the majority of students demonstrated the symptoms of pronounced Internet addiction and a tendency to excessive use of digital devices. According to the results of the empirical study, the authors revealed a correlation between the high level of digital addiction and some parameters of personal characteristics (manipulation of people, cynicism, deceitfulness, a reduced level of empathy, low social anxiety, a tendency to impulsive behavior). At the same time, a low level of digital addiction correlates to a pronounced respectful attitude towards people as individuals. Conclusions. The article concludes that the formation of Internet addiction among Education students is determined by peculiarities of virtual space and emotional and communicative factors. The study revealed a statistically significant relationship between the indicators of digital dependence and some parameters of personality traits.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74250269","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 : 2023-04-30DOI: 10.15293/2658-6762.2302.08
Elena Valeryevna Mironenko, Aleksandr Anatolyevich Mironenko
Introduction. The article addresses the problem of expanding the potential vocabulary of cadets of maritime educational institutions in the process of listening comprehension determined by the need to develop strategies for independent vocabulary acquisition necessary for autonomous learning of maritime English. The purpose of this article is to justify the application of corpus technologies for the selection of vocabulary items, which will allow students to master the strategies required to expand vocabulary in the process of autonomous listening, and increase the efficiency of learning and teaching maritime English. Materials and Methods. The study follows the two-level Maritime English learning model incorporating General Maritime English and Specialized Maritime English. The first component focuses on the linguistic content embedded in the generalized maritime context and prioritizes the lexical and cognitive approaches highlighting the necessity of their integration and emphasizing corpus tools the application of which is helpful in topic-related vocabulary selection through instructional, linguistic and statistic principles on the basis of authentic texts. Results. The article describes the preliminary stage of potential vocabulary acquisition by junior cadets through listening comprehension and proposes the procedure of text selection for context-specific raw corpus design and thematic word list generation. Through the computer processing of the wordlist and the analysis of the concordance lines, the independent vocabulary learning strategies were identified and ranked. The conclusion was drawn about the correlations between the basic word learning potential and the number of independent word learning strategies applied. Conclusions. The findings of the research add to the understanding of the potential of corpus-based technologies for the topical vocabulary selection and analysis in order to develop cadets’ independent word learning strategies that are significant for potential vocabulary acquisition through listening comprehension.
{"title":"The potential of using corpus-based technologies for incidental vocabulary learning of General Maritime English","authors":"Elena Valeryevna Mironenko, Aleksandr Anatolyevich Mironenko","doi":"10.15293/2658-6762.2302.08","DOIUrl":"https://doi.org/10.15293/2658-6762.2302.08","url":null,"abstract":"Introduction. The article addresses the problem of expanding the potential vocabulary of cadets of maritime educational institutions in the process of listening comprehension determined by the need to develop strategies for independent vocabulary acquisition necessary for autonomous learning of maritime English. The purpose of this article is to justify the application of corpus technologies for the selection of vocabulary items, which will allow students to master the strategies required to expand vocabulary in the process of autonomous listening, and increase the efficiency of learning and teaching maritime English. Materials and Methods. The study follows the two-level Maritime English learning model incorporating General Maritime English and Specialized Maritime English. The first component focuses on the linguistic content embedded in the generalized maritime context and prioritizes the lexical and cognitive approaches highlighting the necessity of their integration and emphasizing corpus tools the application of which is helpful in topic-related vocabulary selection through instructional, linguistic and statistic principles on the basis of authentic texts. Results. The article describes the preliminary stage of potential vocabulary acquisition by junior cadets through listening comprehension and proposes the procedure of text selection for context-specific raw corpus design and thematic word list generation. Through the computer processing of the wordlist and the analysis of the concordance lines, the independent vocabulary learning strategies were identified and ranked. The conclusion was drawn about the correlations between the basic word learning potential and the number of independent word learning strategies applied. Conclusions. The findings of the research add to the understanding of the potential of corpus-based technologies for the topical vocabulary selection and analysis in order to develop cadets’ independent word learning strategies that are significant for potential vocabulary acquisition through listening comprehension.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78294884","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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