Pub Date : 2024-03-29DOI: 10.15507/1991-9468.114.028.202401.125-139
A.P. Bissenbayeva, Cheng J. Cheng, Nurhalyk Abdurakyn, N. Saparbayeva, Gulshat J. Serikbayeva
Introduction. With the development of the Internet, the popularity of online novels, especially in China, prompts the declining interest in reading paper books. The potential impact of online novels on adolescents has become a matter of public concern. Most studies examine the role of online novels in students’ learning process, as well as the impact on young people’s communication and social interaction. However, so far, the impact of online novels on adolescents’ values and psychology has been understudied despite their critical importance in shaping young peopleʼs identity. Therefore, the purpose of this study is to determine the influence of online novels on the values and psychology of Chinese secondary school learners. Materials and Methods. To address this challenge, a survey was conducted among students attending Yifu Educational Institution in Nanning, China. Questionnaires developed through the Question Star app were distributed through relevant user groups on social media platforms including WeChat and Tencent QQ. Results. As a result, positive (increased general knowledge and literacy, the opportunity to spend free time productively) and negative (impact on learning and physical health, decreased literary abilities, promotion of tendencies harmful for society) characteristics of the influence of online novels on adolescents were identified. Practical recommendations were formulated aimed at counteracting negative impact of online novels on adolescents such as the need to strengthen the ideological and moral education of students, the necessity to develop national cultural superiority and pride of modern youth, as well as to introduce young people to useful bibliography. Discussion and Conclusion. The results obtained will make a significant contribution to such fields as psychology, sociology and education. Also, the results of the study will serve as a basis for the development of new approaches to combat the negative impact of Internet novels on the values of adolescents. The results of the study may be useful for specialists of educational institutions and all those who care about the upbringing of the younger generation.
{"title":"The Influence of Chinese Online Novels on the Values of Adolescents","authors":"A.P. Bissenbayeva, Cheng J. Cheng, Nurhalyk Abdurakyn, N. Saparbayeva, Gulshat J. Serikbayeva","doi":"10.15507/1991-9468.114.028.202401.125-139","DOIUrl":"https://doi.org/10.15507/1991-9468.114.028.202401.125-139","url":null,"abstract":"Introduction. With the development of the Internet, the popularity of online novels, especially in China, prompts the declining interest in reading paper books. The potential impact of online novels on adolescents has become a matter of public concern. Most studies examine the role of online novels in students’ learning process, as well as the impact on young people’s communication and social interaction. However, so far, the impact of online novels on adolescents’ values and psychology has been understudied despite their critical importance in shaping young peopleʼs identity. Therefore, the purpose of this study is to determine the influence of online novels on the values and psychology of Chinese secondary school learners.\u0000Materials and Methods. To address this challenge, a survey was conducted among students attending Yifu Educational Institution in Nanning, China. Questionnaires developed through the Question Star app were distributed through relevant user groups on social media platforms including WeChat and Tencent QQ.\u0000Results. As a result, positive (increased general knowledge and literacy, the opportunity to spend free time productively) and negative (impact on learning and physical health, decreased literary abilities, promotion of tendencies harmful for society) characteristics of the influence of online novels on adolescents were identified. Practical recommendations were formulated aimed at counteracting negative impact of online novels on adolescents such as the need to strengthen the ideological and moral education of students, the necessity to develop national cultural superiority and pride of modern youth, as well as to introduce young people to useful bibliography.\u0000Discussion and Conclusion. The results obtained will make a significant contribution to such fields as psychology, sociology and education. Also, the results of the study will serve as a basis for the development of new approaches to combat the negative impact of Internet novels on the values of adolescents. The results of the study may be useful for specialists of educational institutions and all those who care about the upbringing of the younger generation.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"81 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140366514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-29DOI: 10.15507/1991-9468.114.028.202401.098-110
O. Bogatova, Tatiana M. Dadaeva, N. Shumkova
Introduction. The importance of exploring the specificity of shaping the historical memory among young people is due to the fact that it is this age that is crucial in the formation of worldview attitudes and civic identity. In modern geopolitical conditions, when the falsification of historical events of Russia's past takes place, the analysis of the factors of studentsʼ involvement in the space of historical practices and narratives that influence the formation of their historical memory is especially important. The aim of the article is to measure the level of students' involvement in the space of historical practices and narratives on the basis of quantitative and qualitative sociological research data; to identify the factors influencing the historical memory of student youth in the Republic of Mordovia. Materials and Methods. The empirical basis of the study constituted the findings derived from 20 semi-structured interviews with young people between 18 and 25 years old, as well as the results of an online survey held among university and secondary educational institutions learners in the Republic of Mordovia (n = 700). Multistage composite sampling. Results. Based on cluster analysis, three groups of student youth were identified according to the level of involvement in the space of historical practices and narratives. The relationship between belonging to a specific cluster and socio-demographic factors is presented: gender, level of education and place of residence turned out to be significant. Among the factors influencing the level of involvement in historical practices and narratives are cognitive interest in history, family memories, and active use of media. It has been established that the significance of these factors in shaping the historical memory of young people may vary. The most significant factors are historical education (at secondary school, vocational education institution, university), the role of teacher as a mediator of historical knowledge, as well as the continuity and depth of family memory. Discussion and Conclusion. The results of the study determine the factors of student youth involvement in the space of historical practices and narratives and supplement the sociological understanding of the processes of constructing the historical memory. The materials of the article may be of interest to specialists engaged in patriotic education, historical education of youth, practitioners involved in the development of youth policy.
{"title":"Student Youth in the Space of Historical Practices and Narratives (Regional Dimension)","authors":"O. Bogatova, Tatiana M. Dadaeva, N. Shumkova","doi":"10.15507/1991-9468.114.028.202401.098-110","DOIUrl":"https://doi.org/10.15507/1991-9468.114.028.202401.098-110","url":null,"abstract":"Introduction. The importance of exploring the specificity of shaping the historical memory among young people is due to the fact that it is this age that is crucial in the formation of worldview attitudes and civic identity. In modern geopolitical conditions, when the falsification of historical events of Russia's past takes place, the analysis of the factors of studentsʼ involvement in the space of historical practices and narratives that influence the formation of their historical memory is especially important. The aim of the article is to measure the level of students' involvement in the space of historical practices and narratives on the basis of quantitative and qualitative sociological research data; to identify the factors influencing the historical memory of student youth in the Republic of Mordovia.\u0000Materials and Methods. The empirical basis of the study constituted the findings derived from 20 semi-structured interviews with young people between 18 and 25 years old, as well as the results of an online survey held among university and secondary educational institutions learners in the Republic of Mordovia (n = 700). Multistage composite sampling.\u0000Results. Based on cluster analysis, three groups of student youth were identified according to the level of involvement in the space of historical practices and narratives. The relationship between belonging to a specific cluster and socio-demographic factors is presented: gender, level of education and place of residence turned out to be significant. Among the factors influencing the level of involvement in historical practices and narratives are cognitive interest in history, family memories, and active use of media. It has been established that the significance of these factors in shaping the historical memory of young people may vary. The most significant factors are historical education (at secondary school, vocational education institution, university), the role of teacher as a mediator of historical knowledge, as well as the continuity and depth of family memory.\u0000Discussion and Conclusion. The results of the study determine the factors of student youth involvement in the space of historical practices and narratives and supplement the sociological understanding of the processes of constructing the historical memory. The materials of the article may be of interest to specialists engaged in patriotic education, historical education of youth, practitioners involved in the development of youth policy.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"63 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140367814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-29DOI: 10.15507/1991-9468.114.028.202401.111-124
N. Tuktamyshov, T. Gorskaya
Introduction. One of the most well-known theories that allows us to study the process of structuring a concept in the mind of a student is the APOS theory, specially created for the study of mental processes in mathematical education and worthy of application in other disciplines. Despite numerous studies on methods of teaching mathematics, in recent years there have been few publications on the problem of students’ understanding of mathematical concepts; there are practically no works devoted to the study of the formation of mental structures in the course of students’ assimilation of mathematical concepts. The aim of the article is to analyze the process of mastering mathematical concepts using the example of trigonometric functions and present the results of the study in accordance with the stages of the APOS theory. Materials and Methods. The study sample included 102 first-year students of the Institute of Construction Engineering under Kazan State University of Architecture and Civil Engineering. The APOS theory was used to study students' perception of mathematical concepts, which allowed us to see the details of mathematical concepts formation at each stage of the APOS theory, as well as to identify characteristic errors and classify them. The empirical basis of the study includes the results of a written survey conducted among students. The quantitative characteristics of each stage of APOS were compared. Results. The effectiveness of the application of the APOS theory was shown, a questionnaire was developed which allowed studying the process of mathematical concept structurization in the student's mind. Within the APOS theory framework, differences in levels of understanding of trigonometry were identified, which allowed for the classification of errors made by students. It was found that most of the students who participated in the experiment made conceptual errors in learning the concept of function. The results demonstrated the importance of investigating the mental structures that emerge during the cognitive process to determine the intellectual reserves of learners. Discussion and Conclusion. The results of the study contribute to the development of scientific understanding of the process of structuring mathematical concepts in the minds of learners and methods for studying the mental structures of abstract concepts. The materials will be useful for university teachers, school teachers in the development of mathematics, as well as in the study of other disciplines.
{"title":"APOS Theory in Learning Mathematics (Using Trigonometry as an Example)","authors":"N. Tuktamyshov, T. Gorskaya","doi":"10.15507/1991-9468.114.028.202401.111-124","DOIUrl":"https://doi.org/10.15507/1991-9468.114.028.202401.111-124","url":null,"abstract":"Introduction. One of the most well-known theories that allows us to study the process of structuring a concept in the mind of a student is the APOS theory, specially created for the study of mental processes in mathematical education and worthy of application in other disciplines. Despite numerous studies on methods of teaching mathematics, in recent years there have been few publications on the problem of students’ understanding of mathematical concepts; there are practically no works devoted to the study of the formation of mental structures in the course of students’ assimilation of mathematical concepts. The aim of the article is to analyze the process of mastering mathematical concepts using the example of trigonometric functions and present the results of the study in accordance with the stages of the APOS theory.\u0000Materials and Methods. The study sample included 102 first-year students of the Institute of Construction Engineering under Kazan State University of Architecture and Civil Engineering. The APOS theory was used to study students' perception of mathematical concepts, which allowed us to see the details of mathematical concepts formation at each stage of the APOS theory, as well as to identify characteristic errors and classify them. The empirical basis of the study includes the results of a written survey conducted among students. The quantitative characteristics of each stage of APOS were compared.\u0000Results. The effectiveness of the application of the APOS theory was shown, a questionnaire was developed which allowed studying the process of mathematical concept structurization in the student's mind. Within the APOS theory framework, differences in levels of understanding of trigonometry were identified, which allowed for the classification of errors made by students. It was found that most of the students who participated in the experiment made conceptual errors in learning the concept of function. The results demonstrated the importance of investigating the mental structures that emerge during the cognitive process to determine the intellectual reserves of learners.\u0000Discussion and Conclusion. The results of the study contribute to the development of scientific understanding of the process of structuring mathematical concepts in the minds of learners and methods for studying the mental structures of abstract concepts. The materials will be useful for university teachers, school teachers in the development of mathematics, as well as in the study of other disciplines.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"25 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140368222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-29DOI: 10.15507/1991-9468.114.028.202401.052-067
Yulia Y. Kochetova, O. G. Barinova, Nataliya S. Timchenko
Introduction. Preservation and strengthening of mental and psychological health of students is one of the priority tasks of development of modern professional education in Russia. However, the recent studies into psychological well-being of medical students have shown an average and low level of its formation. The discovered problem is complicated by the lack of studies that would show the relationship between the peculiarities of the organization of the university educational environment and the satisfaction with the learning activities of students. This is important for the development and practical realization of optimal conditions for the formation of psychological well-being of medical university students. The aim of the study is to determine the specifics of the state of psychological well-being of medical university students in connection with the level of their satisfaction with learning. Materials and Methods. First, second and fifth-year medical students participated in the servey. The following diagnostic tools were used: “Scale of psychological well-being” (K. Riff) and “Questionnaire of satisfaction with educational activities” (L. V. Mishchenko). The analysis of the results of the study revealed statistically significant correlations between the scales of satisfaction with the educational activities of medical university students and their psychological well-being. Results. The analysis of the results of the study revealed statistically significant correlations between the scales of satisfaction with learning activities of medical students and their psychological well-being. Second-year students demonstrated high indicators of psychological well-being, the lowest ones were found in fifth-year students. The obtained results create prerequisites for comprehension of the process of optimizing the educational environment of medical school, focused on the preservation and promotion of mental health of students. Discussion and Conclusion. The conclusions of this study can be useful for the management corps of the university in order to develop and implement optimal psychological and pedagogical conditions for the organization of the educational environment and increase the level of satisfaction in the student community with all components of the structure of learning activities as one of the main conditions for the development of psychological well-being of young people.
引言保护和加强学生的精神和心理健康是俄罗斯现代职业教育发展的优先任务之一。然而，最近对医科学生心理健康的研究表明，他们的心理健康水平一般且较低。由于缺乏能说明大学教育环境组织的特殊性与学生对学习活动满意度之间关系的研究，所发现的问题变得更加复杂。这对于发展和切实实现医科大学学生心理健康形成的最佳条件非常重要。本研究旨在确定医科大学学生心理健康状态的具体情况与其对学习的满意程度。一年级、二年级和五年级医科大学生参加了此次调查。使用了以下诊断工具"心理健康量表"（K. Riff）和 "教育活动满意度问卷"（L. V. Mishchenko）。研究结果分析表明，医科大学生对教育活动的满意度量表与他们的心理健康之间存在统计学意义上的显著相关性。研究结果分析表明，医科大学生对学习活动的满意度量表与其心理健康之间存在统计学意义上的显著相关性。二年级学生的心理健康指数较高，五年级学生的心理健康指数最低。这些结果为理解优化医学院教育环境的过程提供了先决条件，其重点是保护和促进学生的心理健康。本研究的结论有助于大学管理团队制定和实施最佳的心理和教学条件，以组织教育环境，提高学生群体对学习活动结构所有组成部分的满意度，这是培养年轻人心理健康的主要条件之一。
{"title":"Phenomenon of Psychological Well-Being in the Context of Medical Students’ Satisfaction with Educational Activities","authors":"Yulia Y. Kochetova, O. G. Barinova, Nataliya S. Timchenko","doi":"10.15507/1991-9468.114.028.202401.052-067","DOIUrl":"https://doi.org/10.15507/1991-9468.114.028.202401.052-067","url":null,"abstract":"Introduction. Preservation and strengthening of mental and psychological health of students is one of the priority tasks of development of modern professional education in Russia. However, the recent studies into psychological well-being of medical students have shown an average and low level of its formation. The discovered problem is complicated by the lack of studies that would show the relationship between the peculiarities of the organization of the university educational environment and the satisfaction with the learning activities of students. This is important for the development and practical realization of optimal conditions for the formation of psychological well-being of medical university students. The aim of the study is to determine the specifics of the state of psychological well-being of medical university students in connection with the level of their satisfaction with learning.\u0000Materials and Methods. First, second and fifth-year medical students participated in the servey. The following diagnostic tools were used: “Scale of psychological well-being” (K. Riff) and “Questionnaire of satisfaction with educational activities” (L. V. Mishchenko). The analysis of the results of the study revealed statistically significant correlations between the scales of satisfaction with the educational activities of medical university students and their psychological well-being.\u0000Results. The analysis of the results of the study revealed statistically significant correlations between the scales of satisfaction with learning activities of medical students and their psychological well-being. Second-year students demonstrated high indicators of psychological well-being, the lowest ones were found in fifth-year students. The obtained results create prerequisites for comprehension of the process of optimizing the educational environment of medical school, focused on the preservation and promotion of mental health of students.\u0000Discussion and Conclusion. The conclusions of this study can be useful for the management corps of the university in order to develop and implement optimal psychological and pedagogical conditions for the organization of the educational environment and increase the level of satisfaction in the student community with all components of the structure of learning activities as one of the main conditions for the development of psychological well-being of young people.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"17 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140365345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-29DOI: 10.15507/1991-9468.114.028.202401.081-097
R. Petruneva, Nadezhda A. Ovchar, Marina D. Martynova
Introduction. There is an acute shortage of labor resources in the modern labor market, especially with engineering qualifications. A significant part of university students do not reach the stage of obtaining a diploma. Efficient spending of federal budget funds for training of high-class technical specialists becomes extremely necessary. The purpose of this study is to identify the main strategies of choosing a university among first-year students participating in the “Priority-2030ˮ program. Materials and Methods. The goals and objectives of this descriptive study suggest obtaining a more complete understanding of professional and educational applicants’ strategies when choosing technical universities. The questionnaire method implemented in the form of an online survey was used as the main method of collecting primary empirical data. The survey was conducted in May 2023 (n = 1,888). Results. The main motives and factors influencing the professional and educational strategy of choosing a higher educational institution are determined: the characteristics of the university (its type and academic authority, position in university rankings, its transport accessibility and the availability of dormitories); prospects for further employment in the speciality received; the financial capabilities of the applicantʼs family, the main trajectories of admission to the university. The most relevant aspects of the attractiveness of the university for applicants are formulated. Discussion and Conclusion. The authorʼs conclusions contribute to the development of scientific approaches to the study of trends in the development of higher education, the theory and practice of organizing the educational process in educational organizations, the problems of professional self-determination and career guidance, methods of supporting studentsʼ professional choice. The materials of the article can be useful to Russian universities in developing an effective system of career guidance.
{"title":"Strategies of Professional and Educational Choice among Technical University Applicants","authors":"R. Petruneva, Nadezhda A. Ovchar, Marina D. Martynova","doi":"10.15507/1991-9468.114.028.202401.081-097","DOIUrl":"https://doi.org/10.15507/1991-9468.114.028.202401.081-097","url":null,"abstract":"Introduction. There is an acute shortage of labor resources in the modern labor market, especially with engineering qualifications. A significant part of university students do not reach the stage of obtaining a diploma. Efficient spending of federal budget funds for training of high-class technical specialists becomes extremely necessary. The purpose of this study is to identify the main strategies of choosing a university among first-year students participating in the “Priority-2030ˮ program.\u0000Materials and Methods. The goals and objectives of this descriptive study suggest obtaining a more complete understanding of professional and educational applicants’ strategies when choosing technical universities. The questionnaire method implemented in the form of an online survey was used as the main method of collecting primary empirical data. The survey was conducted in May 2023 (n = 1,888).\u0000Results. The main motives and factors influencing the professional and educational strategy of choosing a higher educational institution are determined: the characteristics of the university (its type and academic authority, position in university rankings, its transport accessibility and the availability of dormitories); prospects for further employment in the speciality received; the financial capabilities of the applicantʼs family, the main trajectories of admission to the university. The most relevant aspects of the attractiveness of the university for applicants are formulated.\u0000Discussion and Conclusion. The authorʼs conclusions contribute to the development of scientific approaches to the study of trends in the development of higher education, the theory and practice of organizing the educational process in educational organizations, the problems of professional self-determination and career guidance, methods of supporting studentsʼ professional choice. The materials of the article can be useful to Russian universities in developing an effective system of career guidance.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"8 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140367613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-29DOI: 10.15507/1991-9468.114.028.202401.068-080
N. S. Babich, N. V. Ivashchenkova
Introduction. Professional competencies developed by the education system do not provide the high degree of integration with the real economy at the Russian labor market. The sociocognitive approach to social institutions as information processing systems suggests that this may be partly due to different languages used by employers and educational structures for describing competencies. The purpose of this study is to test the hypothesis of this mismatch drawing on the example of the applied sociology sector. Materials and Methods. The case study method was applied to the material of the archive of correspondence on personnel issues of a company from the field of applied sociology, which worked in 2012–2019 (46 papers). The hypothesis that employers and educational system use a different language for describing competencies was tested. Content analysis method was applied to the largest Russian job portals: hh.ru, superjob.ru and Avito.Rabota. The hypothesis of non-use of educational standards for describing competencies in the labor market was tested. Results. Both hypotheses were confirmed. Based on the results of the correspondence archive analysis, it was proved that employers use a language different from that of the education system when describing requirements to employees (including their competencies). The results of content analysis revealed the phenomenon of almost complete isolation of the labor market from the formal standards of higher education (educational standards for describing the competencies of sociologists were not used in a single vacancy or a resumé out of more than 32 thousand found on the portals). Discussion and Conclusion. To overcome the lack of demand for graduates in the labor market, it is necessary to overcome the existing language gap between the education system and employers. To this end, the system of validation of competencies should be changed. The source of their description should not be the education system itself, the texts and ideas that are born in it, but the requirements of employers, verbalized by them in the description of vacancies. Descriptions of competencies that do not meet the widely accepted requirements of employers should be automatically excluded from professional education standards as invalid. The results contribute to searching critical problems in the educational system and adapting it to the current needs of the labor market.
{"title":"Competencies in Higher Education and the Labor Market: A Sociocognitive Analysis of the Problem of Integration","authors":"N. S. Babich, N. V. Ivashchenkova","doi":"10.15507/1991-9468.114.028.202401.068-080","DOIUrl":"https://doi.org/10.15507/1991-9468.114.028.202401.068-080","url":null,"abstract":"Introduction. Professional competencies developed by the education system do not provide the high degree of integration with the real economy at the Russian labor market. The sociocognitive approach to social institutions as information processing systems suggests that this may be partly due to different languages used by employers and educational structures for describing competencies. The purpose of this study is to test the hypothesis of this mismatch drawing on the example of the applied sociology sector.\u0000Materials and Methods. The case study method was applied to the material of the archive of correspondence on personnel issues of a company from the field of applied sociology, which worked in 2012–2019 (46 papers). The hypothesis that employers and educational system use a different language for describing competencies was tested. Content analysis method was applied to the largest Russian job portals: hh.ru, superjob.ru and Avito.Rabota. The hypothesis of non-use of educational standards for describing competencies in the labor market was tested.\u0000Results. Both hypotheses were confirmed. Based on the results of the correspondence archive analysis, it was proved that employers use a language different from that of the education system when describing requirements to employees (including their competencies). The results of content analysis revealed the phenomenon of almost complete isolation of the labor market from the formal standards of higher education (educational standards for describing the competencies of sociologists were not used in a single vacancy or a resumé out of more than 32 thousand found on the portals).\u0000Discussion and Conclusion. To overcome the lack of demand for graduates in the labor market, it is necessary to overcome the existing language gap between the education system and employers. To this end, the system of validation of competencies should be changed. The source of their description should not be the education system itself, the texts and ideas that are born in it, but the requirements of employers, verbalized by them in the description of vacancies. Descriptions of competencies that do not meet the widely accepted requirements of employers should be automatically excluded from professional education standards as invalid. The results contribute to searching critical problems in the educational system and adapting it to the current needs of the labor market.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"60 48","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140365046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-29DOI: 10.15507/1991-9468.114.028.202401.022-039
W. Strielkowski, E. Korneeva, Alexander K. Neshcheret, L. Sundeeva
Introduction. Recent environmental concerns over global warming and climate change together with the calls for sustainable development highlighted the importance of sustainable education aimed at preparing the new generations to come for the universal challenges facing humanity. All of that has been reinforced by the recent COVID-19 pandemic that brought about the digital surge in education. The interest in the topic of sustainable education can be demonstrated by the surge of research publications on this topic indexed in the Web of Science database from merely 22 in 1991 to 4055 in 2022. The main goal of this study is to provide a comprehensive review of scholarly sources related to sustainable education in higher education institutions and the COVID-19 pandemic. Materials and Methods. The authors analyzed the vast body of recent research literature on sustainable education and conducted a field review. In total, 1115 results for the keywords “sustainable education” and “COVID-19” have been retrieved from the WoS database and subjected to the network analysis using VOSViewer software for identifying dominant trends, interconnectedness, and network visualization in the intersectoral research. Results. It was found that there has been s a significant increase in interest for sustainable education during the pandemic in the research literature, highlighting the shift in educational focus. Five main thematic clusters of research have been identified, such as university student teaching, health policy services, economic impacts, Sustainable Development Goals, or higher education, with a strong emphasis on the student experience and institutional responses. Additionally, the interdisciplinary nature of research in this area has been proved, covering health, technology, economics, and social policies. It has been confirmed that these recent changes in sustainable education in higher education emphasize the need for multifaceted approaches to address the challenges posed by the pandemic on education sustainability. Discussion and Conclusion. The challenges posed by the COVID-10 pandemic have made it increasingly clear that the higher education sector must go digital to succeed in a post-COVID world. Universities around the world must be prepared for future changes in industry, or they risk being left behind in an ever-changing landscape. The findings stemming from this study can be useful to ministries of education, various authorities and stakeholders, as well as to universities and higher education institutions themselves, both public and private, in the need to implement new approaches at all levels new bottom-up and on-the-ground approaches.
{"title":"Sustainable Education at Higher Education Institutions (HEIs) and the COVID-19 Pandemic: A Bibliometric Review Study Field Review","authors":"W. Strielkowski, E. Korneeva, Alexander K. Neshcheret, L. Sundeeva","doi":"10.15507/1991-9468.114.028.202401.022-039","DOIUrl":"https://doi.org/10.15507/1991-9468.114.028.202401.022-039","url":null,"abstract":"Introduction. Recent environmental concerns over global warming and climate change together with the calls for sustainable development highlighted the importance of sustainable education aimed at preparing the new generations to come for the universal challenges facing humanity. All of that has been reinforced by the recent COVID-19 pandemic that brought about the digital surge in education. The interest in the topic of sustainable education can be demonstrated by the surge of research publications on this topic indexed in the Web of Science database from merely 22 in 1991 to 4055 in 2022. The main goal of this study is to provide a comprehensive review of scholarly sources related to sustainable education in higher education institutions and the COVID-19 pandemic.\u0000Materials and Methods. The authors analyzed the vast body of recent research literature on sustainable education and conducted a field review. In total, 1115 results for the keywords “sustainable education” and “COVID-19” have been retrieved from the WoS database and subjected to the network analysis using VOSViewer software for identifying dominant trends, interconnectedness, and network visualization in the intersectoral research.\u0000Results. It was found that there has been s a significant increase in interest for sustainable education during the pandemic in the research literature, highlighting the shift in educational focus. Five main thematic clusters of research have been identified, such as university student teaching, health policy services, economic impacts, Sustainable Development Goals, or higher education, with a strong emphasis on the student experience and institutional responses. Additionally, the interdisciplinary nature of research in this area has been proved, covering health, technology, economics, and social policies. It has been confirmed that these recent changes in sustainable education in higher education emphasize the need for multifaceted approaches to address the challenges posed by the pandemic on education sustainability.\u0000Discussion and Conclusion. The challenges posed by the COVID-10 pandemic have made it increasingly clear that the higher education sector must go digital to succeed in a post-COVID world. Universities around the world must be prepared for future changes in industry, or they risk being left behind in an ever-changing landscape. The findings stemming from this study can be useful to ministries of education, various authorities and stakeholders, as well as to universities and higher education institutions themselves, both public and private, in the need to implement new approaches at all levels new bottom-up and on-the-ground approaches.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"95 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140365982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-29DOI: 10.15507/1991-9468.114.028.202401.040-051
S. Shustova, N. Bulankina, Lyubov A. Leontyeva, M. V. Shirinyan
Introduction. The authors highlight the main problems of the formation and development of the communication training of mentors within the multicultural specifics of the regional education spaces. The paper proposes an analysis of some aspects for improving the methodology of forming the readiness of an experienced teacher to transfer his/her experience for productive interaction with their colleagues. The purpose of the study is to substantiate the model for the formation of communication competence of mentors for teaching foreign languages within the multicultural specifics of the regional education spaces. Materials and Methods. The methodology focuses on the framework of a lingua-didactic approach based on a historical approach, which assumes both the analysis of Scientific Scholarship, and pedagogical experience in terms of a search experiment on the formation of a mentor’s readiness for socially significant and culturally creative communication to develop optimal conditions for the implementation of mentoring within the regional communicative educational spaces. Results. The authors highlight the necessity and possibilities of mentoring in different spheres of professional activities, the significance of communicative competence and readiness of a mentor to share his/her experience with others, and to monitor the post-effects of professional knowledge and skills. The results of the survey will be of use for those who investigate the likely problem areas of current education. Discussion and Conclusion. The results obtained contribute to the development of a mentoring for different areas of professional activity, because it is communicative readiness that facilitates the process of communication, exchange of experience and control of professional activities between a mentor and his mentee. The materials of the article will be useful to heads of educational organizations, representatives (employees) of institutions for advanced training and additional education of teachers.
{"title":"Topical Issues of Methodology of Developing Mentor’s Communication Competence Through Teaching Foreign Languages","authors":"S. Shustova, N. Bulankina, Lyubov A. Leontyeva, M. V. Shirinyan","doi":"10.15507/1991-9468.114.028.202401.040-051","DOIUrl":"https://doi.org/10.15507/1991-9468.114.028.202401.040-051","url":null,"abstract":"Introduction. The authors highlight the main problems of the formation and development of the communication training of mentors within the multicultural specifics of the regional education spaces. The paper proposes an analysis of some aspects for improving the methodology of forming the readiness of an experienced teacher to transfer his/her experience for productive interaction with their colleagues. The purpose of the study is to substantiate the model for the formation of communication competence of mentors for teaching foreign languages within the multicultural specifics of the regional education spaces.\u0000Materials and Methods. The methodology focuses on the framework of a lingua-didactic approach based on a historical approach, which assumes both the analysis of Scientific Scholarship, and pedagogical experience in terms of a search experiment on the formation of a mentor’s readiness for socially significant and culturally creative communication to develop optimal conditions for the implementation of mentoring within the regional communicative educational spaces.\u0000Results. The authors highlight the necessity and possibilities of mentoring in different spheres of professional activities, the significance of communicative competence and readiness of a mentor to share his/her experience with others, and to monitor the post-effects of professional knowledge and skills. The results of the survey will be of use for those who investigate the likely problem areas of current education.\u0000Discussion and Conclusion. The results obtained contribute to the development of a mentoring for different areas of professional activity, because it is communicative readiness that facilitates the process of communication, exchange of experience and control of professional activities between a mentor and his mentee. The materials of the article will be useful to heads of educational organizations, representatives (employees) of institutions for advanced training and additional education of teachers.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"48 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140367203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-29DOI: 10.15507/1991-9468.113.027.202304.681-693
T. Makarova, E. E. Matveeva, M. Molchanova, E. Morozova, N. Burenina
Introduction. The problem of effective teaching language for special purposes (LSP) to the students of non-linguistic professions has been discussed for a long time and in full details by academicians both in Russia and foreign countries. As the result of multiple and thorough surveys general problems of the given situation have been revealed, the way out being defined as special training/retraining of LSP teachers. But in language education publications it is hardly possible to find the description of the program aiming at the training of the above mentioned teachers. The aim of the article is to present effective approaches to teaching LSP and offer the developed master program “Methods of teaching LSP” as a means to solve the problems mentioned above. Materials and Methods. The research methods used are a combination of analytical review of studies by Russian and foreign researchers and interpretation of the results obtained by interviewing university teachers specializing in teaching foreign languages to students completing Bachelorʼs or Masterʼs degree programs. The survey was conducted to assess the level of readiness of professional educators to design the structure and content of programs for teaching LSP, and actually conduct classes within the specified language-teaching area, 81 teachers being responders. Results. As a result of the undertaken review of theoretical works and analysis of the conducted survey a master program “Methods of teaching LSP” was designed for training graduates who will then teach English or Russian as a foreign language at industry-specific higher schools. The developed program focuses on instructing future LSP educators to work out a personalized educational route adjusted to the level of foreign language skills of a student and their prospective professional activities. Discussion and Conclusion. The master program developed by the authors as well as the content of the subjects suggested as its integral part are expected to become a productive way of training LSP educators who are supposed to acquire a number of special skills and competences described in the article. Distant learning and e-learning technologies are also engaged in the program to facilitate learners’ more efficient independent activities. The master program is seen as one of the means of modernizing LSP teachers’ professional training which meets the long-term needs of the Russian education system.
{"title":"Personalizing the Way of Teaching LSP","authors":"T. Makarova, E. E. Matveeva, M. Molchanova, E. Morozova, N. Burenina","doi":"10.15507/1991-9468.113.027.202304.681-693","DOIUrl":"https://doi.org/10.15507/1991-9468.113.027.202304.681-693","url":null,"abstract":"Introduction. The problem of effective teaching language for special purposes (LSP) to the students of non-linguistic professions has been discussed for a long time and in full details by academicians both in Russia and foreign countries. As the result of multiple and thorough surveys general problems of the given situation have been revealed, the way out being defined as special training/retraining of LSP teachers. But in language education publications it is hardly possible to find the description of the program aiming at the training of the above mentioned teachers. The aim of the article is to present effective approaches to teaching LSP and offer the developed master program “Methods of teaching LSP” as a means to solve the problems mentioned above. Materials and Methods. The research methods used are a combination of analytical review of studies by Russian and foreign researchers and interpretation of the results obtained by interviewing university teachers specializing in teaching foreign languages to students completing Bachelorʼs or Masterʼs degree programs. The survey was conducted to assess the level of readiness of professional educators to design the structure and content of programs for teaching LSP, and actually conduct classes within the specified language-teaching area, 81 teachers being responders. Results. As a result of the undertaken review of theoretical works and analysis of the conducted survey a master program “Methods of teaching LSP” was designed for training graduates who will then teach English or Russian as a foreign language at industry-specific higher schools. The developed program focuses on instructing future LSP educators to work out a personalized educational route adjusted to the level of foreign language skills of a student and their prospective professional activities. Discussion and Conclusion. The master program developed by the authors as well as the content of the subjects suggested as its integral part are expected to become a productive way of training LSP educators who are supposed to acquire a number of special skills and competences described in the article. Distant learning and e-learning technologies are also engaged in the program to facilitate learners’ more efficient independent activities. The master program is seen as one of the means of modernizing LSP teachers’ professional training which meets the long-term needs of the Russian education system.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":" 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139143105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-29DOI: 10.15507/1991-9468.113.027.202304.611-629
V.A. Plotnikova, A. Veraksa, N. Veraksa
Introduction. The search for technologies to provide the harmonious development of preschoolers through the enrichment of children’s activities inherent in this age period is an urgent task for the modern education system. Recently, along with traditional forms of education, front-line work and free play, project-based learning has become widespread in kindergartens. To clarify the fundamental features of project-based learning and its developmental effects, a review of empirical studies on this topic was conducted. The purpose of the article is to present the results of the review and identify the main trends, limitations and prospects of studying the project-based learning impact on the psychological development of preschoolers. Materials and Methods. The literature review was conducted using the PRISMA. As a result of the search, 789 Russian-language publications and 687 English-language publications corresponding to the search query were found. As a result of screening and selection, 18 studies were included in further qualitative analysis. For the qualitative analysis a validated checklist of questions was used to assess the methodological level of quality of randomized and non-randomized studies (max. score 26). Results. 7 out of 18 studies satisfied less than half of the items on the checklist and scored less than 13 points, which indicates insufficient reliability of the results obtained in these works. As the result it was sufficiently reliably shown that the use of project approach in preschool age can positively affect the development of social and research skills, cognitive abilities, creative abilities and speech. Discussion and Conclusion. The review showed main trends in the field of studying the developmental effects of project-based learning, reflecting possible research directions in this area. The most promising perspectives for further research are connected with the comparison of the project approach with other forms and methods of education, which can contribute to determining the specifics of different educational methods and determining the conditions for their most effective use. The materials of the article would be useful for planning research in the field of child development, as well as for organizing project-based learning in educational institutions.
{"title":"Psychological Development of Preschoolers in Project-Based Learning: An Overview of Empirical Research","authors":"V.A. Plotnikova, A. Veraksa, N. Veraksa","doi":"10.15507/1991-9468.113.027.202304.611-629","DOIUrl":"https://doi.org/10.15507/1991-9468.113.027.202304.611-629","url":null,"abstract":"Introduction. The search for technologies to provide the harmonious development of preschoolers through the enrichment of children’s activities inherent in this age period is an urgent task for the modern education system. Recently, along with traditional forms of education, front-line work and free play, project-based learning has become widespread in kindergartens. To clarify the fundamental features of project-based learning and its developmental effects, a review of empirical studies on this topic was conducted. The purpose of the article is to present the results of the review and identify the main trends, limitations and prospects of studying the project-based learning impact on the psychological development of preschoolers. Materials and Methods. The literature review was conducted using the PRISMA. As a result of the search, 789 Russian-language publications and 687 English-language publications corresponding to the search query were found. As a result of screening and selection, 18 studies were included in further qualitative analysis. For the qualitative analysis a validated checklist of questions was used to assess the methodological level of quality of randomized and non-randomized studies (max. score 26). Results. 7 out of 18 studies satisfied less than half of the items on the checklist and scored less than 13 points, which indicates insufficient reliability of the results obtained in these works. As the result it was sufficiently reliably shown that the use of project approach in preschool age can positively affect the development of social and research skills, cognitive abilities, creative abilities and speech. Discussion and Conclusion. The review showed main trends in the field of studying the developmental effects of project-based learning, reflecting possible research directions in this area. The most promising perspectives for further research are connected with the comparison of the project approach with other forms and methods of education, which can contribute to determining the specifics of different educational methods and determining the conditions for their most effective use. The materials of the article would be useful for planning research in the field of child development, as well as for organizing project-based learning in educational institutions.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139146212","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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