Contemporary Education System Research Articles

PROFESSIONAL DEVELOPMENT IN BASIC EDUCATION

This article seeks to explore the perspectives and challenges faced by teachers in the context of basic education in relation to professional development. Based on an analysis of training practices and public policies aimed at teacher training, we will discuss the main trends and innovations that have emerged in the field, in addition to offering reflections on how these initiatives directly impact the quality of teaching and student learning. To this end, a bibliographical research was developed to find academic productions, finding authors who research on the subject, expanding the theoretical repertoire. Professional development in basic education faces challenges due to recent transformations in the educational environment. The search for quality, equitable and inclusive education becomes increasingly complex in view of the realities found in schools. In recent years, the profile of children has changed, requiring new didactic and practical approaches from educators. This evolution requires the creation of more dynamic learning environments and the use of innovative resources that can meet the diverse needs of students. Therefore, it is essential that education professionals reflect on their methodologies and seek alternatives that provide new meanings to the contemporary educational system. These changes not only challenge educators to adapt, but also offer opportunities for the implementation of pedagogical practices that promote more collaborative and student-centered teaching. It was concluded, therefore, that continuing teacher training is essential for us to meet the current and future demands of basic education.

Considering the relevance of Jiddu Krishnamurti to contemporary Indian education: In conversation with the thought of Gert Biesta

Education was a compelling symbol in India’s struggle for independence representing as it did, empowerment, transformation, and liberation. India’s contemporary education system, influenced by neoliberalism has, however, largely focused on curricula, skills, literacy, and educational attainment, while overlooking the concepts of freedom or humanisation advocated by Indian educational philosophers. This article places pre-eminent philosopher of education, Gert Biesta, in conversation with Indian thinker, Jiddu Krishnamurti. The focus of this exchange is to consider, from the perspective of Biesta, the aims and conceptions of education, as proposed by Krishnamurti. Krishnamurti strongly emphasised the importance of a learner-centred approach that would cultivate critical thinking, enable learners to gain a deeper understanding of the integrated processes of life, and provide them an environment for realising their full human potential. The aim of Krishnamurti’s education philosophy was to empower the individual to be free, and capable of dealing with life as a whole, based on the conception of collaborative learning, self-awareness, moral virtues and the ability to live well. Though he acknowledges the importance of technique, curricula, and attainment, Biesta’s approach emphasises that students are not objects who need to be trained. Rather, their development as people with the discernment to know when to act and when to refrain from acting, is a critical function of education. Through its examination of the perspectives of Krishnamurti, from the contemporary standpoint of Biesta’s articulation of the purposes of education, this article argues for the relevance of Krishnamurti’s educational philosophy in India’s current educational realities.

The Concept of Flexible Learning for Teaching Art Disciplines in Elementary Schools for National Minorities in modern PR China

The concept of flexible learning is increasingly important in contemporary education systems, particularly for teaching art and aesthetic disciplines. In China, this approach is especially relevant in schools serving national minorities, where diverse cultural and linguistic backgrounds necessitate a more adaptable and inclusive educational framework. This article aims to explore the implementation of flexible learning for teaching art and aesthetic disciplines in modern elementary schools in China, focusing on the experiences and strategies used to organise the educational process for representatives of national minorities. When writing the article, the methods typical for researching papers in the field of general education and pedagogical comparative studies were used, in particular: literature review, case studies, document analysis, comparative analysis, observation. The article results. Flexible learning refers to educational approaches that provide students with choices regarding how, what, when, and where they learn. It emphasises adaptability to individual learning needs, preferences, and cultural contexts. Implementing flexible learning in art and aesthetic disciplines involves several strategies to accommodate the unique needs of national minority students (such as cultural and artistic integration, use of technology, community involvement and flexible learning environments) and is widely used in PR China in regions with significant populations of national minorities, providing valuable results. However, implementing flexible learning for art and aesthetic disciplines in schools for national minorities comes with challenges, including resource limitations and the need for special programs of teacher training activities including cultural sensitivity, which are the point of constant attention of the Chinese government. The study concludes that the implementation of flexible learning for teaching art and aesthetic disciplines in modern elementary schools in China, particularly for national minorities, demonstrates a commitment to inclusivity and adaptability in education. By integrating bilingual education, technology, community involvement, and flexible learning environments, these schools can provide a more personalised and culturally relevant education for their students. Despite the challenges, the benefits of this approach are significant and include promoting cultural preservation, artistic expression, and social cohesion.

DIGITAL LITERACY IN MODERN EDUCATION

This article examines the important role of digital literacy in contemporary educational systems. It highlights the importance of equipping students with the skills to effectively navigate and utilize digital technologies, which are increasingly integral to both personal and professional spheres. The article discusses various components of digital literacy, such as critical thinking, online communication, and information evaluation. It also addresses the challenges educators face in integrating digital literacy into curricula, including the digital divide and the need for teacher training. By underlining successful strategies and potential solutions for developing digital literacy presented by experts around the world, the article calls for necessity of digital literacy in education, aiming to prepare students for a rapidly evolving digital future.

Развитие системы педагогического образования в Республике Гана

Relevance. Integration of African students into the Russian cultural and educational space is one of the most effective means of fostering friendly bilateral relations in order to implement Russia’s humanitarian policy on the African continent. Pedagogical education can become an important form of cooperation; it may include enrolling foreign students in higher education programs and expanding our work in educational centers abroad. Such a center promoting Russian culture among students was opened in the Republic of Ghana in 2003. However, our understanding of the organization of pedagogical education – primarily the system of teacher training – will contribute to deeper integration into the Ghanaian educational system in order to achieve the above-mentioned objective. We should aim to comprehend the internal structure, objectives, content, management, and evolving directions of the Ghanaian educational system, grounded in its history. The aim of the research is to analyze the contemporary system of teacher training education in the Republic of Ghana. The methodology uses a cultural approach, blending comparative and historical pedagogical methods with analysis of scientific literature, state educational documents, reports of the Ministry of Education and international organizations, enhanced by field observations and interviews with representatives of Ghana’s higher education. The findings reveal a dynamic evolution in Ghana’s higher education system, highlighting its contemporary structure, governance, and educational policies concerning teacher training. Conclusion: the study identifies the principles underpinning the organization of Ghana’s national pedagogical education and notes the active renewal phase of the teacher training system, which aligns with national interests yet relies on international support (methodological and financial). Therefore, at the moment, Ghana is as open as possible for cooperation in teacher training education. Practical application: the research results are valuable for the development of the Center for Open Education in Ghana and for creating joint training programs under the Russian Federation’s Humanitarian Policy abroad. Additionally, the results can contribute to comparative pedagogy courses at university level.

The concepts of ‘educational process’ and ‘educated person’ from the philosophical perspective of Richard Stanley Peters: Critical review

This article aimed to examine the two concepts of the educational process and educated person from the philosophical perspective of Richard S. Peters, a prominent philosopher of education. In light of this, one of his influential works, “What is an Educational Process?”, was carefully reviewed. Some comments on the overall relevance of Peters’ positions on the two concepts are also included. The review provides valuable insights into these concepts, which are profoundly important for the education field. Finally, concluding remarks and implications of the author's perspectives on contemporary educational systems are highlighted.

Constructing a Socio-Legal Framework Proposal for Governing Large Language Model Usage and Application in Education

Due to the fast-changing environments caused by artificial intelligence development, the socio-technical challenge in contemporary educational systems focuses on the need for more regulative measures guiding system stakeholders’ behavior. In fulfilling the present legal gap, enacted soft law regulation has been laid out, and a detailed systematic literature review was conducted in the paper presented. The specific methodological approach was selected to deal with two crucial research tasks: to reveal and recommend fundamental governing mechanisms regarding the use and application of generative artificial intelligence; more precisely, large language models in educational systems. Three systematically guided layers of quantitative and qualitative content analysis of central policy, legislation, and regulatory mechanisms in governing AI in education were extracted from the 142 Scopus Database and Web of Science research papers analyzed and presented. These research findings benefit policymakers, regulatory and legislative bodies, and agencies in constructing governing frames for using and applying generative artificial intelligence in education.

Equitable learning for all: exploring hurdles and prospects in inclusive pedagogy

Inclusive education is a crucial aspect of contemporary educational systems to ensure accessibility and quality of education for all learners, including those with developmental peculiarities or disabilities. This article reviews current research and publications on inclusive education to identify critical trends, challenges, and achievements. Several aspects of inclusive education have been analysed, including teacher training, using technologies, creating an environment, and resolving socio-cultural issues. Based on the findings, conclusions are drawn about the necessity of a comprehensive approach to implementing inclusive education, including the professional training of educators, active use of technologies, and creation of an educational environment. Important directions for further research could include studying the impact of professional teacher training on the successful implementation of inclusive education, analysing the effectiveness of various educational methods and strategies, and investigating the role of technologies in ensuring education accessibility for all learners. Integrating the findings from such studies can assist educational institutions and government bodies in developing and implementing more effective strategies and policies for inclusive education. It, in turn, can improve accessibility and quality of education for all children and youth, regardless of their characteristics and needs.

Between school and family environment. Tasks of a school social worker in the contemporary educational system in Poland

The school is an very important educational environment that, along with the family home, has a huge impact on the formation of the attitudes of the children and young people who attend it. It becomes especially important in situations where the family does not properly carry out its functions. Then the school environment has a chance to carry out tasks compensating at least in part for the shortcomings of the home environment. In addition to educators and teachers, an important tasks are performed by the school pedagogue, providing broad support to the student and his parents experiencing difficult situations, which are reflected in the functioning of the student in the school environment. An important support for the school pedagogue could be a school social worker, who, thanks to his/her special competence, could become a link between the school and the student's family environment, allowing to look at his school or social failures from a broader perspective. For that reason the article includes a proposal for schools to employ social workers. The assumptions of social work fit perfectly into the educational program of the school, which assumes, that the school supports the student in his comprehensive development, in the pursuit of self-development, to bring out his potential, discover his abilities and strengthen his self-esteem.

Men school teachers get bullied too: examples from an Australian study

Studies of teachers targeted and bullied by students and parents have mostly been quantitative studies with few qualitative portrayals of the lived experience of teachers who suffer this discursively invisible bullying and harassment. The present study examines the accounts of three Australian male secondary teachers’ experiences of being bullied and harassed. Gender, in these accounts, is an ambivalent variable, simultaneously relevant yet in other ways not relevant. On one hand, these are deeply felt narratives of personal hurt and disquiet. At the same time, the structuring effects of the formal contemporary educational system is coupled to cultural changes in how teachers are positioned in imperatives of balanced class management, state education performance metrics, and shifting social attitudes and expectations. These intersections move these personal stories beyond any simple gender binary divide in how bullying impacts these individuals’ personal lives and professional teaching careers.

ROLE OF HOLISTIC EDUCATION PRACTICES TO ENRICH THE INDIAN KNOWLEDGE SYSTEM IN CONTEMPORARY EDUCATION

Education is the most powerful instrument to enhance and inculcate the BhartiyaKnowledge tradition in the 21st-century generation. This research article started with a brief introduction to the Knowledge System with special reference to India. The highlights are the foundation and principles of holistic education,the interrelationship between Indian knowledge andHolistic Education, and the contemporary education system. There is a total absence of moralvalues, ethical training, and knowledge of culture and tradition in the young generation which is also referred to as Generation Z(GenZ). This article focuses on the role of holistic education in spiritual awakening among the generations and learning from our ancient literature, art, and culture which ultimately enhance the panoramic development of human beings. An emphasis on the balance between traditional wisdom and contemporary educational approaches is the prerequisite. The focus on the holistic education practices that contribute to the enrichment of the Indian Knowledge Tradition showcases an integration of traditional wisdom and modern teaching methodologies. The role of the Bhartiya Knowledge Tradition in the Indian education system is a vital source of rejuvenating the strength of glorious ancient art, culture, and literature among learners studying at different levels of education.IndianKnowledgeTradition with the Holistic Education approach can regain the prestige of Bharat as Vishwa Guru all over the world once again.

Relationship between Teacher Professional Development and use for ICT in Teaching and Learning in Primary Schools in Sabuli Sub-County, Wajir County

Information and communication technology use in education has become an indispensable aspect in the contemporary education system. This explains why many governments including Kenya government have invested in information and communication technology to foster the quality of education. However, despite efforts to avail information and communication technology resources, their use and impact on instructional delivery has been minimal, especially in primary schools in Kenya. Consequently, there has been concern on relationship between availability of information and communication technology and teacher professional development in primary schools. This situation has necessitated the proposed study which is aimed at assessing the relationship between teacher professional development and use for ICT in teaching and learning in primary schools in Sabuli sub-county, Wajir County, Kenya. The study used correlation research design. The target population 94 teacher comprising 30 head teachers and 64 teachers of primary schools in Sabuli sub-county, Wajir County. Given the small number of teachers in public primary schools in Sabuli sub county, the study purposively selected all teachers and head teachers as participant to avoid reducing the ambiguity of a study. Thus, the sample population was 94 respondents. The researcher gathered data using questionnaires from teachers and used semi-structured interview for head-teachers. Data was analysed using descriptive and regression statistics. The findings highlight a statistically significant positive relationship between teacher professional development and ICT use, indicating a direct relationship between the two variables.

The Effects of Digital Divide on the Educational Rights of Marginalised

The contemporary education system in Kerala, India, has adapted to the online teaching-learning process with the inevitable integration of technological advancements. Within the diverse socioeconomic-politicall and scapes in India, the gapin various forms of capital available for individuals also expands to the realm of digital engagement. The aim of the current study is toanalyse how spatial locations intersect with digital access to education. This paper showcasesmultiple factors responsible for creating the crisis of digital divide among geographically estranged communities. The current study employs a descriptive design and presents its findings through athorough narrative review of the existing literature.

Measuring Inclusion in Vocational Education and Training through the Prism of Justice of Education

The highest possible level of inclusion and justice are the primary goals of most contemporary education systems, including vocational education and training. The Index for Inclusion, which was developed two decades ago, defines inclusion on three levels, i.e. policy, culture and practice, and provides a methodological framework for measuring the inclusive orientation of schools. This paper raises the question of whether the selected Index for Inclusion indicators can be used to also measure different dimensions of justice, which is defined as a multidimensional concept. The just redistribution of basic goods is complemented by recognition, representation and relationality. A study with the aim to determine the multidimensionality of the implementation of inclusivity in Vocational Education and Training institutions using statistical analysis was carried out. An online questionnaire was created and completed by 427 education professionals (head teachers, teachers and school counsellors) employed in vocational education and training. The dimensionality of the measured constructs was checked using a set of 28 variables with factor analysis, i.e. the Maximum Likelihood method and Varimax rotation. It was found that the statements that had been formulated on the basis of the Index for Inclusion can also be used to measure different dimensions of justice. The final version of the questionnaire (modified questionnaire), which contains a set of twenty items, adequately measures the redistribution and recognition aspects of justice, whereas the representation and relational aspects have proven to be two-dimensional concepts. A modified questionnaire could be a suitable starting point both for the self-evaluation of schools and a general measurement of inclusion in terms of justice.

Dampak Media Sosial Bagi Mahasiswa TBI

The role of social media for students, namely to improve the quality of student education, has become an important focus in the development of the contemporary education system. The presence of social media has brought significant changes in the way students and educators interact, collaborate and learn. This paper investigates the impact of social media in education, considering its positive and negative aspects. On the positive side, social media provides easy access to information, enables collaboration and project-based learning, and facilitates the development of digital and professional skills. Students are recorded as having used social media before entering college. They at least have more than one social media account. This research aims to investigate the role of social media in improving the quality of student education by analyzing how the impact of social media such as social structure, culture and interactions between individuals influence the learning process. The research method used involved literature analysis and case studies to understand the impact of social structure, culture, and social interactions on the educational experiences of TBI students. By understanding the social dynamics in the classroom, educators can adopt more effective strategies to overcome the challenges faced by students in learning. Through this approach, social media has an impact as an important tool in shaping educational policies that are more inclusive and responsive to the needs of diverse students. By examining the various impacts of social media on educational opportunities, social media can encourage the adoption of policies that are inclusive and responsive to the needs of diverse students.

Digital Resources and Technologies for Improvement of Educational Process in Ukraine

The contemporary system of higher education necessitates the application of digital resources and technologies. The aim of the research is to manifest the impact of digitalization on the educational process and to outline their incorporation into teaching practices. The descriptive study was applied that is based on the participants’ behaviors, or perceptions of digital resources and technologies used. The following methods were implemented: surveys; observations; content analysis; semi-structured interviews; and questionnaires. Over 60 recent scientific works were selected to evaluate the problem of using digital resources and technologies for improvement of educational process. The research was conducted among 43 instructors of educational institutions. The findings showed that instructors use digital resources and technologies extensively. On the basis of average calculated index, it was concluded that Google Docs, communication tools, smartphone apps, Learning Management systems, games, presentation software, online assessment, AI tools are most effective. Digital resources and technologies are characterized by a number of advantages oriented towards improvement of the educational process. It was found that digital tools are incorporated through a number of techniques and strategies: demonstration, collaborative learning, problem-based learning, project-based learning, and digital games. Instructors stated that they use interactive lecture, peer learning, and simulation-based learning less frequently. The choice of techniques and strategies depends on the course or lesson, educational objectives, students’ needs, and possible challenges which instructors may face. The study outcomes can be used to elaborate funding decisions, curriculum development or teachers’ professional development for formation of digital skills among academic and pedagogical staff.

Discussion on the Impact of Campus Culture Construction on Ideological and Political Education and Learning Style Construction

In the contemporary education system, campus culture construction, ideological and political education and learning style construction complement each other. Campus culture is the embodiment of the university spirit. A good campus cultural environment plays an important role in the improvement and edification of students' moral quality. Therefore, campus culture construction plays an important role in the cultivation of students' ideological and political education. This paper will explore how campus culture construction affects ideological and political education and learning style. It has an impact.

EdTech in sociological education: Challenges and opportunities, risks and solutions

The contemporary system of sociological education undergoes all processes of digital transformation; therefore, the key challenges to the teaching community and risks associated with new functions and a decrease in the quality of education require serious rethinking in the context of digital transformation. Moreover, the tasks of identifying the capabilities of EdTech and constructive ways of using them in sociological education are also updated. The article considers the trends in the development of EdTech in education and conditions, technologies and directions for its use in sociological education. The empirical basis of the article is the results of sociological research conducted by international and Russian organizations on the use and development prospects of EdTech. The introduction and use of technologies in the education system determine the task of developing a new digital infrastructure and of the corresponding training/retraining of teaching staff. On the other hand, the education system should respond to students’ requests for emotional inclusion, support, psychological well-being and pedagogy of care in the digitally mediated environment. The author argues that the key tasks to be solved under the introduction of EdTech into sociological education are as follows: formation of a meaningful approach to the use of technology by all participants of the educational process; training in new methods for the analysis of transforming social reality; identification of legitimate ways to use artificial intelligence in education and research. The article emphasizes the dynamism of digital transformation in education, which determines the need for monitoring research and for a comprehensive (infrastructural, personnel, content) digital transformation strategy taking into account the features of educational programs.

Innovative FOCUS: A Program to Foster Creativity and Innovation in the Context of Education for Sustainability

This study is based on the urgent need to adapt education systems to meet the challenges of the 21st century. It examines the implementation of the “Innovative FOCUS” program at the secondary school level to promote creative problem-solving skills in the sustainability context. The Innovative FOCUS program employs a two-stage approach, integrating flexibility, originality, creative personality development, and strategic planning. It includes in-service teacher training and a challenge-based learning framework in which students engage in real-world sustainability projects. The program’s effectiveness was evaluated through teacher and student feedback focusing on the development of prototypes addressing sustainability challenges. The implementation of the InFOCUS program in 19 secondary schools demonstrated significant effectiveness. Teachers indicated that the program’s tools were effective in promoting students’ creativity and problem-solving skills. Of the 64 student teams, 62 successfully developed innovative prototypes, reflecting an improved capacity for innovative thinking and underlining the practical impact of the program. The Innovative FOCUS program effectively integrates sustainability education with creative and critical thinking skills. It demonstrates the potential of challenge-based learning in transforming students’ approaches to real-world problems, aligning education with 21st-century sustainability goals. The program’s success highlights the importance of such innovative approaches in contemporary education systems.

Use of E - learning as a Learning Method Among Students

This study investigates the utilization of e-learning as a prevalent learning method among students. With the proliferation of digital technology, e-learning has become increasingly popular as an alternative or complement to traditional classroom-based instruction. Through a comprehensive literature review, this research explores the various factors driving the adoption of e-learning among students, including flexibility in scheduling, accessibility to resources, and personalized learning experiences. Additionally, the study examines the challenges associated with e-learning implementation, such as digital literacy barriers, technological infrastructure constraints, and concerns regarding social interaction and engagement. Furthermore, the research evaluates the effectiveness of e-learning in facilitating knowledge acquisition, skill development, and academic achievement compared to traditional learning methods. By synthesizing empirical evidence and case studies, this study aims to provide insights into the evolving landscape of e-learning and its implications for educational practice and policy. The findings contribute to a deeper understanding of the opportunities and challenges associated with the widespread adoption of e-learning as a learning method among students in contemporary education systems.