Pub Date : 2023-10-12DOI: 10.17853/1994-5639-2023-8-12-48
L. M. Andryukhina, B. N. Guzanov, S. V. Anakhov
Introduction . Considerable attention is paid to the training of highly qualified engineering personnel today. But the ongoing processes of convergence, the emergence of end-to-end technologies radically change not only the technological platform of production, but lead to changes in the scientific picture of the world, which directly affects the nature of engineering thinking, expanding its range far beyond the technical sphere. Without the understanding of the features of modern engineering thinking, it is impossible to design the content and forms of education for future engineers. Actively ongoing processes of technological transformation in the education system give rise to a situation of uncertainty, and the desire to respond to emerging challenges, most often, is expressed in disparate, local educational solutions, if they are not based on scientifically sound conceptual models of personnel training. Aim . The present research aims to form a systematic understanding of the structure of engineering thinking and identify the trends of its transformation in the context of changes in the scientific picture of the world. Methodology and research methods . Theoretical and methodological analysis was based on the philosophical methodology of science, which made it possible to single out the main general scientific approaches in understanding the essence of engineering thinking and to consider the influence of the modern transforming scientific picture of the world on the structures of thinking in engineering activities. On the basis of the case study method, a reconstruction and analysis of typical situations encountered in the practice of training engineers and developing educational programmes was carried out to demonstrate the significance of the theoretical and methodological results obtained. The case study was used as a method of scientific research, which has its advantages over other empirical methods in the area under study. Result s. The main methodological approaches in understanding engineering thinking are identified and analysed: practice-oriented, phenomenological, conceptual, and contextual. A systemic model of engineering thinking is substantiated, including three levels: technological (mental activity, technologies of thinking); regulatory-target (scientific picture of the world, paradigms, style of thinking, etc.); value-semantic (value attitudes, positions, ideals, norms, strategic priorities, semantic patterns). Typical cases that are encountered in the practice of training engineering personnel are analysed. It is shown how the changes in the scientific picture of the world and methodological reflexive analysis allow the strategies for designing educational programmes to be adjusted. The influence of the modern convergent environment on the formation of value-semantic and regulatory-target structures of engineering thinking and on the forms of the engineer’s mental activity is revealed. Innovative models for the training of
{"title":"Engineering thinking: Vectors of development in the context of the transformation of the scientific picture of the world","authors":"L. M. Andryukhina, B. N. Guzanov, S. V. Anakhov","doi":"10.17853/1994-5639-2023-8-12-48","DOIUrl":"https://doi.org/10.17853/1994-5639-2023-8-12-48","url":null,"abstract":"Introduction . Considerable attention is paid to the training of highly qualified engineering personnel today. But the ongoing processes of convergence, the emergence of end-to-end technologies radically change not only the technological platform of production, but lead to changes in the scientific picture of the world, which directly affects the nature of engineering thinking, expanding its range far beyond the technical sphere. Without the understanding of the features of modern engineering thinking, it is impossible to design the content and forms of education for future engineers. Actively ongoing processes of technological transformation in the education system give rise to a situation of uncertainty, and the desire to respond to emerging challenges, most often, is expressed in disparate, local educational solutions, if they are not based on scientifically sound conceptual models of personnel training. Aim . The present research aims to form a systematic understanding of the structure of engineering thinking and identify the trends of its transformation in the context of changes in the scientific picture of the world. Methodology and research methods . Theoretical and methodological analysis was based on the philosophical methodology of science, which made it possible to single out the main general scientific approaches in understanding the essence of engineering thinking and to consider the influence of the modern transforming scientific picture of the world on the structures of thinking in engineering activities. On the basis of the case study method, a reconstruction and analysis of typical situations encountered in the practice of training engineers and developing educational programmes was carried out to demonstrate the significance of the theoretical and methodological results obtained. The case study was used as a method of scientific research, which has its advantages over other empirical methods in the area under study. Result s. The main methodological approaches in understanding engineering thinking are identified and analysed: practice-oriented, phenomenological, conceptual, and contextual. A systemic model of engineering thinking is substantiated, including three levels: technological (mental activity, technologies of thinking); regulatory-target (scientific picture of the world, paradigms, style of thinking, etc.); value-semantic (value attitudes, positions, ideals, norms, strategic priorities, semantic patterns). Typical cases that are encountered in the practice of training engineering personnel are analysed. It is shown how the changes in the scientific picture of the world and methodological reflexive analysis allow the strategies for designing educational programmes to be adjusted. The influence of the modern convergent environment on the formation of value-semantic and regulatory-target structures of engineering thinking and on the forms of the engineer’s mental activity is revealed. Innovative models for the training of ","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136014749","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 : 2023-10-12DOI: 10.17853/1994-5639-2023-8-80-114
N. G. Popova, E. I. Khabirova
Introduction . In the last decades, due to the increased number of international research collaborations, the role of auxiliary institutions which contribute to the development of research publication competencies has increased. Competencies are required for writing, preparing, publishing, and promoting scientific articles. The formation of such competencies is carried out at different levels of higher education as part of the current Federal State Educational Standard (FSES), including prorammes of additional professional education, as well as initiatives of auxiliary university departments and non-university organisations. Aim . This article aims to analyse the resources available for the development of research publication competencies in Russia in terms of the opportunities offered by different participants of the educational process. Methodology and research methods . The study compared and analysed open access regulatory documentation, reviewed and systematised data from the websites of auxiliary university departments and non-university organisations, and used data from in-depth interviews. Results . The article describes the prerequisites for the formation of research publication competencies in higher education in Russia. An overview of effective practices to develop such competencies is given, taking into account the national context and available higher education programmes. The article provides an overview of the functionality of auxiliary university departments and non-university organisations, whose activities support publication activity. The role of academic writing teachers, consultants, translators, editors, and reviewers in the development of the competencies of the authors of scientific publications is determined. The importance of the closer interaction of all participants in the publication process is substantiated: authors, translators, and editors of texts; and teachers of scientific writing courses with editors and reviewers of scientific journals. Scientific novelty. The scientific novelty of this article refers to a detailed description of the resources for the development of research publication competencies and their compliance with the requirements of the Federal State Educational Standard, which have not been investigated in such correlation before. Practical significance . The results can be used to develop a set of measures to systematise approaches to developing research publication competencies.
{"title":"Resources to develop the research publication competencies of Russian researchers","authors":"N. G. Popova, E. I. Khabirova","doi":"10.17853/1994-5639-2023-8-80-114","DOIUrl":"https://doi.org/10.17853/1994-5639-2023-8-80-114","url":null,"abstract":"Introduction . In the last decades, due to the increased number of international research collaborations, the role of auxiliary institutions which contribute to the development of research publication competencies has increased. Competencies are required for writing, preparing, publishing, and promoting scientific articles. The formation of such competencies is carried out at different levels of higher education as part of the current Federal State Educational Standard (FSES), including prorammes of additional professional education, as well as initiatives of auxiliary university departments and non-university organisations. Aim . This article aims to analyse the resources available for the development of research publication competencies in Russia in terms of the opportunities offered by different participants of the educational process. Methodology and research methods . The study compared and analysed open access regulatory documentation, reviewed and systematised data from the websites of auxiliary university departments and non-university organisations, and used data from in-depth interviews. Results . The article describes the prerequisites for the formation of research publication competencies in higher education in Russia. An overview of effective practices to develop such competencies is given, taking into account the national context and available higher education programmes. The article provides an overview of the functionality of auxiliary university departments and non-university organisations, whose activities support publication activity. The role of academic writing teachers, consultants, translators, editors, and reviewers in the development of the competencies of the authors of scientific publications is determined. The importance of the closer interaction of all participants in the publication process is substantiated: authors, translators, and editors of texts; and teachers of scientific writing courses with editors and reviewers of scientific journals. Scientific novelty. The scientific novelty of this article refers to a detailed description of the resources for the development of research publication competencies and their compliance with the requirements of the Federal State Educational Standard, which have not been investigated in such correlation before. Practical significance . The results can be used to develop a set of measures to systematise approaches to developing research publication competencies.","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136014747","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 : 2023-10-12DOI: 10.17853/1994-5639-2023-8-49-79
V. I. Blinov, I. S. Sergeev, E. Yu. Esenina, A. I. Satdykov, S. A. Osadcheva
Introduction . The vocational education system of any country is focused on training qualified personnel for the economy and is always closely connected with the socio-economic and foreign policy conditions for the development of the state. In the 2020s, the world community faced a number of challenges, including the Coronavirus pandemic, natural changes and cataclysms, and foreign policy conflicts. The problem of supporting the vocational education system in the conditions of instability is acquiring an international dimension. Aim . The current paper aims to present the results of the research on import substitution processes in the material and technical support of educational programmes of secondary vocational education and an assessment of the readiness of educational organisations for this activity in the context of the new economic conditions for the development of Russia, taking into account the foreign experience of friendly countries. Methodology and research methods . The present applied research uses the methodology of the general scientific level based on the analysis of documents and materials, which are publicly available on the nternet. The methods of comparative, criterion and cluster analysis, the method of analysis of necessity and sufficiency, methods of goal-setting and formalisation of expected results, the method of interpretation were employed. Result s. The article presents the intermediate results of the study of the regional VET systems adaptation to new economic conditions. The proposed set of criteria and indicators can be useful to the executive authorities in the field of education, the administration of educational organisations to develop their strategy in the coming years. In the future, the authors plan to prepare appropriate methodological recommendations. Scientific novelty . Cluster approach was applied to analyse management strategies of colleges and technical schools for updating and import substitution of equipment. Practical significance . The authors propose the set of criteria and indicators for assessing the material and technical support of vocational education system in the context of import substitution and building technological sovereignty in the Russian Federation.
{"title":"Import substitution processes in the material and technical support of vocational education programmes in the context of the movement towards technological sovereignty","authors":"V. I. Blinov, I. S. Sergeev, E. Yu. Esenina, A. I. Satdykov, S. A. Osadcheva","doi":"10.17853/1994-5639-2023-8-49-79","DOIUrl":"https://doi.org/10.17853/1994-5639-2023-8-49-79","url":null,"abstract":"Introduction . The vocational education system of any country is focused on training qualified personnel for the economy and is always closely connected with the socio-economic and foreign policy conditions for the development of the state. In the 2020s, the world community faced a number of challenges, including the Coronavirus pandemic, natural changes and cataclysms, and foreign policy conflicts. The problem of supporting the vocational education system in the conditions of instability is acquiring an international dimension. Aim . The current paper aims to present the results of the research on import substitution processes in the material and technical support of educational programmes of secondary vocational education and an assessment of the readiness of educational organisations for this activity in the context of the new economic conditions for the development of Russia, taking into account the foreign experience of friendly countries. Methodology and research methods . The present applied research uses the methodology of the general scientific level based on the analysis of documents and materials, which are publicly available on the nternet. The methods of comparative, criterion and cluster analysis, the method of analysis of necessity and sufficiency, methods of goal-setting and formalisation of expected results, the method of interpretation were employed. Result s. The article presents the intermediate results of the study of the regional VET systems adaptation to new economic conditions. The proposed set of criteria and indicators can be useful to the executive authorities in the field of education, the administration of educational organisations to develop their strategy in the coming years. In the future, the authors plan to prepare appropriate methodological recommendations. Scientific novelty . Cluster approach was applied to analyse management strategies of colleges and technical schools for updating and import substitution of equipment. Practical significance . The authors propose the set of criteria and indicators for assessing the material and technical support of vocational education system in the context of import substitution and building technological sovereignty in the Russian Federation.","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"144 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136014745","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 : 2023-10-12DOI: 10.17853/1994-5639-2023-8-134-161
A. A. Pecherkina, K. D. Katkalo, G. I. Borisov
Introduction . Within the framework of current educational reforms, a trend towards raising requirements for intellectual and psycho-emotional abilities of all educational process participants has become evident. With an increasing number of emotionally intense events, the issue of forming and maintaining the emotional well-being of schoolchildren is becoming more urgent. The key feature of the school environment is emotional well-being, which the authors define as a stable and emotionally positive state of a child in the learning environment; and which is based on satisfying one’s age-related needs, awareness of one’s own emotions and possession of the skills of emotional regulation and reflection. Aim . The article aims to formulate and analyse the problem of emotional well-being, to provide an overview of scientific approaches to its operationalisation, and to determine methodological foundations and directions for assessing the emotional well-being of Russian schoolchildren. Methodology and research methods . Research methods include a review of scientific works by contemporary Russian and foreign scholars; systemic, comparative, and logical analysis of modern approaches to the notion of emotional well-being of schoolchildren. The research methodological foundation is rooted in the provisions of positive psychology, the concepts of subjective well-being (N. Bradburn, E. Dinner) and psychological well-being (C. Ryff), self-determination theory (M. Seligman, R. M. Ryan, E. L. Deci), and ecological systems theory (W. Bronfenbrenner). Results and scientific novelty . The paper determines scientific approaches to analyse emotional well-being of a schoolchild, contributes to the concept of operationalisation, and defines the directions for assessing emotional well-being on the basis of two factors: social environment and personal characteristics of a schoolchild. Practical significance . The research results can be used as a foundation for designing the empirical research into characteristics of the emotional well-being of Russian schoolchildren. The present findings might help to develop a programme for improving schoolchildren emotional well-being considered as a key factor to assess schoolchildren emotional well-being in the learning environment in the context of constant social transformations.
介绍。在当前教育改革的框架内，提高对所有教育过程参与者的智力和心理-情感能力要求的趋势已经变得明显。随着情感强烈事件的增加，形成和维持学童情感健康的问题变得更加紧迫。学校环境的关键特征是情绪健康，作者将其定义为儿童在学习环境中稳定和情绪积极的状态;这是基于满足一个人的年龄相关需求，意识到自己的情绪和拥有情绪调节和反思的技能。的目标。本文旨在制定和分析情绪健康问题，概述其运作的科学方法，并确定评估俄罗斯学童情绪健康的方法基础和方向。方法论和研究方法。研究方法包括回顾当代俄罗斯和外国学者的科学著作;对学童情感健康概念的现代方法进行系统、比较和逻辑分析。研究方法基础植根于积极心理学的规定，主观幸福感(N. Bradburn, E. Dinner)和心理幸福感(C. Ryff)的概念，自决理论(M. Seligman, R. M. Ryan, E. L. Deci)和生态系统理论(W. Bronfenbrenner)。结果与科学新颖性。本文确定了分析学童情绪幸福感的科学方法，提出了操作化的概念，并根据学童的社会环境和个人特征两个因素确定了评估学童情绪幸福感的方向。现实意义。研究结果可作为设计俄罗斯学童情绪幸福感特征实证研究的基础。本研究结果可能有助于制定一个改善学童情绪健康的方案，并将其作为评估不断社会变革背景下学习环境中学童情绪健康的关键因素。
{"title":"Emotional well-being of schoolchildren: theoretical foundations and prospects for research","authors":"A. A. Pecherkina, K. D. Katkalo, G. I. Borisov","doi":"10.17853/1994-5639-2023-8-134-161","DOIUrl":"https://doi.org/10.17853/1994-5639-2023-8-134-161","url":null,"abstract":"Introduction . Within the framework of current educational reforms, a trend towards raising requirements for intellectual and psycho-emotional abilities of all educational process participants has become evident. With an increasing number of emotionally intense events, the issue of forming and maintaining the emotional well-being of schoolchildren is becoming more urgent. The key feature of the school environment is emotional well-being, which the authors define as a stable and emotionally positive state of a child in the learning environment; and which is based on satisfying one’s age-related needs, awareness of one’s own emotions and possession of the skills of emotional regulation and reflection. Aim . The article aims to formulate and analyse the problem of emotional well-being, to provide an overview of scientific approaches to its operationalisation, and to determine methodological foundations and directions for assessing the emotional well-being of Russian schoolchildren. Methodology and research methods . Research methods include a review of scientific works by contemporary Russian and foreign scholars; systemic, comparative, and logical analysis of modern approaches to the notion of emotional well-being of schoolchildren. The research methodological foundation is rooted in the provisions of positive psychology, the concepts of subjective well-being (N. Bradburn, E. Dinner) and psychological well-being (C. Ryff), self-determination theory (M. Seligman, R. M. Ryan, E. L. Deci), and ecological systems theory (W. Bronfenbrenner). Results and scientific novelty . The paper determines scientific approaches to analyse emotional well-being of a schoolchild, contributes to the concept of operationalisation, and defines the directions for assessing emotional well-being on the basis of two factors: social environment and personal characteristics of a schoolchild. Practical significance . The research results can be used as a foundation for designing the empirical research into characteristics of the emotional well-being of Russian schoolchildren. The present findings might help to develop a programme for improving schoolchildren emotional well-being considered as a key factor to assess schoolchildren emotional well-being in the learning environment in the context of constant social transformations.","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"144 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136014756","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 : 2023-09-14DOI: 10.17853/1994-5639-2023-7-155-171
S. Hadi, W. M. Wijaya, R. Utari, W. Wijayanti, C. S.A. Jabar
Introduction . This study was conducted to identify the factors that influence user satisfaction to determine the quality of the website (online system) for quality assurance in vocational education from the user’s point of view and to provide the best recommendations for improving the quality of the vocational school quality assurance online system. Aim . This study aims to analyse the quality of the vocational school quality assurance website that affects user satisfaction using the WebQual model. Methodology and research methods . This research used structural equation modelling – partial least square (PLS-SEM) analysis. The purposive sampling technique was chosen to determine the sample of respondents from operators or users of the quality assurance website from 36 vocational schools in Yogyakarta Province, Indonesia. Results . Based on the analysis results, it was found that the service interaction quality factor significantly influenced the e-service quality of the vocational school website for quality assurance, which then directly affected website user satisfaction. Practical significance . This research has implications for developing vocational school website for quality assurance to optimise the website function. This research also has implications for schools to facilitate performance reporting through quality assurance website.
{"title":"Online quality assurance system in vocational schools using the website: A user satisfaction perspective","authors":"S. Hadi, W. M. Wijaya, R. Utari, W. Wijayanti, C. S.A. Jabar","doi":"10.17853/1994-5639-2023-7-155-171","DOIUrl":"https://doi.org/10.17853/1994-5639-2023-7-155-171","url":null,"abstract":"Introduction . This study was conducted to identify the factors that influence user satisfaction to determine the quality of the website (online system) for quality assurance in vocational education from the user’s point of view and to provide the best recommendations for improving the quality of the vocational school quality assurance online system. Aim . This study aims to analyse the quality of the vocational school quality assurance website that affects user satisfaction using the WebQual model. Methodology and research methods . This research used structural equation modelling – partial least square (PLS-SEM) analysis. The purposive sampling technique was chosen to determine the sample of respondents from operators or users of the quality assurance website from 36 vocational schools in Yogyakarta Province, Indonesia. Results . Based on the analysis results, it was found that the service interaction quality factor significantly influenced the e-service quality of the vocational school website for quality assurance, which then directly affected website user satisfaction. Practical significance . This research has implications for developing vocational school website for quality assurance to optimise the website function. This research also has implications for schools to facilitate performance reporting through quality assurance website.","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134910780","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 : 2023-09-14DOI: 10.17853/1994-5639-2023-7-172-191
M. S. Ashilova, O. Ya. Kim, A. S. Begalinov, K. K. Begalinova
Introduction . The COVID-19 pandemic, which spread widely around the world at the beginning of 2020, has seriously affected the educational sphere as a whole. Under the influence of the pandemic, the psychology of young people, their value orientations, thoughts about the future, their well-being and behaviour are changing. R. Inglehart notes that this process is heterogeneous and manifests itself in different ways in different countries of the world. In developed countries with a predominance of values of self-expression and secular-rational values, the pandemic has affected more painfully than in developing countries with traditional values and values of survival. This study presents how the pandemic affected the values of student youth in Kazakhstan, a country that, according to R. Inglehart’s map of cultural values, occupies a more neutral position. And also it was analysed whether the trends in Kazakhstan correlate with global ones. Aim . The present research aims to identify how the pandemic has affected the value orientations of students in Kazakhstan and other countries around the world. The main hypothesis, derived by analogy with other countries of the world, is the assertion that the pandemic has led to widespread depressions among Kazakh youth, shaking their life values and the importance of education. Methodology and research methods . The theoretical and methodological basis of the article was the research of R. Inglehart and C. Welzel, devoted to the problems of values, including in the conditions of the pandemic crisis. The survey method was also used. It was conducted on the basis of a sample formed: one thousand full-time university students from 17 regions of Kazakhstan (three megacities and 14 regions). A questionnaire containing 13 key questions concerning the values of young people, their prospects for the future, fears and anxieties, and the quality of education was used. Results . The results of this study and their comparison with similar surveys in other countries of the world allowed the authors to conclude that Kazakh students in general are experiencing the same negative consequences of the pandemic as their peers from other countries. However, in matters of life goals, educational values, career prospects and general well-being, Kazakhstani students show great resilience and a positive attitude. Based on R. Inglehart’s position, this happened due to the low economic development of the country, which, according to his system of values, is classified as developing countries with a strong traditional way of life and the predominance of survival values. Scientific novelty . The article for the first time attempts to analyse the values of Kazakh students through the prism of the concept of R. Inglehart and C. Welzel, and also shows the impact of the pandemic on the well-being, quality of education and value orientations of young people in Kazakhstan and other countries of the world. Practical significance . The materials
{"title":"The value system of modern youth after the COVID-19 pandemic","authors":"M. S. Ashilova, O. Ya. Kim, A. S. Begalinov, K. K. Begalinova","doi":"10.17853/1994-5639-2023-7-172-191","DOIUrl":"https://doi.org/10.17853/1994-5639-2023-7-172-191","url":null,"abstract":"Introduction . The COVID-19 pandemic, which spread widely around the world at the beginning of 2020, has seriously affected the educational sphere as a whole. Under the influence of the pandemic, the psychology of young people, their value orientations, thoughts about the future, their well-being and behaviour are changing. R. Inglehart notes that this process is heterogeneous and manifests itself in different ways in different countries of the world. In developed countries with a predominance of values of self-expression and secular-rational values, the pandemic has affected more painfully than in developing countries with traditional values and values of survival. This study presents how the pandemic affected the values of student youth in Kazakhstan, a country that, according to R. Inglehart’s map of cultural values, occupies a more neutral position. And also it was analysed whether the trends in Kazakhstan correlate with global ones. Aim . The present research aims to identify how the pandemic has affected the value orientations of students in Kazakhstan and other countries around the world. The main hypothesis, derived by analogy with other countries of the world, is the assertion that the pandemic has led to widespread depressions among Kazakh youth, shaking their life values and the importance of education. Methodology and research methods . The theoretical and methodological basis of the article was the research of R. Inglehart and C. Welzel, devoted to the problems of values, including in the conditions of the pandemic crisis. The survey method was also used. It was conducted on the basis of a sample formed: one thousand full-time university students from 17 regions of Kazakhstan (three megacities and 14 regions). A questionnaire containing 13 key questions concerning the values of young people, their prospects for the future, fears and anxieties, and the quality of education was used. Results . The results of this study and their comparison with similar surveys in other countries of the world allowed the authors to conclude that Kazakh students in general are experiencing the same negative consequences of the pandemic as their peers from other countries. However, in matters of life goals, educational values, career prospects and general well-being, Kazakhstani students show great resilience and a positive attitude. Based on R. Inglehart’s position, this happened due to the low economic development of the country, which, according to his system of values, is classified as developing countries with a strong traditional way of life and the predominance of survival values. Scientific novelty . The article for the first time attempts to analyse the values of Kazakh students through the prism of the concept of R. Inglehart and C. Welzel, and also shows the impact of the pandemic on the well-being, quality of education and value orientations of young people in Kazakhstan and other countries of the world. Practical significance . The materials ","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134910933","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 : 2023-09-13DOI: 10.17853/1994-5639-2023-7-69-102
N. V. Bordovskaia, E. A. Koshkina, M. A. Tikhomirova, M. P. Iskhakova
Introduction. The modern system of higher education has undergone a serious digital transformation in recent years. Electronic, blended, mobile learning is being actively introduced. However, the most significant innovative trend in modern education in recent years is blended learning, which is characterised using both traditional and digital learning technologies, which together contribute to the preservation of university traditions and the active use of modern information and communication tools in solving educational problems. The use of new models of blended learning makes higher education more accessible to all categories of not only Russian but also foreign students, stimulating their independence and increasing motivation for education based on the rich experience of their digital communication. In this regard, scientists and practitioners show increasing interest to the problem of the effective use of blended learning technologies, approaches and methods in higher education. Aim . The present research aims to theoretically substantiate the methodology for studying the blended learning technologies effectiveness, to develop and approbate appropriate methodological tools, followed by its verification for reliability and validity. Methodology and research methods . The problem research of the effectiveness of the blended learning technologies applied in higher education provides for the analysis of foreign and Russian science literature; systematisation and generalisation of the applied approaches; the use of modelling methods and mathematical statistics. The studying methodology of blended learning technologies effectiveness is represented by the integration of procedural, activity-based and environmental approaches in the selection and justification of three criteria for evaluation (effective, didactic, resource) and a system of their indicators in higher educational practice, which served as the theoretical basis of the developed methodology and selected methodological tools. Results . In the course of the research, the authors formulated conceptual foundations and developed a methodology to study the effectiveness of blended learning technologies used in modern higher education. Procedural stages were defined, and evaluation tools were described. The methodology was approbated and verified for reliability and validity. Scientific novelty. The concept and methodology of studying the blended learning technologies effectiveness is a component of quality management concept of higher education in the context of its digital transformation and its resource-didactic provision. The authors’ methodology not only reflects current trends in improving the objectivity of pedagogical assessment, but also replenishes its scientific and methodological arsenal with the addition of a multi-level system of goals, criteria and methods for determining the effectiveness of blended learning technologies in higher education. Practical significance . A new metho
{"title":"The effectiveness of blended learning technologies in higher education: Assessment methodology","authors":"N. V. Bordovskaia, E. A. Koshkina, M. A. Tikhomirova, M. P. Iskhakova","doi":"10.17853/1994-5639-2023-7-69-102","DOIUrl":"https://doi.org/10.17853/1994-5639-2023-7-69-102","url":null,"abstract":"Introduction. The modern system of higher education has undergone a serious digital transformation in recent years. Electronic, blended, mobile learning is being actively introduced. However, the most significant innovative trend in modern education in recent years is blended learning, which is characterised using both traditional and digital learning technologies, which together contribute to the preservation of university traditions and the active use of modern information and communication tools in solving educational problems. The use of new models of blended learning makes higher education more accessible to all categories of not only Russian but also foreign students, stimulating their independence and increasing motivation for education based on the rich experience of their digital communication. In this regard, scientists and practitioners show increasing interest to the problem of the effective use of blended learning technologies, approaches and methods in higher education. Aim . The present research aims to theoretically substantiate the methodology for studying the blended learning technologies effectiveness, to develop and approbate appropriate methodological tools, followed by its verification for reliability and validity. Methodology and research methods . The problem research of the effectiveness of the blended learning technologies applied in higher education provides for the analysis of foreign and Russian science literature; systematisation and generalisation of the applied approaches; the use of modelling methods and mathematical statistics. The studying methodology of blended learning technologies effectiveness is represented by the integration of procedural, activity-based and environmental approaches in the selection and justification of three criteria for evaluation (effective, didactic, resource) and a system of their indicators in higher educational practice, which served as the theoretical basis of the developed methodology and selected methodological tools. Results . In the course of the research, the authors formulated conceptual foundations and developed a methodology to study the effectiveness of blended learning technologies used in modern higher education. Procedural stages were defined, and evaluation tools were described. The methodology was approbated and verified for reliability and validity. Scientific novelty. The concept and methodology of studying the blended learning technologies effectiveness is a component of quality management concept of higher education in the context of its digital transformation and its resource-didactic provision. The authors’ methodology not only reflects current trends in improving the objectivity of pedagogical assessment, but also replenishes its scientific and methodological arsenal with the addition of a multi-level system of goals, criteria and methods for determining the effectiveness of blended learning technologies in higher education. Practical significance . A new metho","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135781791","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 : 2023-09-13DOI: 10.17853/1994-5639-2023-7-124-154
M. V. Prokhorova, A. V. Savicheva, L. A. Kozlova, L. E. Semenova
Introduction. The formation of professional plans by student youth is going on under the influence of significant others. The circle of significant others is suffering profound transformations in the conditions of changing cyber-technological paradigm, overflowing traditional family circle, friends, school masters (mentors), and needs clarification. The orientation and intensity of the impact of significant others on the modern educated youth’s professional planning are not sufficiently studied. Solving the task of staff renewal in the Russian scientific sphere shows the necessity to reveal the roles of significant others in Russian students’ and postgraduates’ readiness to build a scientific career. Aim . In this research, the significant other is a really existing or imaginary person, who significantly influences student professional path planning, when a student identifies himself/herself with the significant other. The present research aims to reveal significant others, who influence professional plans of Russian students and postgraduates, and to establish the nature of its impact; to elicit the role of significant others in the students’ and postgraduates’ readiness to build a scientific career. Methodology and research methods . A three-part questionnaire was applied to collect data. In the first part, general information about the respondents was collected. The second part included three stages, which allowed the authors to identify three significant others, who influenced the respondents’ professional plans, as well as to discover the nature of this influence. In the third part, the respondents reported about their readiness to build a scientific career. Primary data processing was carried out with the help of content-analysis. Secondary data processing involved descriptive statistics methods, non-parametric Pearson test, χ2, qualitative analysis. 1026 young people aged from 17 to 35, whose average age was 21, took part in the investigation. There were 951 students and 75 postgraduates from 10 Russian universities. Results . It was established that significant others influence the respondents’ professional plans positively, neutrally and negatively. The positive impact prevails sharply over the neutral and negative ones. Over one-third of the students and postgraduates find it difficult to identify significant others. Among the significant others, there are both real people, who live now or have lived in the past, and imaginary characters. The real significant others can be subdivided into two groups: distant and close community. The role of significant other from distant community predominates over the influence of close community representatives. Scientific novelty . The authors designed the empirical model of significant others influencing the professional path planning. It was revealed that the students and postgraduates, who are not ready to become scientists, less often plan their professional paths under the influence of significa
{"title":"The significant other in professional path planning and readiness for scientific activity: The case of Russian students and postgraduates","authors":"M. V. Prokhorova, A. V. Savicheva, L. A. Kozlova, L. E. Semenova","doi":"10.17853/1994-5639-2023-7-124-154","DOIUrl":"https://doi.org/10.17853/1994-5639-2023-7-124-154","url":null,"abstract":"Introduction. The formation of professional plans by student youth is going on under the influence of significant others. The circle of significant others is suffering profound transformations in the conditions of changing cyber-technological paradigm, overflowing traditional family circle, friends, school masters (mentors), and needs clarification. The orientation and intensity of the impact of significant others on the modern educated youth’s professional planning are not sufficiently studied. Solving the task of staff renewal in the Russian scientific sphere shows the necessity to reveal the roles of significant others in Russian students’ and postgraduates’ readiness to build a scientific career. Aim . In this research, the significant other is a really existing or imaginary person, who significantly influences student professional path planning, when a student identifies himself/herself with the significant other. The present research aims to reveal significant others, who influence professional plans of Russian students and postgraduates, and to establish the nature of its impact; to elicit the role of significant others in the students’ and postgraduates’ readiness to build a scientific career. Methodology and research methods . A three-part questionnaire was applied to collect data. In the first part, general information about the respondents was collected. The second part included three stages, which allowed the authors to identify three significant others, who influenced the respondents’ professional plans, as well as to discover the nature of this influence. In the third part, the respondents reported about their readiness to build a scientific career. Primary data processing was carried out with the help of content-analysis. Secondary data processing involved descriptive statistics methods, non-parametric Pearson test, χ2, qualitative analysis. 1026 young people aged from 17 to 35, whose average age was 21, took part in the investigation. There were 951 students and 75 postgraduates from 10 Russian universities. Results . It was established that significant others influence the respondents’ professional plans positively, neutrally and negatively. The positive impact prevails sharply over the neutral and negative ones. Over one-third of the students and postgraduates find it difficult to identify significant others. Among the significant others, there are both real people, who live now or have lived in the past, and imaginary characters. The real significant others can be subdivided into two groups: distant and close community. The role of significant other from distant community predominates over the influence of close community representatives. Scientific novelty . The authors designed the empirical model of significant others influencing the professional path planning. It was revealed that the students and postgraduates, who are not ready to become scientists, less often plan their professional paths under the influence of significa","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135781790","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 : 2023-09-13DOI: 10.17853/1994-5639-2023-7-103-123
N. A. Lukianova, J. O. Okhorzina, T. V. Konyukhova, O. N. Kiselev
Introduction . On the example of a technical university, the article presents a comparative analysis of assessments of key difficulties identified among the faculty during the transition to distance learning in the spring of 2020 and 2022 throughout the COVID-19 pandemic. The authors identified trigger challenges, which do not lose relevance in the context of the recurrence of a pandemic (and not only) and a person’s ability to adapt to the situation. Generalised recommendations are proposed to compensate for the influence of socio-psychological and communicative barriers to improve the quality of teaching activities of the faculty mediated by information and communication technologies. Aim . The presents paper aims at conducting a comparative analysis to assess key challenges, which are determined by the human factor and affect the implementation of the educational process by the lecturers during distant work with students. Methodology and research methods . The analysis was carried out during spring semesters 2020 and 2022 amid the realisation of forced distance learning. The authors used the methods of scientific and theoretical analysis, synthesis; empirical collection of a dataset of 2 cross-sectional studies using a questionnaire, the C. Rogers & R. Diamond SPA test, and the social stratification level test. Two respondent pools included 307 lecturers from Tomsk Polytechnic University. The results were processed by comparative analysis and using the SPSS 26.0 statistical package program for social sciences. Results. The comparative analysis of the results in two pools showed that the key challenges were: 1) socio-psychological challenges associated with frustration, the challenge for adapting to the remote implementation of the educational process due to the certain disorientation and unprepared teachers; 2) communicative barriers related to the complexity of keeping students’ attention and reducing the quality of materials, the necessity for lecturers to have special communicative skills that meet the conditions of remote work (linguistic, subject, discursive, pragmatic, socio-cultural, technical), and supraprofessional competencies necessary when working in conditions different from traditional methods of teaching. It is concluded that the prerequisites for successful distance learning are determined by the presence of digital educational platforms and hardware resources for their implementation, and by the socio-psychological training of the faculty. In this regard, the authors made the recommendations on the organisation of consistent systematic work by the university personnel service in terms of organising teacher training in the specifics to work in a remote format from the point of view of not only technological (acquisition of skills to develop electronic courses, introduce types of tasks focused on interactive, group collaboration, gamification elements, fractional materials and their visualisation, etc.), but also the psychol
{"title":"Forced distance learning at a Russian technical university: A comparative analysis of key challenges assessment","authors":"N. A. Lukianova, J. O. Okhorzina, T. V. Konyukhova, O. N. Kiselev","doi":"10.17853/1994-5639-2023-7-103-123","DOIUrl":"https://doi.org/10.17853/1994-5639-2023-7-103-123","url":null,"abstract":"Introduction . On the example of a technical university, the article presents a comparative analysis of assessments of key difficulties identified among the faculty during the transition to distance learning in the spring of 2020 and 2022 throughout the COVID-19 pandemic. The authors identified trigger challenges, which do not lose relevance in the context of the recurrence of a pandemic (and not only) and a person’s ability to adapt to the situation. Generalised recommendations are proposed to compensate for the influence of socio-psychological and communicative barriers to improve the quality of teaching activities of the faculty mediated by information and communication technologies. Aim . The presents paper aims at conducting a comparative analysis to assess key challenges, which are determined by the human factor and affect the implementation of the educational process by the lecturers during distant work with students. Methodology and research methods . The analysis was carried out during spring semesters 2020 and 2022 amid the realisation of forced distance learning. The authors used the methods of scientific and theoretical analysis, synthesis; empirical collection of a dataset of 2 cross-sectional studies using a questionnaire, the C. Rogers & R. Diamond SPA test, and the social stratification level test. Two respondent pools included 307 lecturers from Tomsk Polytechnic University. The results were processed by comparative analysis and using the SPSS 26.0 statistical package program for social sciences. Results. The comparative analysis of the results in two pools showed that the key challenges were: 1) socio-psychological challenges associated with frustration, the challenge for adapting to the remote implementation of the educational process due to the certain disorientation and unprepared teachers; 2) communicative barriers related to the complexity of keeping students’ attention and reducing the quality of materials, the necessity for lecturers to have special communicative skills that meet the conditions of remote work (linguistic, subject, discursive, pragmatic, socio-cultural, technical), and supraprofessional competencies necessary when working in conditions different from traditional methods of teaching. It is concluded that the prerequisites for successful distance learning are determined by the presence of digital educational platforms and hardware resources for their implementation, and by the socio-psychological training of the faculty. In this regard, the authors made the recommendations on the organisation of consistent systematic work by the university personnel service in terms of organising teacher training in the specifics to work in a remote format from the point of view of not only technological (acquisition of skills to develop electronic courses, introduce types of tasks focused on interactive, group collaboration, gamification elements, fractional materials and their visualisation, etc.), but also the psychol","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135781789","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 : 2023-09-12DOI: 10.17853/1994-5639-2023-7-14-43
V. A. Testov, E. A. Perminov
Introduction . In recent decades, a gradual degradation of mathematics and physics training in schools and universities has begun. Obviously, this has caused a significant decrease in the quality of professional training of students in the conditions of commercialisation and continuous reforms of education, and its chaotic digitalisation. At the same time, modern mathematics and physics have become the leader of the transdisciplinary trend in the natural, engineering, and other sciences of the digital era. The transdisciplinary trend generates a universal methodology capable of solving complex multifactorial interdisciplinary problems of nature and society. As a result of the transdisciplinary trend in science, such scientific fields as cybernetics, general systems theory, catastrophe theory, synergetics, artificial intelligence, big data, etc. have emerged. All these concepts were developed on the basis of the achievements of mathematics and physics over the past 70–80 years, which gave rise to the most unique practical achievements in modern, natural, and technical sciences. Aim . The present research aims to explore transdisciplinarity role of physical and mathematical disciplines in modern natural science and engineering education. Methodology and research methods . The system-based approach was used to analyse the role of mathematical and physical science systems in modern education. The synergetic approach became the basis for the study of the transdisciplinary trend of these systems in historical retrospect. In the methodology of these approaches, an important role was played by the methods of students’ holistic scientific worldviews formation, including ideas about the modern picture of the world of mathematics and physics. The authors applied the methods to develop student systems thinking (with its important quality of nonlinearity), which underlies the solution of multifactorial interdisciplinary tasks of their professional activity. Results. The results of the analysis of the transdisciplinary role of physical and mathematical disciplines indicate the fundamental importance of the unique potential of these disciplines in the natural science and engineering education in the era of the computer revolution. Scientific novelty . The authors identified, justified and characterised transdisciplinary ideas and methods (in mathematics and physics), which bring natural and engineering sciences to a higher level of cognition, thus contributing to improving the quality of natural science and engineering training of students at universities using a computer. Practical significance . The research materials emphasise considerable practical importance to implement a transdisciplinary approach in didactics and methods of teaching physical and mathematical disciplines in the system of natural science, and engineering education. The research findings will be of interest to educational theorists and teachers, who conduct professional training of student
{"title":"Transdisciplinary role of physical and mathematical disciplines in modern natural science and engineering education","authors":"V. A. Testov, E. A. Perminov","doi":"10.17853/1994-5639-2023-7-14-43","DOIUrl":"https://doi.org/10.17853/1994-5639-2023-7-14-43","url":null,"abstract":"Introduction . In recent decades, a gradual degradation of mathematics and physics training in schools and universities has begun. Obviously, this has caused a significant decrease in the quality of professional training of students in the conditions of commercialisation and continuous reforms of education, and its chaotic digitalisation. At the same time, modern mathematics and physics have become the leader of the transdisciplinary trend in the natural, engineering, and other sciences of the digital era. The transdisciplinary trend generates a universal methodology capable of solving complex multifactorial interdisciplinary problems of nature and society. As a result of the transdisciplinary trend in science, such scientific fields as cybernetics, general systems theory, catastrophe theory, synergetics, artificial intelligence, big data, etc. have emerged. All these concepts were developed on the basis of the achievements of mathematics and physics over the past 70–80 years, which gave rise to the most unique practical achievements in modern, natural, and technical sciences. Aim . The present research aims to explore transdisciplinarity role of physical and mathematical disciplines in modern natural science and engineering education. Methodology and research methods . The system-based approach was used to analyse the role of mathematical and physical science systems in modern education. The synergetic approach became the basis for the study of the transdisciplinary trend of these systems in historical retrospect. In the methodology of these approaches, an important role was played by the methods of students’ holistic scientific worldviews formation, including ideas about the modern picture of the world of mathematics and physics. The authors applied the methods to develop student systems thinking (with its important quality of nonlinearity), which underlies the solution of multifactorial interdisciplinary tasks of their professional activity. Results. The results of the analysis of the transdisciplinary role of physical and mathematical disciplines indicate the fundamental importance of the unique potential of these disciplines in the natural science and engineering education in the era of the computer revolution. Scientific novelty . The authors identified, justified and characterised transdisciplinary ideas and methods (in mathematics and physics), which bring natural and engineering sciences to a higher level of cognition, thus contributing to improving the quality of natural science and engineering training of students at universities using a computer. Practical significance . The research materials emphasise considerable practical importance to implement a transdisciplinary approach in didactics and methods of teaching physical and mathematical disciplines in the system of natural science, and engineering education. The research findings will be of interest to educational theorists and teachers, who conduct professional training of student","PeriodicalId":44143,"journal":{"name":"Obrazovanie i Nauka-Education and Science","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135887195","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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