Abstract
A teacher plays a vital role in improving the quality of social, cultural and humanitarian (SCH) education. He/she channels and corrects students when they take steps towards a specific goal, delivers knowledge, manages the learning process, and shapes behavioural patterns. This research aims to contribute to the improvement of SCH education quality in modern universities. The study was carried out with the participation of 790 students from 7 universities: Moscow Institute of Physics and Technology, the Moscow Engineering Physics Institute, the Russian Presidential Academy of National Economy and Public Administration (Moscow), the Moscow State Institute of Steel and Alloys, the Moscow Power Engineering Institute, the Voronezh State University, and the North-Eastern Federal University (Yakutsk). The survey reveals uncongenial findings: 30% of the respondents are satisfied with the quality of SCH education in their university, 67% are unsatisfied, and 3% are not sure. The findings allow teachers of humanities and social studies to apply the mechanism described in this study in educational contexts. This research tackles the Elabuga model of education quality improvement in the context of various universities and institutes. The research shows that the Elabuga teaching model has improved the quality of students majoring in humanities and social studies and led to a qualitative and frequent use of innovative methods. Thus, from the US and Russian experience in socio-cultural and humanitarian education, it is evident that Humanities and Social Studies will be more in line with Science and Engineering in years to come.
Highlights
In developing countries, socio-cultural and humanitarian (SCH) education experiences a crisis (Bouvier, 2012; Levitz & Belkin, 2013; Vyazemsheva, 2016; Akimova et al, 2019) and are less popular among students considering the struggle with employment after graduating (Levitz & Belkin, 2013)
This study investigates a model for education quality improvement that was first utilised in the Elabuga Institute of Kazan Federal University (Russia) under the government contract for practice-oriented and competency-based SCH education in 2014-2017
This research contributes to the improvement of the SCH education quality by identifying a corresponding model
Summary
Socio-cultural and humanitarian (SCH) education experiences a crisis (Bouvier, 2012; Levitz & Belkin, 2013; Vyazemsheva, 2016; Akimova et al, 2019) and are less popular among students considering the struggle with employment after graduating (Levitz & Belkin, 2013). During (2004) believes that preserving the disciplinary structure of humanitarian knowledge reproduction is no longer as relevant as the problem of maintaining its attractiveness and openness to changing demands This statement is agreeable, but the suggestion to maintain “attractiveness and openness” will not solve the problem of disciplinary mediation. Such a decision would automatically lead to the abolition of the institutional basis of humanitarian knowledge, as evidenced by Craig Calhoun (2005)
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
