Introduction. At present, one can observe a certain discrepancy between the educational level of tourism- and hospitality industry graduates, particularly as concerns the staff training system, and the needs of the modern labour market. The employers’ requirements for professional qualification of hospitality industry employees are in a state of imbalance with the universities’ ability to meet them. The emergence of new professional standards in the hospitality industry requires new methodological approaches to the scope and content of the educational programme for future bachelors in this sphere. The aim of the research is to develop the content-related component of foreign language training for students in hospitality management. Materials and methods. The experimental training was implemented on the basis of the Institute of Economics, Management and Service Technologies under Yelets State University named after I.A. Bunin (Russian Federation). The experiment encompassed 30 first- and second-year students mastering the profile “Hospitality management”. The research involved the following methods: theoretical analysis (analysis of regulatory documents, of psychological, pedagogical and methodological literature); empirical methods (observation and analysis of own pedagogical experience in organising language training of future bachelors), experimental training; mathematical data processing (Pearson chi-squared test). Results. Four content modules were identified and described (accommodation firms’ work; reception and accommodation of guests; hotel product presentation, organisation of negotiations and meetings; catering companies’ operation, catering). The realisation of updated content in the process of experimental training showed positive dynamics in the students’ mastering the necessary professional knowledge, skills and abilities: the average score of correctly completed tasks in the experimental group increased to 16.7 (83.3%), while in the control group it was 13.9 (69.3%). Some statistically significant differences were identified between the control and experimental groups (χ2 = 8.77; p<0.05). Conclusion. For the first time, the content-related component of foreign language training of a future bachelor in the hospitality industry was developed and realised on the basis of competence-based, communicative and professionally-oriented approaches. The inclusion of new modules in the foreign language training curriculum for a future bachelor and their realisation made it possible to increase the students’ level of acquired professional knowledge, skills and abilities. The practical significance of the research lies in the possibility of using the contentrelated component in the development of educational and working programmes for students of the given field.
{"title":"Designing a content-related component in future bachelor’s foreign language training in the hospitality industry","authors":"Yelena N. Bakurova, V. Kartashova","doi":"10.32744/pse.2023.3.15","DOIUrl":"https://doi.org/10.32744/pse.2023.3.15","url":null,"abstract":"Introduction. At present, one can observe a certain discrepancy between the educational level of tourism- and hospitality industry graduates, particularly as concerns the staff training system, and the needs of the modern labour market. The employers’ requirements for professional qualification of hospitality industry employees are in a state of imbalance with the universities’ ability to meet them. The emergence of new professional standards in the hospitality industry requires new methodological approaches to the scope and content of the educational programme for future bachelors in this sphere. The aim of the research is to develop the content-related component of foreign language training for students in hospitality management. Materials and methods. The experimental training was implemented on the basis of the Institute of Economics, Management and Service Technologies under Yelets State University named after I.A. Bunin (Russian Federation). The experiment encompassed 30 first- and second-year students mastering the profile “Hospitality management”. The research involved the following methods: theoretical analysis (analysis of regulatory documents, of psychological, pedagogical and methodological literature); empirical methods (observation and analysis of own pedagogical experience in organising language training of future bachelors), experimental training; mathematical data processing (Pearson chi-squared test). Results. Four content modules were identified and described (accommodation firms’ work; reception and accommodation of guests; hotel product presentation, organisation of negotiations and meetings; catering companies’ operation, catering). The realisation of updated content in the process of experimental training showed positive dynamics in the students’ mastering the necessary professional knowledge, skills and abilities: the average score of correctly completed tasks in the experimental group increased to 16.7 (83.3%), while in the control group it was 13.9 (69.3%). Some statistically significant differences were identified between the control and experimental groups (χ2 = 8.77; p<0.05). Conclusion. For the first time, the content-related component of foreign language training of a future bachelor in the hospitality industry was developed and realised on the basis of competence-based, communicative and professionally-oriented approaches. The inclusion of new modules in the foreign language training curriculum for a future bachelor and their realisation made it possible to increase the students’ level of acquired professional knowledge, skills and abilities. The practical significance of the research lies in the possibility of using the contentrelated component in the development of educational and working programmes for students of the given field.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42212180","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}
Introduction. Every year the world is witnessing changes in the information environment as well as the rapid growth of information volumes, which has a strong influence on people’s consciousness and behaviour. The formation of media competence is becoming relevant in these conditions; this issue is actively researched in pedagogical science worldwide. Therefore, media competence is viewed as an integral part of modern man’s education. When addressing the conditions of its formation at a pedagogical university, it is important to consider the opinion of students – future teachers. The aim of this article is to analyse students’ opinions in the sphere of media competence and to outline the conditions of its formation within the framework of a pedagogical university. Methods. The empirical study involved 112 respondents – students of the Institute of Historical, Legal and Socio-Humanitarian Education under Bashkir State Pedagogical University named after M. Akmulla (Ufa, Russian Federation). The main research methods comprised: analysis of pedagogical, psychological and methodological literature, Internet resources; study of pedagogical experience; observation (practice of creating conditions for forming media competence); interpretation of obtained results (survey of students aged 17 to 22 – the most active age group that is supposed to possess media competence). Results. The study revealed the opinions of students – future teachers regarding the process of media competence formation in the conditions of higher educational institution, as well as to identify the level of their knowledge in terms of several components: information, interpretation (evaluation), security, knowledge. The obtained results substantiated the below conditions that are important to create within the period of training at a pedagogical university: organisational-pedagogical; psychological-pedagogical; pedagogical; material and technical; strategic. Conclusion. Pedagogical university students have certain knowledge in the sphere of media, albeit segmentary. In order to structure this knowledge, it is necessary to add a number of skills – those connected with the use of social media, mobile and distance learning, cloud technology – to the list of skills to be developed in pedagogical education. The use of media and information technologies in evaluating educational outcomes of pedagogical university students (e.g., demonstration examination) is specifically important in the appraisal system.
{"title":"Formation of media competence at higher educational institutions: analysis of students – future teachers’s opinions","authors":"O. Shamigulova, D. Vasilina","doi":"10.32744/pse.2023.3.3","DOIUrl":"https://doi.org/10.32744/pse.2023.3.3","url":null,"abstract":"Introduction. Every year the world is witnessing changes in the information environment as well as the rapid growth of information volumes, which has a strong influence on people’s consciousness and behaviour. The formation of media competence is becoming relevant in these conditions; this issue is actively researched in pedagogical science worldwide. Therefore, media competence is viewed as an integral part of modern man’s education. When addressing the conditions of its formation at a pedagogical university, it is important to consider the opinion of students – future teachers. The aim of this article is to analyse students’ opinions in the sphere of media competence and to outline the conditions of its formation within the framework of a pedagogical university. Methods. The empirical study involved 112 respondents – students of the Institute of Historical, Legal and Socio-Humanitarian Education under Bashkir State Pedagogical University named after M. Akmulla (Ufa, Russian Federation). The main research methods comprised: analysis of pedagogical, psychological and methodological literature, Internet resources; study of pedagogical experience; observation (practice of creating conditions for forming media competence); interpretation of obtained results (survey of students aged 17 to 22 – the most active age group that is supposed to possess media competence). Results. The study revealed the opinions of students – future teachers regarding the process of media competence formation in the conditions of higher educational institution, as well as to identify the level of their knowledge in terms of several components: information, interpretation (evaluation), security, knowledge. The obtained results substantiated the below conditions that are important to create within the period of training at a pedagogical university: organisational-pedagogical; psychological-pedagogical; pedagogical; material and technical; strategic. Conclusion. Pedagogical university students have certain knowledge in the sphere of media, albeit segmentary. In order to structure this knowledge, it is necessary to add a number of skills – those connected with the use of social media, mobile and distance learning, cloud technology – to the list of skills to be developed in pedagogical education. The use of media and information technologies in evaluating educational outcomes of pedagogical university students (e.g., demonstration examination) is specifically important in the appraisal system.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41413521","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}
Sergey N. Ktitorov, Alexey L. Pelikh, Victoria M. Khlopkova, Vladimir G. Schneider
Introduction. The relevance of the research is determined by the importance of the formation of spiritual values associated with such qualities as patriotism and citizenship in modern society. The purpose of the work is to study the problem of the formation of a student pedagogical university, compare the value orientations of students and present, identify approaches, achieve a high level of spiritual inclination formation, include an assessment of patriotism and citizenship in the presentation of the personality of the future teacher. Materials and methods. An author's modified questionnaire was created, with two options - for students and teachers. The basis for the study was the Armavir State Pedagogical University (Russian Federation). The survey involved students of the Pedagogical University in the amount of 913 people, as well as teachers in the amount of 106 people. Results. The analysis of the survey showed that the majority of both students (69.4%) and teachers (75.5%) associate the concept of "patriotism" with national identity. At the same time, 91.2% of the surveyed students consider themselves patriots. The concept of "citizenship" is defined by both students and teachers of a pedagogical university as primarily a sense of responsibility and duty to their country and people (43.6% of students and 54.3% of teachers), awareness of responsibility for their actions, understanding of their rights and freedoms (43% and 34.3%, respectively). In addition, in the structure of values of pedagogical university students, a high share is occupied by those that are characteristic of young people as a whole as a special group of the population – self-realization (64.1%), love (58.7%), friendship (45.3%). Conclusion. As the study showed, the formation of patriotism of the modern young generation mainly takes place in the family. Accordingly, it is necessary to consider the possibility of closer interaction between the family and educational organizations at all levels of education in the issue of patriotic education. To implement educational activities at a university, as well as at school, methodological support from teachers, development and implementation of modern interactive manuals are needed.
{"title":"The study of the formation of spiritual values, patriotism and citizenship among students and teachers of a pedagogical university","authors":"Sergey N. Ktitorov, Alexey L. Pelikh, Victoria M. Khlopkova, Vladimir G. Schneider","doi":"10.32744/pse.2023.3.2","DOIUrl":"https://doi.org/10.32744/pse.2023.3.2","url":null,"abstract":"Introduction. The relevance of the research is determined by the importance of the formation of spiritual values associated with such qualities as patriotism and citizenship in modern society. The purpose of the work is to study the problem of the formation of a student pedagogical university, compare the value orientations of students and present, identify approaches, achieve a high level of spiritual inclination formation, include an assessment of patriotism and citizenship in the presentation of the personality of the future teacher. Materials and methods. An author's modified questionnaire was created, with two options - for students and teachers. The basis for the study was the Armavir State Pedagogical University (Russian Federation). The survey involved students of the Pedagogical University in the amount of 913 people, as well as teachers in the amount of 106 people. Results. The analysis of the survey showed that the majority of both students (69.4%) and teachers (75.5%) associate the concept of \"patriotism\" with national identity. At the same time, 91.2% of the surveyed students consider themselves patriots. The concept of \"citizenship\" is defined by both students and teachers of a pedagogical university as primarily a sense of responsibility and duty to their country and people (43.6% of students and 54.3% of teachers), awareness of responsibility for their actions, understanding of their rights and freedoms (43% and 34.3%, respectively). In addition, in the structure of values of pedagogical university students, a high share is occupied by those that are characteristic of young people as a whole as a special group of the population – self-realization (64.1%), love (58.7%), friendship (45.3%). Conclusion. As the study showed, the formation of patriotism of the modern young generation mainly takes place in the family. Accordingly, it is necessary to consider the possibility of closer interaction between the family and educational organizations at all levels of education in the issue of patriotic education. To implement educational activities at a university, as well as at school, methodological support from teachers, development and implementation of modern interactive manuals are needed.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70055680","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}
S. Ispulova, E. Oleynik, N. L. Bolshakova, O. N. Vericheva, R. Sadykov
Introduction. The social importance and topicality of the problem is accounted for by the aggravated contradiction between the need of the society and the state for students’ high-quality professional training and their insufficient commitment to various kinds of practical aid, including social rehabilitation, to children with disabilities. The purpose of the article is to develop and test the original practice-oriented model of future specialists’ training – those to-beinvolved in social rehabilitation of children with disabilities. Materials and methods. In order to assess students’ commitment to social rehabilitation of children with disabilities, the authors undertook a questioning held within the period from May to June 2022. It involved 106 second- to fourth-year students (106 persons all together) studying under the bachelor degree programme “Social work” at the Department of Social Work, Psychological and Pedagogical Education at the Federal State-Funded Educational Institution of Higher Education ‘Nosov Magnitogorsk State Technical University’. Research methodology and techniques: analysis of documents, observation, interviewing, testing, generalisation of experience. Results. The experimental work made it possible to identify the problems in preparing future specialists to social work involving social rehabilitation of children with disabilities; it enabled the authors as well to verify the efficiency of the proposed original model of professional training. The experimental work was carried out in the natural conditions of educational process. Three crosscutting stages were involved in the course of the experiment. The levels of students’ readiness for social rehabilitation of children were evaluated. The readiness level in the experimental group (high – 1.2%, sufficient – 6.8%, middling – 21.3%, low – 70.7%) was lower than in the control group (high – 2.9%, sufficient – 8.6%, middling – 22.3%, low – 65.8%). The second and third stages confirmed that the realisation of the proposed model contributed to the enhancement of students’ commitment to social rehabilitation of children with disabilities. The data obtained in the course of the experiment showed that the majority of third- and fourth-year students (81.57%) had formed, at sufficient and high level, the system of professional knowledge, skills and abilities necessary for social rehabilitation of children with disabilities, as well as due motivational readiness. At the same time, it should be noted that 14.47% of the surveyed students showed a middling level of readiness, and 5.2% – a low level. The steadily growing level of students’ readiness for social rehabilitation of children with disabilities makes it possible to conclude that the model presented in the article is effective. Conclusion. Working with children with disabilities requires a number of conditions to be met by students willing to have due-quality professional schooling. Of special importance among them is the introd
{"title":"Professional training of students for social rehabilitation of children with disabilities: resources for social project activities","authors":"S. Ispulova, E. Oleynik, N. L. Bolshakova, O. N. Vericheva, R. Sadykov","doi":"10.32744/pse.2023.3.23","DOIUrl":"https://doi.org/10.32744/pse.2023.3.23","url":null,"abstract":"Introduction. The social importance and topicality of the problem is accounted for by the aggravated contradiction between the need of the society and the state for students’ high-quality professional training and their insufficient commitment to various kinds of practical aid, including social rehabilitation, to children with disabilities. The purpose of the article is to develop and test the original practice-oriented model of future specialists’ training – those to-beinvolved in social rehabilitation of children with disabilities. Materials and methods. In order to assess students’ commitment to social rehabilitation of children with disabilities, the authors undertook a questioning held within the period from May to June 2022. It involved 106 second- to fourth-year students (106 persons all together) studying under the bachelor degree programme “Social work” at the Department of Social Work, Psychological and Pedagogical Education at the Federal State-Funded Educational Institution of Higher Education ‘Nosov Magnitogorsk State Technical University’. Research methodology and techniques: analysis of documents, observation, interviewing, testing, generalisation of experience. Results. The experimental work made it possible to identify the problems in preparing future specialists to social work involving social rehabilitation of children with disabilities; it enabled the authors as well to verify the efficiency of the proposed original model of professional training. The experimental work was carried out in the natural conditions of educational process. Three crosscutting stages were involved in the course of the experiment. The levels of students’ readiness for social rehabilitation of children were evaluated. The readiness level in the experimental group (high – 1.2%, sufficient – 6.8%, middling – 21.3%, low – 70.7%) was lower than in the control group (high – 2.9%, sufficient – 8.6%, middling – 22.3%, low – 65.8%). The second and third stages confirmed that the realisation of the proposed model contributed to the enhancement of students’ commitment to social rehabilitation of children with disabilities. The data obtained in the course of the experiment showed that the majority of third- and fourth-year students (81.57%) had formed, at sufficient and high level, the system of professional knowledge, skills and abilities necessary for social rehabilitation of children with disabilities, as well as due motivational readiness. At the same time, it should be noted that 14.47% of the surveyed students showed a middling level of readiness, and 5.2% – a low level. The steadily growing level of students’ readiness for social rehabilitation of children with disabilities makes it possible to conclude that the model presented in the article is effective. Conclusion. Working with children with disabilities requires a number of conditions to be met by students willing to have due-quality professional schooling. Of special importance among them is the introd","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49494566","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}
Problem and objective. In modern conditions, the problem of improving the financial literacy of students becomes relevant due to the need for the rapid development of the financial system, the expansion of the range of financial services, the emergence of new and often difficult for students to understand financial instruments. At the same time, there is an inability of student youth, and sometimes even unwillingness, to set life goals for themselves, especially in the financial sphere. The purpose of the article is to analyze the practice of setting and achieving life goals by students as a tool to improve their financial literacy. Research methods. The information base of the study is the scientific publications of scientists in the field of setting life goals and financial literacy of students, a comparison of the results of a questionnaire survey of 565 students from 29 Russian universities and an expert survey of 36 highly qualified specialists of Russian universities. Results of the study. The assessment by students of the importance of setting life goals indicates a misunderstanding by many students of the importance of this factor in ensuring their successful life. Less than half of the students surveyed (49.0%) set and achieve life goals in the field of finance on their own, the rest, due to their age and lack of experience, resort to the advice of relatives, friends and acquaintances (51.0%). The educational process at a university implies the development of students' skills in setting and achieving life goals, however, more than a third of the students surveyed (35.4%) believe that they have not yet acquired competencies that allow them to formulate and implement life goals, including in the field of finance. The majority of many students (32.2%) lack the practice of self-control of the results of their achievement of life goals. Against the background of a low level of goal-setting among students, their self-assessment of their own level of financial literacy also turned out to be at an unsatisfactory level. This confirms the necessity and importance of the educational technologies proposed by the authors. Conclusion. The scientific novelty of the research results lies in substantiating the importance of a competent setting and striving to achieve life goals as a significant tool for ensuring a high level of financial literacy among students. The proposed educational technologies help to increase the efficiency of the process of setting and implementing students' life goals, including goals in the field of finance.
{"title":"Setting and implementation of life goals as a tool for improving financial literacy of students","authors":"S. Reznik, M. Chernikovskaya, O. Sazykina","doi":"10.32744/pse.2023.3.7","DOIUrl":"https://doi.org/10.32744/pse.2023.3.7","url":null,"abstract":"Problem and objective. In modern conditions, the problem of improving the financial literacy of students becomes relevant due to the need for the rapid development of the financial system, the expansion of the range of financial services, the emergence of new and often difficult for students to understand financial instruments. At the same time, there is an inability of student youth, and sometimes even unwillingness, to set life goals for themselves, especially in the financial sphere. The purpose of the article is to analyze the practice of setting and achieving life goals by students as a tool to improve their financial literacy. Research methods. The information base of the study is the scientific publications of scientists in the field of setting life goals and financial literacy of students, a comparison of the results of a questionnaire survey of 565 students from 29 Russian universities and an expert survey of 36 highly qualified specialists of Russian universities. Results of the study. The assessment by students of the importance of setting life goals indicates a misunderstanding by many students of the importance of this factor in ensuring their successful life. Less than half of the students surveyed (49.0%) set and achieve life goals in the field of finance on their own, the rest, due to their age and lack of experience, resort to the advice of relatives, friends and acquaintances (51.0%). The educational process at a university implies the development of students' skills in setting and achieving life goals, however, more than a third of the students surveyed (35.4%) believe that they have not yet acquired competencies that allow them to formulate and implement life goals, including in the field of finance. The majority of many students (32.2%) lack the practice of self-control of the results of their achievement of life goals. Against the background of a low level of goal-setting among students, their self-assessment of their own level of financial literacy also turned out to be at an unsatisfactory level. This confirms the necessity and importance of the educational technologies proposed by the authors. Conclusion. The scientific novelty of the research results lies in substantiating the importance of a competent setting and striving to achieve life goals as a significant tool for ensuring a high level of financial literacy among students. The proposed educational technologies help to increase the efficiency of the process of setting and implementing students' life goals, including goals in the field of finance.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43008812","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}
Problem and goal. The teacher is a key figure in ensuring the constructive use of mobile devices by students in the learning process. His competencies and attitude to the introduction of innovations play a significant role not only in the educational results of schoolchildren, but also in the formation of their digital competencies. However, the use of mobile devices (hereinafter – MD) as educational tools is perceived by teachers rather skeptically. In this regard, the study of the problem of the mediation of teachers' ideas about the use of MD students at school by their own installations in the field of mobile technologies acquires particular relevance. The purpose of this article was to identify the connection between teachers' attitudes towards mobile technologies and their ideas about the use of MD by students in school. Materials and methods. Based on the conceptual framework of the technology acceptance model, a questionnaire was developed that identifies positive and negative attitudes towards mobile technologies, the perceived ease of their use, as well as ideas about the forms of use of MD by schoolchildren. The study involved 357 teachers aged 21 to 75 working in schools in St. Petersburg and the Leningrad Region. The study was implemented through an online survey based on the Google form. Results. The study showed that teachers are more likely to perceive MD as a distraction from learning activities. The factorial model of mediation of ideas about the use of MD by schoolchildren by teachers' attitudes towards mobile technologies was confirmed (SRMR=0.058; CFI=0.95; AGFI=0,91; RMSEA=0,044). Correlations were found between the teacher's experience of using MD and his attitudes towards mobile technologies in education. Conclusion. The study was found that teachers more often perceive MD as a tool for including schoolchildren in contexts external to the school. In addition, teachers who have positive attitudes towards mobile technologies in education are more likely to perceive MD as an educational tool. The experience of a teacher in using MD plays a significant role in the formation of positive attitudes of teachers in relation to mobile technologies and their ideas about the constructive forms of using MD by schoolchildren.
{"title":"Mobile devices of students in the school learning environment through lens of teacher assessment","authors":"Elena B. Spasskaya, Yulia L. Project","doi":"10.32744/pse.2023.3.36","DOIUrl":"https://doi.org/10.32744/pse.2023.3.36","url":null,"abstract":"Problem and goal. The teacher is a key figure in ensuring the constructive use of mobile devices by students in the learning process. His competencies and attitude to the introduction of innovations play a significant role not only in the educational results of schoolchildren, but also in the formation of their digital competencies. However, the use of mobile devices (hereinafter – MD) as educational tools is perceived by teachers rather skeptically. In this regard, the study of the problem of the mediation of teachers' ideas about the use of MD students at school by their own installations in the field of mobile technologies acquires particular relevance. The purpose of this article was to identify the connection between teachers' attitudes towards mobile technologies and their ideas about the use of MD by students in school. Materials and methods. Based on the conceptual framework of the technology acceptance model, a questionnaire was developed that identifies positive and negative attitudes towards mobile technologies, the perceived ease of their use, as well as ideas about the forms of use of MD by schoolchildren. The study involved 357 teachers aged 21 to 75 working in schools in St. Petersburg and the Leningrad Region. The study was implemented through an online survey based on the Google form. Results. The study showed that teachers are more likely to perceive MD as a distraction from learning activities. The factorial model of mediation of ideas about the use of MD by schoolchildren by teachers' attitudes towards mobile technologies was confirmed (SRMR=0.058; CFI=0.95; AGFI=0,91; RMSEA=0,044). Correlations were found between the teacher's experience of using MD and his attitudes towards mobile technologies in education. Conclusion. The study was found that teachers more often perceive MD as a tool for including schoolchildren in contexts external to the school. In addition, teachers who have positive attitudes towards mobile technologies in education are more likely to perceive MD as an educational tool. The experience of a teacher in using MD plays a significant role in the formation of positive attitudes of teachers in relation to mobile technologies and their ideas about the constructive forms of using MD by schoolchildren.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47886984","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}
G. Tretyakova, V. Arutyunian, Olga V. Ginzburg, O. Azarova, E. Belozerova
Introduction. Proficiency in English is becoming increasingly important in the global economy, especially in business and finance. By studying English, economics students can improve their communication skills, gain access to information, career opportunities, and gain a competitive edge in their academic and professional interests. That is why in the modern system of higher education, the process of teaching a foreign language in a professional direction requires special attention, which involves the preparation of future specialists for the use of a foreign (English) language in specific business areas. An important property for effective intercultural communication is the ability to correctly formulate statements and understand the speech of other people in English. An important property for effective intercultural communication is the ability to correctly formulate statements and understand the speech of other people in English. First of all, communication should be carried out by mastering the English professional vocabulary (EPV). In turn, the possession of EPV is one of the most important components of the formation of speech competence up to level B2 (according to the all-European scale of levels CEFR), which is the main aspect of learning English at a university for students of foreign language professional communicative competence. The purpose of this study is to determine the most effective model for teaching students – future economists English professional vocabulary (EPL) to the level of independent English proficiency (B2) and develop proposals for improving this model. Research methods. 96 2nd year students of the financial faculty of the Financial University under the Government of the Russian Federation took part in the pedagogical experiment. The study was conducted within 5 months. The main research methods were the method of scientific literature analysis and experimental study of the learning process of students – future economists using three learning models (traditional (classroom learning), distance (electronic), blended). Methods of mathematical statistics used: Kruskal-Wallis H-test and Mann-Whitney U-test. Results. Conducted test tasks (both written and oral) by students of three experimental groups before the methodological experiment showed the absence of statistical significance between the results of performance. This indicated that in the three experimental groups, first-year students are at the same level of mastering the EPV. However, after conducting a methodical experiment, the presence of statistical significance was revealed. This indicated that after the completion of the methodological experiment, the students of the three experimental groups of the first year of study are at different levels of mastering the EVP. Based on the results of the control assignments performed by students, it was found that in all experimental groups there was an increase in all indicators, but the greatest progress was observed
{"title":"Formation of the speech competence in students – future economists to the level of independent English proficiency (B2)","authors":"G. Tretyakova, V. Arutyunian, Olga V. Ginzburg, O. Azarova, E. Belozerova","doi":"10.32744/pse.2023.3.16","DOIUrl":"https://doi.org/10.32744/pse.2023.3.16","url":null,"abstract":"Introduction. Proficiency in English is becoming increasingly important in the global economy, especially in business and finance. By studying English, economics students can improve their communication skills, gain access to information, career opportunities, and gain a competitive edge in their academic and professional interests. That is why in the modern system of higher education, the process of teaching a foreign language in a professional direction requires special attention, which involves the preparation of future specialists for the use of a foreign (English) language in specific business areas. An important property for effective intercultural communication is the ability to correctly formulate statements and understand the speech of other people in English. An important property for effective intercultural communication is the ability to correctly formulate statements and understand the speech of other people in English. First of all, communication should be carried out by mastering the English professional vocabulary (EPV). In turn, the possession of EPV is one of the most important components of the formation of speech competence up to level B2 (according to the all-European scale of levels CEFR), which is the main aspect of learning English at a university for students of foreign language professional communicative competence. The purpose of this study is to determine the most effective model for teaching students – future economists English professional vocabulary (EPL) to the level of independent English proficiency (B2) and develop proposals for improving this model. Research methods. 96 2nd year students of the financial faculty of the Financial University under the Government of the Russian Federation took part in the pedagogical experiment. The study was conducted within 5 months. The main research methods were the method of scientific literature analysis and experimental study of the learning process of students – future economists using three learning models (traditional (classroom learning), distance (electronic), blended). Methods of mathematical statistics used: Kruskal-Wallis H-test and Mann-Whitney U-test. Results. Conducted test tasks (both written and oral) by students of three experimental groups before the methodological experiment showed the absence of statistical significance between the results of performance. This indicated that in the three experimental groups, first-year students are at the same level of mastering the EPV. However, after conducting a methodical experiment, the presence of statistical significance was revealed. This indicated that after the completion of the methodological experiment, the students of the three experimental groups of the first year of study are at different levels of mastering the EVP. Based on the results of the control assignments performed by students, it was found that in all experimental groups there was an increase in all indicators, but the greatest progress was observed","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48782223","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}
E. A. Shumilova, Levonas P. Kuzma, Liya S. Makukha
Introduction. The issue of not only providing, but also assessing the quality is getting more and more urgent in the context of the active development of inclusive practices for the education of students with disabilities. Currently, the tools of educational achievements of students with disabilities have not yet been sufficiently developed, and the approaches proposed in the literature to the diagnosis processing of educational results are characterized by high labor intensity. The aim of the study is to develop and test a package of diagnostic techniques and a digital monitoring program for Universal Learning Activities (ULA) and Basic Learning Activities (BLA) to identify typological and individual characteristics of students with Intellectual Disability (ID) and Mild Intellectual Disability (MID). Materials and methods. The methodological tools of the study include an analysis of scientific publications, carried out, among other things, using the Scopus (Elsevier) bibliographic database for 2019-2022 on the keywords inclusive education AND digital learning, as well as methods of empirical research: standardized observation, conversation and experimental psychological examination. The mathematical analysis of the empirical study results was carried out using the t-Student statistical criterion. Results. The statistically significant differences (p ≤ 0.05) revealed in the course of the study in the indicators of educational actions formation (ULA and BLA) among children with ID and MID allow us to identify their intra-group typological features that are the basis for differentiation and individualization of the educational process, including different variants of organization of education for such children. The developed digital monitoring program will allow to increase the efficiency of teaching staff in an educational organization by reducing unnecessary paperwork, as well as to form a database reflecting the individual development trajectory of each student in inclusive conditions. Conclusion. Qualitative and quantitative differences in the formation of ULA among children with ID, as well as BLA among children with MID, were identified and analyzed using a monitoring program developed and tested in an empirical study, which is important to substantiate a differentiated approach to creating special educational conditions for such students when organizing their education in inclusive schools.
{"title":"Using a digital program for monitoring educational achievements to identify typological differences of students with mild intellectual disability","authors":"E. A. Shumilova, Levonas P. Kuzma, Liya S. Makukha","doi":"10.32744/pse.2023.3.25","DOIUrl":"https://doi.org/10.32744/pse.2023.3.25","url":null,"abstract":"Introduction. The issue of not only providing, but also assessing the quality is getting more and more urgent in the context of the active development of inclusive practices for the education of students with disabilities. Currently, the tools of educational achievements of students with disabilities have not yet been sufficiently developed, and the approaches proposed in the literature to the diagnosis processing of educational results are characterized by high labor intensity. The aim of the study is to develop and test a package of diagnostic techniques and a digital monitoring program for Universal Learning Activities (ULA) and Basic Learning Activities (BLA) to identify typological and individual characteristics of students with Intellectual Disability (ID) and Mild Intellectual Disability (MID). Materials and methods. The methodological tools of the study include an analysis of scientific publications, carried out, among other things, using the Scopus (Elsevier) bibliographic database for 2019-2022 on the keywords inclusive education AND digital learning, as well as methods of empirical research: standardized observation, conversation and experimental psychological examination. The mathematical analysis of the empirical study results was carried out using the t-Student statistical criterion. Results. The statistically significant differences (p ≤ 0.05) revealed in the course of the study in the indicators of educational actions formation (ULA and BLA) among children with ID and MID allow us to identify their intra-group typological features that are the basis for differentiation and individualization of the educational process, including different variants of organization of education for such children. The developed digital monitoring program will allow to increase the efficiency of teaching staff in an educational organization by reducing unnecessary paperwork, as well as to form a database reflecting the individual development trajectory of each student in inclusive conditions. Conclusion. Qualitative and quantitative differences in the formation of ULA among children with ID, as well as BLA among children with MID, were identified and analyzed using a monitoring program developed and tested in an empirical study, which is important to substantiate a differentiated approach to creating special educational conditions for such students when organizing their education in inclusive schools.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47412452","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}
A. Drozdikova-Zaripova, N. Latypov, N. Sokolova, Roza R. Khusainova
Introduction. The relevance of the study of formation of self-concept of adolescents from foster families is due to the need to provide targeted assistance and support to foster children who have great difficulties in the formation of a positive self-concept as the basis for their social adaptation and harmonious personal development. In modern psycho-pedagogical science and practice the content-methodological aspects of formation of positive self-concept of adolescents brought up in foster families are insufficiently developed. The aim of the study was to substantiate through the experiment the context and conditions fostering the buildup of a positive self-perspective concept in foster teenagers. Materials and methods. As part of the psychological and pedagogical experiment, there was developed a number of psychological and pedagogical practices structured in a consistent version, aimed at the fostering an affirmative self-perspective concept of teenagers brought up in the foster families. The study applied methods for assessing the elements of the self-concept specific to adopted adolescents: diagnostics of interpersonal relations (T. Leary), the scale "I-concepts" (E. Pierce, D. Harris), diagnostics of self-esteem according to the method of Dembo-Rubinstein revised by A.M. Prikhozhan. 32 adolescents and 24 parents representing foster families partook in the study. Research results. As a result of the implementation of the developed psychological and pedagogical conditions for the formation of a positive self-concept, there were identified statistically significant self-concepts (cognitive, emotional, evaluative and behavioral) in adolescents brought up in foster families. Adopted adolescents began to demonstrate predominant desire to harmonize relations with others and establish collaborative relationships, reduce conformal attitudes and show self-confidence (“Friendly”, p≤0.05; “Altruistic”, p≤0.05 and “Authoritarian”, p≤0.05); they set more realistic goals (in most charts, the difference between the levels of self-esteem and demands is within the range between 20 to 22 points), have an optimistic vision of their capabilities (optimal high level: from 80 to 88 points); a more realistic attitude to life situations (71.9%), a sense of satisfaction with life (37.5%) and emotional well-being (50%), as well as a favorable position in the family (a shift in the average level of satisfaction from 37.5% to 62, 5% and at a high level – from 21.9% to 31.3%). Conclusion. In the present-day context the conditions for the successful development of self-awareness, selfactualization and acknowledging by a teenager of him- or herself are of particular importance in foster families. The formation of a positive self-concept is a complex and lengthy process. Positive results of the study can form the basis of psychological guidance and counseling for foster families.
介绍。研究寄养家庭青少年自我概念形成的意义在于，需要有针对性地帮助和支持寄养儿童，因为寄养儿童在形成积极自我概念方面存在很大困难，这是其社会适应和和谐个人发展的基础。在现代心理教育科学和实践中，对寄养家庭中成长的青少年积极自我概念形成的内容-方法方面的研究还不够充分。本研究的目的是通过实验来证实促进被寄养青少年积极自我观概念形成的环境和条件。材料和方法。作为心理和教学实验的一部分，开发了一些以一致的形式构成的心理和教学实践，旨在培养在寄养家庭中长大的青少年积极的自我观点概念。本研究采用人际关系诊断法(T. Leary)、“I-concepts”量表(E. Pierce, D. Harris)、自尊诊断法(由A.M.修订的dempo - rubinstein方法)来评估被收养青少年特有的自我概念要素32名青少年和24名代表寄养家庭的父母参与了这项研究。研究的结果。由于实施了形成积极自我概念的发达的心理和教学条件，在寄养家庭中长大的青少年中发现了统计上显著的自我概念(认知、情感、评价和行为)。被收养青少年开始表现出与他人和谐关系、建立合作关系的强烈愿望，从众态度减少，表现出自信(“友好”，p≤0.05;“利他主义”，p≤0.05，“威权主义”，p≤0.05);他们设定了更现实的目标(在大多数图表中，自尊水平和需求水平之间的差异在20到22分之间)，对自己的能力有乐观的看法(最佳高水平:80到88分);对生活状况持更现实的态度(71.9%)，对生活感到满意(37.5%)和情绪健康(50%)，以及在家庭中的有利地位(平均满意度从37.5%上升到62.5%，高满意度从21.9%上升到31.3%)。结论。在当今的背景下，青少年成功发展自我意识、自我实现和承认自己的条件在寄养家庭中尤为重要。积极自我概念的形成是一个复杂而漫长的过程。研究的积极成果可以为寄养家庭的心理指导和咨询提供依据。
{"title":"Positive self-perspective concept in adolescents raised in foster families: development conditions","authors":"A. Drozdikova-Zaripova, N. Latypov, N. Sokolova, Roza R. Khusainova","doi":"10.32744/pse.2023.3.30","DOIUrl":"https://doi.org/10.32744/pse.2023.3.30","url":null,"abstract":"Introduction. The relevance of the study of formation of self-concept of adolescents from foster families is due to the need to provide targeted assistance and support to foster children who have great difficulties in the formation of a positive self-concept as the basis for their social adaptation and harmonious personal development. In modern psycho-pedagogical science and practice the content-methodological aspects of formation of positive self-concept of adolescents brought up in foster families are insufficiently developed. The aim of the study was to substantiate through the experiment the context and conditions fostering the buildup of a positive self-perspective concept in foster teenagers. Materials and methods. As part of the psychological and pedagogical experiment, there was developed a number of psychological and pedagogical practices structured in a consistent version, aimed at the fostering an affirmative self-perspective concept of teenagers brought up in the foster families. The study applied methods for assessing the elements of the self-concept specific to adopted adolescents: diagnostics of interpersonal relations (T. Leary), the scale \"I-concepts\" (E. Pierce, D. Harris), diagnostics of self-esteem according to the method of Dembo-Rubinstein revised by A.M. Prikhozhan. 32 adolescents and 24 parents representing foster families partook in the study. Research results. As a result of the implementation of the developed psychological and pedagogical conditions for the formation of a positive self-concept, there were identified statistically significant self-concepts (cognitive, emotional, evaluative and behavioral) in adolescents brought up in foster families. Adopted adolescents began to demonstrate predominant desire to harmonize relations with others and establish collaborative relationships, reduce conformal attitudes and show self-confidence (“Friendly”, p≤0.05; “Altruistic”, p≤0.05 and “Authoritarian”, p≤0.05); they set more realistic goals (in most charts, the difference between the levels of self-esteem and demands is within the range between 20 to 22 points), have an optimistic vision of their capabilities (optimal high level: from 80 to 88 points); a more realistic attitude to life situations (71.9%), a sense of satisfaction with life (37.5%) and emotional well-being (50%), as well as a favorable position in the family (a shift in the average level of satisfaction from 37.5% to 62, 5% and at a high level – from 21.9% to 31.3%). Conclusion. In the present-day context the conditions for the successful development of self-awareness, selfactualization and acknowledging by a teenager of him- or herself are of particular importance in foster families. The formation of a positive self-concept is a complex and lengthy process. Positive results of the study can form the basis of psychological guidance and counseling for foster families.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44707755","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}
Introduction. For environmental protection activities in Vietnam to be effective, a prerequisite is that the participants, including students, must have a high awareness of environmental protection. The article analyzes the current situation and proposes ample fundamental solutions to build awareness of environmental protection for students in Vietnamese universities. The object of this study is to build the awareness of protecting the natural environment among university students in Vietnam. Research methods. This study uses the method of dialectical materialism and historical materialism of Marxism – Leninism as the most general methodology. In addition, other specific methods are also used such as: Method of abstraction, generalization; Methods of document analysis; Methods of sociological investigation; Methods of investigation and interview. Data were processed using SPSS statistical software. Results. Knowledge of environmental science and environmental protection has a great and necessary role, is an indispensable factor, and is the key for each individual to step into the future life. Firstly, students have learned scientific knowledge about the environment, environmental protection, and laws on environmental protection through the following channels such as educational activities at school account for 71.9%; television channels account for 9.92. Secondly, in regard of fostering and developing students’ feelings, beliefs, spirits, aspirations, and desires for environmental protection that 71.9% of students answered that they love the poetic and majestic beauty of nature, love the homeland, love the country and Vietnamese people. Thirdly, regarding the formation of students’ attitudes toward environmental protection, that 87.64% of students responded with great interest and 4.44% of students were concerned with the depletion of natural resources, pollution, environmental crisis, climate change, drought, and saltwater intrusion of the country and the locality. Finally, concerning students’ actions in environmental protection, that 87.08% of students confirmed that they will participate in planting trees and will voluntarily comply with regulations on hygiene and environmental protection. They should act together “for the green of the homeland”. Practical significance. This study provided a scientific evidence for the Education and Training sector in planning environmental education awareness programs for students – the future owners of the country. The topic can be used as a reliable reference in research, teaching, learning and practical direction around the education of environmental protection consciousness for university students in Vietnam today.
{"title":"Building awareness of environmental protection among university students in Vietnam","authors":"N. V. Thanh, N. Toan","doi":"10.32744/pse.2023.3.10","DOIUrl":"https://doi.org/10.32744/pse.2023.3.10","url":null,"abstract":"Introduction. For environmental protection activities in Vietnam to be effective, a prerequisite is that the participants, including students, must have a high awareness of environmental protection. The article analyzes the current situation and proposes ample fundamental solutions to build awareness of environmental protection for students in Vietnamese universities. The object of this study is to build the awareness of protecting the natural environment among university students in Vietnam. Research methods. This study uses the method of dialectical materialism and historical materialism of Marxism – Leninism as the most general methodology. In addition, other specific methods are also used such as: Method of abstraction, generalization; Methods of document analysis; Methods of sociological investigation; Methods of investigation and interview. Data were processed using SPSS statistical software. Results. Knowledge of environmental science and environmental protection has a great and necessary role, is an indispensable factor, and is the key for each individual to step into the future life. Firstly, students have learned scientific knowledge about the environment, environmental protection, and laws on environmental protection through the following channels such as educational activities at school account for 71.9%; television channels account for 9.92. Secondly, in regard of fostering and developing students’ feelings, beliefs, spirits, aspirations, and desires for environmental protection that 71.9% of students answered that they love the poetic and majestic beauty of nature, love the homeland, love the country and Vietnamese people. Thirdly, regarding the formation of students’ attitudes toward environmental protection, that 87.64% of students responded with great interest and 4.44% of students were concerned with the depletion of natural resources, pollution, environmental crisis, climate change, drought, and saltwater intrusion of the country and the locality. Finally, concerning students’ actions in environmental protection, that 87.08% of students confirmed that they will participate in planting trees and will voluntarily comply with regulations on hygiene and environmental protection. They should act together “for the green of the homeland”. Practical significance. This study provided a scientific evidence for the Education and Training sector in planning environmental education awareness programs for students – the future owners of the country. The topic can be used as a reliable reference in research, teaching, learning and practical direction around the education of environmental protection consciousness for university students in Vietnam today.","PeriodicalId":37196,"journal":{"name":"Perspektivy Nauki i Obrazovania","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45244882","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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