E. Rustamov, M. Aliyeva, Narinj Rustamova, Ulkar Zalova-Nuriyeva
School climate is an important concept in the field of education. Therefore, the aim of this study was to adapt the School Climate Questionnaire for use with Azerbaijani adolescents and explore the relationships between school climate, psychological distress, academic self-efficacy, and mental wellbeing. Data were collected from 1204 adolescents in Azerbaijan using convenience sampling. During the adaptation process, confirmatory factor analysis, criterion-related validity, and reliability analyses were performed. Additionally, the relationships between school climate and psychological distress, academic self-efficacy, and mental wellbeing were examined using PROCESS mediational analysis. The results of the confirmatory factor analysis indicated that the scale consisted of 22 items, had a three-dimensional structure, and showed a good fit. Moreover, the results showed that school climate was negatively associated with depression, anxiety, and stress, and positively related to academic self-efficacy and mental well-being. Lastly, the results revealed that school climate had a mediating effect on mental well-being via psychological distress and academic self-efficacy. All of these results suggest that the Azerbaijani version of the School Climate Questionnaire has acceptable psychometric properties. Keywords: academic self-efficacy, mental wellbeing, psychological distress, school climate, educational psychology, quantitative research
{"title":"ADAPTATION OF THE SCHOOL CLIMATE QUESTIONNAIRE: ITS ASSOCIATION WITH PSYCHOLOGICAL DISTRESS, ACADEMIC SELF-EFFICACY, AND MENTAL WELLBEING IN AZERBAIJAN","authors":"E. Rustamov, M. Aliyeva, Narinj Rustamova, Ulkar Zalova-Nuriyeva","doi":"10.33225/pec/23.81.517","DOIUrl":"https://doi.org/10.33225/pec/23.81.517","url":null,"abstract":"School climate is an important concept in the field of education. Therefore, the aim of this study was to adapt the School Climate Questionnaire for use with Azerbaijani adolescents and explore the relationships between school climate, psychological distress, academic self-efficacy, and mental wellbeing. Data were collected from 1204 adolescents in Azerbaijan using convenience sampling. During the adaptation process, confirmatory factor analysis, criterion-related validity, and reliability analyses were performed. Additionally, the relationships between school climate and psychological distress, academic self-efficacy, and mental wellbeing were examined using PROCESS mediational analysis. The results of the confirmatory factor analysis indicated that the scale consisted of 22 items, had a three-dimensional structure, and showed a good fit. Moreover, the results showed that school climate was negatively associated with depression, anxiety, and stress, and positively related to academic self-efficacy and mental well-being. Lastly, the results revealed that school climate had a mediating effect on mental well-being via psychological distress and academic self-efficacy. All of these results suggest that the Azerbaijani version of the School Climate Questionnaire has acceptable psychometric properties.\u0000Keywords: academic self-efficacy, mental wellbeing, psychological distress, school climate, educational psychology, quantitative research","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69569913","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. S. Prakasha, Rituparna Chakraborty, S. Thirumalesha, C. S. Gururaja, T. Y. Sangtam, Keneivi-u Rhatsu, Grace Maria Jochan
Education in the 21st century has become more technology integrated, and the shift from conventional modalities of teaching to technology-assisted teaching methodologies accelerated during the pandemic years. The current study employed a qualitative research design (n=12) to explore this shift and the expectations of these novel teaching modalities from both facilitator and learner perspectives in urban higher education settings in India. An inductive thematic analysis of the qualitative data revealed that there is a significant gap in lecturers’ and students’ definitions and expectations of smart learning environments. The themes that emerged from the data were bifurcated into lecturer and student perspectives on smart learning environments and included innovative nature, novelty and complexity, student excitement, and limitations of content. Based on the findings, lecturer and student expectations of SLE platforms had points of convergence and divergence which are unique to the socio-cultural positions of the participants. The current study argues the need to devise methods to improve the efficacy of SLEs in developing economies. Keywords: smart learning environments, augmented reality, virtual reality, qualitative study
{"title":"EXPECTATIONS OF UNIVERSITY LECTURERS AND STUDENTS ON SMART LEARNING ENVIRONMENTS","authors":"G. S. Prakasha, Rituparna Chakraborty, S. Thirumalesha, C. S. Gururaja, T. Y. Sangtam, Keneivi-u Rhatsu, Grace Maria Jochan","doi":"10.33225/pec/23.81.501","DOIUrl":"https://doi.org/10.33225/pec/23.81.501","url":null,"abstract":"Education in the 21st century has become more technology integrated, and the shift from conventional modalities of teaching to technology-assisted teaching methodologies accelerated during the pandemic years. The current study employed a qualitative research design (n=12) to explore this shift and the expectations of these novel teaching modalities from both facilitator and learner perspectives in urban higher education settings in India. An inductive thematic analysis of the qualitative data revealed that there is a significant gap in lecturers’ and students’ definitions and expectations of smart learning environments. The themes that emerged from the data were bifurcated into lecturer and student perspectives on smart learning environments and included innovative nature, novelty and complexity, student excitement, and limitations of content. Based on the findings, lecturer and student expectations of SLE platforms had points of convergence and divergence which are unique to the socio-cultural positions of the participants. The current study argues the need to devise methods to improve the efficacy of SLEs in developing economies.\u0000Keywords: smart learning environments, augmented reality, virtual reality, qualitative study","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44465064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-27DOI: 10.52256/2710-3986.1-98.2023.03
Vitaly Pogrebnyak, Оlena Dashkovska, O. Melnyk
The integration of domestic higher education into the European educational space in modern conditions, in accordance with the Association Agreement between Ukraine and the European Union, has become an important factor in the development of Ukrainian higher education as an organic component of the European Higher Education Area. From these positions, the article examines the process of implementing the provisions of the Law of Ukraine "On Higher Education" and sums up the modernization of domestic higher education through the convergence of educational legislation, harmonization of the National Qualifications Framework with the Qualifications Framework of the European Higher Education Area, the introduction of modern levels, degrees, a list of specialties of new standards and educational programs. The timeliness and completeness of the decisions made and the measures being implemented, their compliance with the provisions of the Law, European standards for organizing the educational process and quality criteria are assessed. The reasons for the slowdown of individual processes are determined and approaches to their elimination are proposed. The importance of creating a complete system of quality assurance of higher education is emphasized, its integration into the European and its compliance with the pan-European approaches is assessed. The state of cooperation between the systems and higher educational institutions of different countries, the participation of Ukrainian universities in European educational and scientific programs, mobility programs for participants in the educational process as important mechanisms for European integration are assessed. The features of the participation of the national higher education in the international market of educational services are analyzed. It is emphasized that these processes are carried out according to European practices and are consistent with the main goals defined by the Strategy for the Development of Higher Education in Ukraine for 2022-2032. The material is based on the results of the applied research work "Research on the modernization of the structure and content of higher education in the context of the implementation of the Law of Ukraine "On Higher Education"", which is carried out at the State Scientific Institution "Institute for the Modernization of the Content of Education" during 2016–2022.
{"title":"Ukrainian Higher Education: European Integration Progress","authors":"Vitaly Pogrebnyak, Оlena Dashkovska, O. Melnyk","doi":"10.52256/2710-3986.1-98.2023.03","DOIUrl":"https://doi.org/10.52256/2710-3986.1-98.2023.03","url":null,"abstract":"The integration of domestic higher education into the European educational space in modern conditions, in accordance with the Association Agreement between Ukraine and the European Union, has become an important factor in the development of Ukrainian higher education as an organic component of the European Higher Education Area. \u0000From these positions, the article examines the process of implementing the provisions of the Law of Ukraine \"On Higher Education\" and sums up the modernization of domestic higher education through the convergence of educational legislation, harmonization of the National Qualifications Framework with the Qualifications Framework of the European Higher Education Area, the introduction of modern levels, degrees, a list of specialties of new standards and educational programs. \u0000The timeliness and completeness of the decisions made and the measures being implemented, their compliance with the provisions of the Law, European standards for organizing the educational process and quality criteria are assessed. The reasons for the slowdown of individual processes are determined and approaches to their elimination are proposed. \u0000The importance of creating a complete system of quality assurance of higher education is emphasized, its integration into the European and its compliance with the pan-European approaches is assessed. \u0000The state of cooperation between the systems and higher educational institutions of different countries, the participation of Ukrainian universities in European educational and scientific programs, mobility programs for participants in the educational process as important mechanisms for European integration are assessed. \u0000The features of the participation of the national higher education in the international market of educational services are analyzed. It is emphasized that these processes are carried out according to European practices and are consistent with the main goals defined by the Strategy for the Development of Higher Education in Ukraine for 2022-2032. \u0000The material is based on the results of the applied research work \"Research on the modernization of the structure and content of higher education in the context of the implementation of the Law of Ukraine \"On Higher Education\"\", which is carried out at the State Scientific Institution \"Institute for the Modernization of the Content of Education\" during 2016–2022.","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83807231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-27DOI: 10.52256/2710-3986.1-98.2023.17
O. Samborska, P. Savchuk
The article deals with the elements of the dual form of obtaining education in various types of end-to-end pedagogical practice of students of vocational pre-university and higher education institutions: extracurricular educational work at school, trial lessons and classes at school, preparation for working with children in summer health care institutions, summer pedagogical practice in health care institutions, observation of the educational process in the first days of the child at school, pre-diploma pedagogical practice. It is emphasized that elements of dual education have already become an effective tool for training future primary school teachers to work in a new Ukrainian school. On the example of the training of teaching staff at the MIHE «Bar Humanitarian Pedagogical College named after Mykhailo Hrushevsky», the experience of implementing elements of dual education in the end-to-end pedagogical practice of training junior bachelors and bachelors on the basis of professional pre-university education is described. The issues of establishing partnership relations with educational institutions, which allow providing places for practical training of students, have been opened; educational activities that must be conducted at school; adjustment of the curriculum taking into account practical training in a general secondary education institution; establishment of rules of interaction between colleges and partner institutions of secondary education; elements of dual education of a student-intern during each type of practice; participation of teachers in the practical training of education seekers and evaluation of its results. It was noted that the positive sides of the training of specialists according to the dual form of education are: the training of specialists according to the dual form of education provides practical training of students at the workplace. This allows them to gain practical experience and understand how to work in the real educational environment of the school. It is emphasized that the long-term experience of pedagogical colleges in organizations and conducting various types of pedagogical practice under the proper conditions of its organization creates prerequisites and accelerates the introduction of a dual form of education by future pedagogical workers. This is explained by the fact that end-to-end pedagogical practice involves the continuity and sequence of its implementation while ensuring a sufficient amount of knowledge and skills for professional activity in accordance with the qualification characteristics of a specialist with the educational and professional degree «Specialist Junior Bachelor». Constant interaction with primary school teachers during various types of pedagogical practice ensures the formation of the motivation of the graduates of the pedagogical college to continue their studies at the bachelor's level and combine it with the work of a primary school teacher.
{"title":"The Experience of Implementation of Elements of Dual Education in the Students’ Pedagogical Practice of the Institution of Vocational Higher Education","authors":"O. Samborska, P. Savchuk","doi":"10.52256/2710-3986.1-98.2023.17","DOIUrl":"https://doi.org/10.52256/2710-3986.1-98.2023.17","url":null,"abstract":"The article deals with the elements of the dual form of obtaining education in various types of end-to-end pedagogical practice of students of vocational pre-university and higher education institutions: extracurricular educational work at school, trial lessons and classes at school, preparation for working with children in summer health care institutions, summer pedagogical practice in health care institutions, observation of the educational process in the first days of the child at school, pre-diploma pedagogical practice. It is emphasized that elements of dual education have already become an effective tool for training future primary school teachers to work in a new Ukrainian school. \u0000On the example of the training of teaching staff at the MIHE «Bar Humanitarian Pedagogical College named after Mykhailo Hrushevsky», the experience of implementing elements of dual education in the end-to-end pedagogical practice of training junior bachelors and bachelors on the basis of professional pre-university education is described. \u0000The issues of establishing partnership relations with educational institutions, which allow providing places for practical training of students, have been opened; educational activities that must be conducted at school; adjustment of the curriculum taking into account practical training in a general secondary education institution; establishment of rules of interaction between colleges and partner institutions of secondary education; elements of dual education of a student-intern during each type of practice; participation of teachers in the practical training of education seekers and evaluation of its results. \u0000It was noted that the positive sides of the training of specialists according to the dual form of education are: the training of specialists according to the dual form of education provides practical training of students at the workplace. This allows them to gain practical experience and understand how to work in the real educational environment of the school. \u0000It is emphasized that the long-term experience of pedagogical colleges in organizations and conducting various types of pedagogical practice under the proper conditions of its organization creates prerequisites and accelerates the introduction of a dual form of education by future pedagogical workers. This is explained by the fact that end-to-end pedagogical practice involves the continuity and sequence of its implementation while ensuring a sufficient amount of knowledge and skills for professional activity in accordance with the qualification characteristics of a specialist with the educational and professional degree «Specialist Junior Bachelor». \u0000Constant interaction with primary school teachers during various types of pedagogical practice ensures the formation of the motivation of the graduates of the pedagogical college to continue their studies at the bachelor's level and combine it with the work of a primary school teacher.","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84550240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-27DOI: 10.52256/2710-3986.1-98.2023.19
S. Yudina
Based on the study of the organization of intellectual student competitions in higher education, the article presents the results of the functioning of strategic forms of students' scientific creativity. Long-term statistical material was collected and analyzed, which made it possible to determine the current trends in the organization of students' intellectual competitions. Taking into account the specifics of such competitions, an analysis of regional factors was carried out and an assessment of their influence on the functioning of the existing system of searching and selecting gifted student youth in higher education was given. The ways of increasing the efficiency of the organization of students' intellectual competitions have been determined.
{"title":"Intellectual Student Competitions in Modern High School Realities","authors":"S. Yudina","doi":"10.52256/2710-3986.1-98.2023.19","DOIUrl":"https://doi.org/10.52256/2710-3986.1-98.2023.19","url":null,"abstract":"Based on the study of the organization of intellectual student competitions in higher education, the article presents the results of the functioning of strategic forms of students' scientific creativity. Long-term statistical material was collected and analyzed, which made it possible to determine the current trends in the organization of students' intellectual competitions. Taking into account the specifics of such competitions, an analysis of regional factors was carried out and an assessment of their influence on the functioning of the existing system of searching and selecting gifted student youth in higher education was given. The ways of increasing the efficiency of the organization of students' intellectual competitions have been determined.","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81720816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-27DOI: 10.52256/10-3986.1-98.2023.20
N. Nikula
In the article, the author analyzed the pedagogical views of classical teachers, modern scientists and normative documents of Ukrainian education. In which the problem of developing the teacher's ability to reflect is relevant. An interdisciplinary study of the problem was carried out, which is investigated from the standpoint of philosophy, psychology, and pedagogy. An analysis of the concept’s "reflection", "ability to reflect" was carried out. It was found that the ability to reflect is the ability to carry out self-analysis and self-evaluation in the process of professional activity, the ability to determine the ways of self-development, the ability to predict prospects and the ability to regulate professional activity. The structural components of a teacher's reflection are: the teacher's ability to analyze and introspect his own professional activity; the teacher's ability to self-assess the results of pedagogical activity; ability to self-knowledge; readiness of the teacher for self-education, self-development. In order to identify the level of teachers' ability to reflect, we conducted a survey. For its effective implementation, a diagnostic toolkit was developed, which includes: criteria, indicators, levels (low, average, sufficient and high) and selected methods: "Diagnostics of teacher reflection", "Teacher's ability to self-develop". The participants of the experiment were primary school teachers. The sample consisted of 107 people, including 48 with up to 5 years of teaching experience, and 59 teachers with more than 5 years of teaching experience. The analysis of the obtained data proved that the level of teachers' ability to reflect is high and sufficient. But the results indicate the presence of teachers with a low and average level of this phenomenon. To improve the level of teachers' ability to reflect, the author suggests improving the system of teacher education. To supplement the content, forms, and methods that will contribute to the development of teachers' reflection. The conclusions summarize that a teacher's ability to reflect is an important professional and personal education. It consists in the ability to analyze one's own professional activity, the ability to self-develop. Prospects for further research are outlined: development of a system for the development of pedagogical reflection and experimental verification of its effectiveness.
{"title":"Ability to Reflect as the Basis of the Professional Development of a Teacher","authors":"N. Nikula","doi":"10.52256/10-3986.1-98.2023.20","DOIUrl":"https://doi.org/10.52256/10-3986.1-98.2023.20","url":null,"abstract":"In the article, the author analyzed the pedagogical views of classical teachers, modern scientists and normative documents of Ukrainian education. In which the problem of developing the teacher's ability to reflect is relevant. An interdisciplinary study of the problem was carried out, which is investigated from the standpoint of philosophy, psychology, and pedagogy. An analysis of the concept’s \"reflection\", \"ability to reflect\" was carried out. It was found that the ability to reflect is the ability to carry out self-analysis and self-evaluation in the process of professional activity, the ability to determine the ways of self-development, the ability to predict prospects and the ability to regulate professional activity. \u0000The structural components of a teacher's reflection are: the teacher's ability to analyze and introspect his own professional activity; the teacher's ability to self-assess the results of pedagogical activity; ability to self-knowledge; readiness of the teacher for self-education, self-development. \u0000In order to identify the level of teachers' ability to reflect, we conducted a survey. For its effective implementation, a diagnostic toolkit was developed, which includes: criteria, indicators, levels (low, average, sufficient and high) and selected methods: \"Diagnostics of teacher reflection\", \"Teacher's ability to self-develop\". The participants of the experiment were primary school teachers. The sample consisted of 107 people, including 48 with up to 5 years of teaching experience, and 59 teachers with more than 5 years of teaching experience. The analysis of the obtained data proved that the level of teachers' ability to reflect is high and sufficient. But the results indicate the presence of teachers with a low and average level of this phenomenon. To improve the level of teachers' ability to reflect, the author suggests improving the system of teacher education. To supplement the content, forms, and methods that will contribute to the development of teachers' reflection. \u0000The conclusions summarize that a teacher's ability to reflect is an important professional and personal education. It consists in the ability to analyze one's own professional activity, the ability to self-develop. Prospects for further research are outlined: development of a system for the development of pedagogical reflection and experimental verification of its effectiveness.","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83320595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-27DOI: 10.52256/2710-3986.1-98.2023.06
S. Boiko, Tetiana Shvets
The article carries out a thorough analysis of Ukrainian and foreign scientific works, which highlight innovative practices of tutor support for students in the education system and reveals the peculiarities of the implementation of new forms of educational organization. The understanding of tutoring in the modern educational process is clarified, the essence of the specified pedagogical activity is described, taking into account the possible types of tutoring support for high school students. The structure of social and personal competence of high school students and its elements are determined. The authors’ view on the process of acquisition of social and personal competence by an individual is described. Its key components are defined and characterized. It has been found that tutoring support for the development of social and personal competences of high school students in the conditions of martial law as a model involves a personal nature of educational activities, taking into account an individual and psychological characteristics of students, a careful attitude to their interests and needs. For the successful implementation of tutoring support, a tutor must adhere to the step-by-step implementation of tutoring activities. In general, in the conditions of war, there is an intensive search for new approaches to learning, among which innovative forms of organization of the educational process, taking into account the creation of a safe educational environment and psychological support of education seekers, are significant.
{"title":"Innovative Practices of Tutoring Support for the Development of High School Students’ Social and Personal Competences during Marital Law","authors":"S. Boiko, Tetiana Shvets","doi":"10.52256/2710-3986.1-98.2023.06","DOIUrl":"https://doi.org/10.52256/2710-3986.1-98.2023.06","url":null,"abstract":"The article carries out a thorough analysis of Ukrainian and foreign scientific works, which highlight innovative practices of tutor support for students in the education system and reveals the peculiarities of the implementation of new forms of educational organization. The understanding of tutoring in the modern educational process is clarified, the essence of the specified pedagogical activity is described, taking into account the possible types of tutoring support for high school students. \u0000The structure of social and personal competence of high school students and its elements are determined. The authors’ view on the process of acquisition of social and personal competence by an individual is described. Its key components are defined and characterized. \u0000It has been found that tutoring support for the development of social and personal competences of high school students in the conditions of martial law as a model involves a personal nature of educational activities, taking into account an individual and psychological characteristics of students, a careful attitude to their interests and needs. For the successful implementation of tutoring support, a tutor must adhere to the step-by-step implementation of tutoring activities. \u0000In general, in the conditions of war, there is an intensive search for new approaches to learning, among which innovative forms of organization of the educational process, taking into account the creation of a safe educational environment and psychological support of education seekers, are significant.","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82985315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-27DOI: 10.52256/2710-3986.1-98.2023.08
Olga Gurlenko, Olena Gurska
The research is devoted to the analysis of the variable module "Children's Athletics" of the physical education syllabus for grades 5-6. The basic requirements for sports equipment and teaching means for general secondary education institutions on the basis of the regulatory documents and activities proposed by the programme were structured. The variants of using sports equipment in the exercises prescribed in the syllabus "Physical Culture. Grades 5-6" were requested and improved. The recommendations on the quality of teaching tools and sports equipment for performing exercises to acquire the skills and abilities prescribed in the syllabus were developed. The list of the necessary documentation that educational institutions should receive when supplying teaching aids and sports equipment was provided. The problems that require further research were identified.
{"title":"Characteristics of Teaching Tools of the Variable Module «Children's Athletics» of the Physical Education Syllabus for Grades 5-6","authors":"Olga Gurlenko, Olena Gurska","doi":"10.52256/2710-3986.1-98.2023.08","DOIUrl":"https://doi.org/10.52256/2710-3986.1-98.2023.08","url":null,"abstract":"The research is devoted to the analysis of the variable module \"Children's Athletics\" of the physical education syllabus for grades 5-6. \u0000The basic requirements for sports equipment and teaching means for general secondary education institutions on the basis of the regulatory documents and activities proposed by the programme were structured. \u0000The variants of using sports equipment in the exercises prescribed in the syllabus \"Physical Culture. Grades 5-6\" were requested and improved. \u0000The recommendations on the quality of teaching tools and sports equipment for performing exercises to acquire the skills and abilities prescribed in the syllabus were developed. The list of the necessary documentation that educational institutions should receive when supplying teaching aids and sports equipment was provided. \u0000The problems that require further research were identified.","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84247972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-27DOI: 10.52256/2710-3986.1-98.2023.18
I. Dutchak
In the process of reforming and modernizing the education system it is important to use innovations. Іnnovation in education means the introduction of new goals, content, methods and forms of education and training, organization of joint activities of the teacher and the pupil. Thanks to the cooperation of the Chernivtsi branch of the State Scientific Institution "Institute for the Modernization of the Content of Education" with the Department of Education and Science of the Chernivtsi Regional Military Administration, the Institute of Postgraduate Pedagogical Education of the Chernivtsi Region, the Chernivtsi National University named after Yuriy Fedkovich the issue of innovations in education is researched, studied and disseminated among the participants of the educational process. Educational institutions of the Chernivtsi region actively use innovative forms of work in modern conditions, which present innovative advanced pedagogical experience, the search and distribution of innovative pedagogical and management technologies, and give the participants of the educational process the opportunity to improve themselves. Innovations are used in management activities and at all stages of the educational process. Educators can apply the proposed innovative forms of work in their educational institutions, as well as create their own innovations based on them. Innovative processes in the education system are designed to form a qualitatively new stage of interaction and development of scientific-pedagogical and pedagogical creativity, as well as processes of applying its results in modern conditions.
{"title":"Innovative Forms of Work in Educational Instititions in the Conditions of Martial Law (on the Example of Chernivtsi Region)","authors":"I. Dutchak","doi":"10.52256/2710-3986.1-98.2023.18","DOIUrl":"https://doi.org/10.52256/2710-3986.1-98.2023.18","url":null,"abstract":"In the process of reforming and modernizing the education system it is important to use innovations. Іnnovation in education means the introduction of new goals, content, methods and forms of education and training, organization of joint activities of the teacher and the pupil. Thanks to the cooperation of the Chernivtsi branch of the State Scientific Institution \"Institute for the Modernization of the Content of Education\" with the Department of Education and Science of the Chernivtsi Regional Military Administration, the Institute of Postgraduate Pedagogical Education of the Chernivtsi Region, the Chernivtsi National University named after Yuriy Fedkovich the issue of innovations in education is researched, studied and disseminated among the participants of the educational process. Educational institutions of the Chernivtsi region actively use innovative forms of work in modern conditions, which present innovative advanced pedagogical experience, the search and distribution of innovative pedagogical and management technologies, and give the participants of the educational process the opportunity to improve themselves. Innovations are used in management activities and at all stages of the educational process. Educators can apply the proposed innovative forms of work in their educational institutions, as well as create their own innovations based on them. Innovative processes in the education system are designed to form a qualitatively new stage of interaction and development of scientific-pedagogical and pedagogical creativity, as well as processes of applying its results in modern conditions.","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84336988","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-27DOI: 10.52256/2710-3986.1-98.2023.01
Y. Safonov, O. V. Flіarkovska
The main problems related to the economic consequences of the war, which may affect Ukrainian education in the war and post-war periods are highlighted in the article. The concept of «psychological factors» is studied and the main things that can affect the quality of education and the economy of the war and post-war periods are defined. It is noted that taking into account psychological factors is necessary in order to justify the mental stress on the employee due to the complication of working conditions; competently manage the team; create conditions for the realisation of the creative potential of employees in educational institutions, etc. The issue of creating psychological support for participants in the educational process was defined. The provision of psychological support, development and implementation of correctional programmes will help overcome stress and trauma, facilitate the return of students to full-time education, and ensure their further successful adaptation. The experience of educational and methodological support of psychological support at the All-Ukrainian level at the State Scientific Institution «Institute for Modernisation of Education Content» is presented. Recommendations on overcoming the negative economic consequences of the war and the negative psychological impact on Ukrainian education are given.
{"title":"Ukrainian Education in the War and Post-War Periods: Psychological Factors and Economic Consequences","authors":"Y. Safonov, O. V. Flіarkovska","doi":"10.52256/2710-3986.1-98.2023.01","DOIUrl":"https://doi.org/10.52256/2710-3986.1-98.2023.01","url":null,"abstract":"The main problems related to the economic consequences of the war, which may affect Ukrainian education in the war and post-war periods are highlighted in the article. \u0000The concept of «psychological factors» is studied and the main things that can affect the quality of education and the economy of the war and post-war periods are defined. It is noted that taking into account psychological factors is necessary in order to justify the mental stress on the employee due to the complication of working conditions; competently manage the team; create conditions for the realisation of the creative potential of employees in educational institutions, etc. \u0000The issue of creating psychological support for participants in the educational process was defined. The provision of psychological support, development and implementation of correctional programmes will help overcome stress and trauma, facilitate the return of students to full-time education, and ensure their further successful adaptation. \u0000The experience of educational and methodological support of psychological support at the All-Ukrainian level at the State Scientific Institution «Institute for Modernisation of Education Content» is presented. \u0000Recommendations on overcoming the negative economic consequences of the war and the negative psychological impact on Ukrainian education are given.","PeriodicalId":44900,"journal":{"name":"Problems of Education in the 21st Century","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77327094","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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