Abstract
The article is devoted to the modeling cognitive learning spaces in Russian universities for the effective training of students and their preparation for life and future profession. Based on a comparative analysis of theoretical and practical approaches to the problem by Russian and foreign scientists, a conclusion is made about the importance and relevance of the topic for academic community and society as a whole. In modern conditions, the processes of globalization, integration, informatization and digitalization induce universities to change the vector of their activities in the direction of technology and innovation, advanced forms of communication and mental interaction, technological methods of teaching and knowledge transfer, and, as a result, cause them to review their learning spaces as well. From a pedagogical perspective, the design of cognitive learning spaces may equally influence the entire educational landscape of the country as well as the learning climate of a particular institution, learning outcomes of a particular student and the system of professional development of a particular teacher and/ or researcher in multiple ways. The purpose of this work is to study and analyze the current state of the problem, systematize and concretize the conceptual apparatus, identify current positive trends in higher education allowing to model and design the effective tech-based, information-rich and equitable cognitive learning space at university, which will provide a beneficial learning environment with regard to mental needs and expectations of modern students.
Highlights
Today, the search for optimal models of cognitive learning spaces of universities correlates with the need of society for the development of innovative education, oriented towards the future and based on the training of competitive specialists and the development of citizens who are harmonious in their professional, intellectual, cultural and moral sense
It is necessary to find a compromise between the well-established traditions of fundamental university education and the emerging trends associated with Russia's entry into the global educational environment along with the ongoing processes of globalization, integration, informatization and digitalization, which have a deep impact on many internal processes [1, 2, 3]
The main result of the research is the development of a model of an efficient, technologybased, information-rich, and equitable university space based on the active, constructive and long-term paradigm of teaching and learning, aimed, on the one hand, to help teachers realize their professional potential and, on the other hand, to provide students the opportunity to learn and understand how to maximize their cognitive capabilities [25]
Summary
The search for optimal models of cognitive learning spaces of universities correlates with the need of society for the development of innovative education, oriented towards the future and based on the training of competitive specialists and the development of citizens who are harmonious in their professional, intellectual, cultural and moral sense. In this regard, it is necessary to find a compromise between the well-established traditions of fundamental university education and the emerging trends associated with Russia's entry into the global educational environment along with the ongoing processes of globalization, integration, informatization and digitalization, which have a deep impact on many internal processes [1, 2, 3]. UNESCO prepared standards for the competences of teachers in the use of ICT (Information Communication Technologies) [7], and formulated five core competencies for the personal growth of each individual, including political, social, intercultural and communicative competencies, as well as those associated with the emergence of the information society allowing to realize the ability and desire to learn and develop [8], etc
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