Education In Russia Research Articles

Тенденции и факторы развития сферы онлайн-образования

Introduction. The online format is becoming the most popular and in-demand way of getting an education in the modern world every day. This trend is due to the rapid pace of technology development and the availability of the Internet, as well as a number of other advantages of online education. The analysis and study of trends in the development of online education allows us to identify key areas of its development, problems faced by stu-dents and teachers, as well as ways to improve the quality and effectiveness of online education.Methods and materials. The research methods were such as analysis, synthesis, monographic, system analysis, generalization.Results. The analysis of trends in the development of online education is carried out. A system of factors for the development of online education is proposed.Discussion. Online education is becoming more relevant and popular, due to many factors. Online education is the next stage in the development of traditional education. The development of online education is largely due to modern tools and methods of work.Conclusion. Online education in Russia is under active development, adapting to modern educational require-ments. The development of online education is supported by both educational organizations and students, as well as the state.

A model for the formation of ethnic and cultural identity of rural school students in the process of project activities

The article examines the problems of modern Russian education related to the formation of the ethno-cultural identity of students, defines a model for the formation of the ethno-cultural identity of students in rural schools in the process of project activities. A theoretical analysis of the concept of ethno-cultural identity is carried out, a comparative characteristic of such categories as national identity, social identity, ethnic identity, socio-cultural identity and ethno-cultural identity. The structure of the phenomenon of ethnocultural identity is determined, in which value-oriented, cognitive, emotional-evaluative and behavioral components are distinguished. The article analyzes the mass experience of the formation of ethnocultural identity among children and youth, which at this stage of the development of pedagogical practice is characterized by the lack of systematic activities aimed at the formation of ethnocultural identity of students in institutions of basic and additional education, as well as fragmentation. A model of the formation of the ethno-cultural identity of rural school students in the process of project activity is proposed and the main substantive stages of its implementation are determined.

The Evolution of the University Textbook on Library Science: 1960—2024

The year 2025 will mark the 65th anniversary of the first Soviet textbook “General Library Science” prepared by O.S. Chubaryan. It was followed by other textbooks in this discipline. Reconstructing their history and evolutionary transformations is important to reflect and evaluate the progressive development and achievements of Soviet and post-Soviet library science. This is a unique pedagogical experience of forming professional knowledge and self-awareness of several generations of future library specialists, many of whom became veterans of librarianship and contributed to its progress. In Soviet times four textbooks on library science were published, approved by the Ministry of Culture of the USSR for use in higher education institutions of the country — three editions of the textbook by O.S. Chubaryan (1960, 1968, 1976) and one collective work — “Library Science. General Course”, prepared by Moscow and Leningrad scientists under the editorship of K.I. Abramov and N.S. Kartashov (1988). The post-Soviet textbook “General Library Science” by V.V. Skvortsov and N.S. Kartashov (1996—1997) was published in two parts. The transition to the Bologna system of education in Russia and the activation of higher education served as a catalyst for the project of publishing textbooks for bachelors of library and information science, the first of which — “Library Science. General Course” under the scientific editorship of A.N. Vaneyev and M.N. Kolesnikova (2013). Later, the textbook of the Moscow State Institute of Culture was published under the editorship of M.Y. Dvorkina and L.I. Salnikova (2015). At the current stage of modernization of the country’s higher education system and withdrawal from the Bologna system of education, the updating of the entire series of textbooks began. The textbook “Library Science. General Course” edited by M.N. Kolesnikova (2024) is prepared on a different conceptual basis than the previous post-Soviet textbooks. From edition to edition, the main professional textbook underwent transformations due to socio-political, cultural-historical, technological and other factors.

Implementation of a Teacher’s health-preserving Competence in the Process of Adaptive and Developmental interaction between Subjects of Education

The article discusses the issue of implementing the health-preserving competence of a teacher at the present stage of modernization of education in Russia. A pedagogical model for the implementation of the health-preserving competence of a teacher is presented. The possibility of a variable part of educational programs through the introduction of a software and technological complex for preparing teachers for activities to improve the adaptive and developmental potential of students. The purpose of this article is to present pedagogical conditions developed and tested on the basis of experimental data and a model for the implementation of a teacher’s health-preserving competence. Methodology. One of the central methodological problems discussed in the article is the identification of the relationship between the readiness of teachers for health-preserving activities and the ability to implement the health-preserving competence of a teacher in the process of adaptive and developmental interaction of subjects of education in class and extracurricular activities. Research results. Materials are described that show that as a result of the combined pedagogical, socio-pedagogical, psychological-pedagogical, medical-physiological-pedagogical interaction of subjects of education, the psychological-pedagogical, didactic and information-technological health-preserving competencies. In conclusion, it is concluded that the implementation of a teacher’s health-preserving competence should be considered as a process of purposeful and consistent adaptive and developmental interaction between subjects of education, promoting the build-up of information technology, psychological, pedagogical and didactic health-preserving pedagogical competencies.

Topical Issues of Methods of Teaching Chinese as a Foreign Language in Russian Universities

The article discusses problematic issues that arise when studying Chinese at Russian universities. An assessment of the applicable techniques and the current state of their effectiveness are given. In addition, data from a sociological study are presented. Promising methods are also considered that will improve the quality of teaching and adaptation of Russian-speaking students when teaching Chinese. The author revealed that studying the Chinese language is one of the priority language areas of education in Russia. This is due to the emerging economic and political realities. In the context of actively developing cooperation between Russia and China, there is a need for professionals who speak Chinese to ensure communication. This applies to both business and government spheres. That is why the growing need for learning Chinese has increased significantly compared to the previous year. In many ways, Chinese replaces English. Hence, many Russian universities adapt their curricula and include the study of the Chinese language in them. At the same time, this activity in many non-linguistic educational institutions is at the initial stage. Current norms and Federal State Educational Standards do not imply blanket language learning, but the ability to apply it in real situations. At the same time, learning the Chinese language is significantly different from learning other foreign languages due to its characteristics. In addition, the psychological component associated with the transition to a different type of formation of language skills and language perception is important. The purpose of the article is to identify current issues in the methodology of teaching Chinese as a foreign language in Russian universities. Methodology. The current methodology of teaching Chinese as a foreign language in Russian universities was tested using the method of sociological research. The results of the study showed that there are a number of problematic issues in teaching work in the field of teaching Chinese.

About the personnel problem in modern Russia

According to official data, modern Russia has the lowest unemployment rate. However, there is still a huge contingent of hidden unemployment, many times higher than the official level. This situation is paradoxically combined with an acute and continuously growing shortage of qualified production personnel. Using a lot of factual material, the author reveals the causes of this phenomenon. The main one is the depopulation of the indigenous population, which is being replaced by people of other ethnic groups with the lowest qualification level. At the same time, due to the destruction (“optimization”) of the education system, the intellectual and qualification level of the indigenous population is continuously decreasing. The other is the various types and waves of growing emigration of “brains” and “golden hands.” As a result, for more than thirty years, the contingent of old engineering and technical personnel has exhausted itself, while new ones have not been trained in the required volume and quality. A huge personnel “hole” has formed. The author proposes to close this “hole” on the basis of a radical reorientation of the entire Russian education system, starting with kindergarten, school, etc. It is also necessary to reformat the public consciousness accordingly, especially the mass consciousness of young people.

РОССИЙСКОЕ ОБРАЗОВАНИЕ: ОТ МОСКВЫ ДО САМЫХ ДО ОКРАИН... (ПО МАТЕРИАЛАМ 16-ГО «КРУГЛОГО СТОЛА» «РОССИЙСКОЕ ОБРАЗОВАНИЕ СЕГОДНЯ»)

The need to improve all levels of the educational institution is obvious to parents, schoolchildren, students, teachers, employers, authorities. The opinion of scientists was presented at the 16th Round Table “Russian Education Today”, held at the Institute of Sociology of the Federal Scientific Research Center on February 12-13, 2024. Co-organizers were presented by the Department of Sociology of Education of the Institute of Sociology of the Federal Scientific Research Center of the Russian Academy of Sciences, the Research Committee “Sociology of Education” of the Russian Society of Sociologists, and the journal “Sociological Research”. In seven sections, 50 applications and 16 cities of the Russian Federation were presented - from Vologda to Chita. This review reflects the results of the work of seven sections, the topics of which went far beyond the stated theme of the year “Education and professional implementation”.

Онлайн-обучение как фактор профессиональной мобильности граждан

Modern societies that are making or have already made the transition to a post-industrial socio-economic reality are characterized by a higher level of social mobility of citizens. One of the types of social mobility is professional, which entails citizens’ ability to change and transform their professional statuses. Education stands as one of the most crucial channels shaping the workforce and the level of professional mobility. The article demonstrates that the Russian Federation is a country with a relatively high level of social mobility. Access to education in Russia is also high for the majority of socio-demographic and economic groups. However, there exists a strong demand for professional mobility among many citizens, driven by various reasons such as dissatisfaction with leadership, lack of prospects for financial growth, poor staff, and others. The present study has shown that many citizens often change or at least think about changing their professional activities. The main idea of the article lies in the proposition that the rapidly growing market of online education in recent years is one of the significant institutions increasing the level of professional mobility. The problems and prospects of online education from the point of view of its impact on professional mobility are considered. In conclusion, it is evident that online education plays a pivotal role in enhancing the professional mobility of citizens in modern societies. The accessibility and flexibility offered by online learning platforms cater to the diverse needs and aspirations of individuals seeking to advance their careers or transition into new professional domains. However, while online education presents promising opportunities for professional growth, its efficacy and impact on long-term career trajectories warrant further empirical investigation. Nonetheless, it is imperative for policymakers and educational stakeholders to acknowledge the transformative potential of online learning and devise strategies to harness its benefits for fostering a more dynamic and agile workforce in the evolving socio-economic landscape.

Searching for Alternative Development of Economy and Marketing Role of Higher Economics Education in Russia

Economy of the country and regions today find themselves in a complicated situation of choosing alternative ways of development. Declining international influence leads to analysis and substantiation of new ways of development. Marketing as a centre of coordination for region sustainable development is becoming a supporting structure for the growing appeal on home market. Higher economics education and its agents, i. e. Russian universities of economics will bear high responsibility for searching and substantiation of alternatives ways of working on markets. On the basis of expert assessment and comparative analysis of economics and other regional universities (pedagogical, technical, classical) competitive advantages of specialized higher education institutions in working with mass media were demonstrated. Managerial features, professional orientation of education and training programs, economic links with regional enterprises can highlight these advantages. Rising requirements of branch regulators to media activity of universities result in chaotization of information flows and increase in their impact on regional positioning. Therefore, we can observe an antagonistic dualism between harsh reality and magic virtual pictures. The authors put forward a logical scheme for resolving this problem, relying on synthesis of institutionalism, cluster approach (according to M. Porter) and conventional territorial and industrial marketing.

«Цифра» и суверенность в современной российской образовательной политике

The article presents an analysis of the contradiction that todaycharacterizes the stateinitiative for the transition of Russian education from the Bologna format to “sovereign” and “unique” functioning. This is a contradiction between the plans for accelerated digitalization of the educational sphere and, at the same time, for it to acquire certain qualities that are unique nowhere else in the modern world. Arguments are given in favor of the fact that attempts by subjects of Russian educational policy to give constructive meaning to the ideas of sovereignty of education in our country and its achievement of a state of uniqueness will face the objective need to sacrifice sovereignty and uniqueness for the sake of fulfilling the technical conditions of digitalization. The article predicts the expected risky consequences of such a conflict of meanings and goals in the ideology of planned educational reforms for state educational policy.

Comparative analysis of the structure of education in Russia and China

Comparative analysis of the structure of education in Russia and China

Становление юридического образования в России в XVIII-XIX вв.

проследить основные этапы развития специального юридического образования в России в XVIII-XIX вв. Методология: при написании статьи использовались как общенаучные методы научного познания, такие как наблюдение, анализ, описание, обобщение и сопоставление, так и методы специальные, характерные именно для юридической науки. Выводы: Зарождение в России юридических образовательных учреждений было связано с проведением в первой четверти XVIII в. судебной реформы. Однако практика его реализации, с учетом реализации государственных задач, была связана с военными юридическими образовательными учреждениями. Дальнейшее развитие российской формы государственного правления и государственного аппарата потребовало увеличения сети юридических образовательных учреждений. Как следствие, к концу XIX века 43,1% студентов Российской империи обучалось на юридических факультетах высших образовательных учреждений. При этом в первой половине XIX в. в Российской империи появляется специализированное учебное заведение для подготовки кадров юстиции, в том числе судебной системы – Императорское училище правоведения. Училище являлось первым специализированным образовательным учреждением для подготовки кадров судебной системы страны. Научная и практическая значимость. Полученные результаты исследования могут использоваться научными и практическими работниками, преподавателями, аспирантами и студентами юридических вузов, а также оказаться интересными для всех, кто интересуется историей отечественного юридического образования. to trace the main stages of the development of special legal education in Russia in the 18th-19th centuries. Methodology: when writing the article, both general scientific methods of scientific knowledge were used, such as observation, analysis, description, generalization and comparison, and special methods, characteristic specifically for legal science. Conclusions: The origin of legal educational institutions in Russia was associated with the holding in the first quarter of the 18th century. judicial reform. However, the practice of its implementation, taking into account the implementation of state tasks, was associated with military legal educational institutions. Further development of the Russian form of government and the state apparatus required an increase in the network of legal educational institutions. As a result, by the end of the 19th century, 43.1% of students in the Russian Empire studied at law faculties of higher educational institutions. Moreover, in the first half of the 19th century. In the Russian Empire, a specialized educational institution for training justice personnel, including the judicial system, appears - the Imperial School of Law. The school was the first specialized educational institution for training personnel in the country's judicial system. Scientific and practical significance. The results of the study can be used by researchers and practitioners, teachers, graduate students and students of law schools, and may also be of interest to anyone interested in the history of domestic legal education.

Teachers S. A. and K. Ya. Lyugebil and their first kindergarten in Russia

Introduction. The history of the creation of the first preschool institutions in Russia is of interest to modern Russian historical and pedagogical science. The purpose of the article is to characterize the work of the first Russian kindergartens and the ascetic educational activities of the pioneers of Russian preschool education. Materials and methods. The leading research methods are the analysis of scientific literature, the biographical method. The author actively used an axiological methodological approach, which made it possible to identify and evaluate the most important achievements of the Lyugebil spouses and other Russian teachers in opening the first kindergartens in Russia. Results. Spouses Sofya Andreevna (1824-1914) and Karl Yakimovich Lugebil (1830-1887/1888) entered the history of Russian education as the founders of the country's first kindergarten. In their work, the Lugebil couple used the experience of their foreign predecessors, first of all, the German teacher F. Froebel, the creator of the first kindergarten in Europe. They were active members of the Pedagogical Society, at whose meetings they closely communicated with K. D. Ushinsky, P. G. Redkin and other prominent Russian teachers of that time; they invariably supported their progressive position on various issues of education development and sought to promote the idea of widespread preschool education in Russia. Discussion. The advanced teacher E. N. Vodovozova believed that the Lugebil spouses in their work sought to avoid thoughtlessly following the experience of others, even famous teachers such as F. Froebel and his direct students and followers. The Lugebiles went their own unique way. The progressive magazine Sovremennik paid close attention to the work of the first kindergarten, and in its articles gave a full account of the educational work carried out in this institution. The first kindergarten gave an impetus to the opening of similar institutions throughout the country, including in the province. Conclusion. The practical activities of the Lugebil spouses and other Russian teachers of the second half of the XIX – early XX centuries included axiological, humanistic content and therefore had a noticeable impact on the development of preschool education in Russia. The opening day of the first kindergarten, September 27 (1863), is celebrated in modern Russia as the day of the preschool worker.

Characteristics of modern network communication in the aspect of the formation of media and information literacy of students (using the example of the analysis of media texts of social networks)

Problem and objective. Problematic issues of communication in the Internet space, on social networks in particular, are among the most pressing today, attracting the attention of teachers, scientists of various specialties, and Internet users. For this reason, studying the features of the content, language, and ethical standards of media texts on social networks, as the most popular among young people, is an urgent problem of modern science and education. The purpose of the presented research is to point out the media texts contents problematic issues, linguistic design and speech ethics, to substantiate the need to develop students' media literacy and suggest some practical work in this direction. Material and methods. The research material was media texts from social networks that are of educational nature. To study them, the following methods were used: the method of collecting media text data, the method of processing the obtained data (generalization, comparison, classification, systematization); method for interpreting research results. Research results. Within the framework of this study, it was possible to identify the main negative trends in network communication: simplification of the content of media texts, deviation from the norms of literary language and even their complete ignoring, colloquialization, use of rude colloquial, slang, obscene vocabulary; low quality language game, language cynicism. The analysis of educational and cultural-educational media texts makes it possible to outline some areas of practical activity aimed at fighting current negative tendencies of the Internet communication. Conclusion. The conclusion is made about the need to improve students’ media literacy as a means of representatives of the younger generation adequate interaction with the global information environment. A simulator will serve these purposes, which should include media texts of various genres and tasks for them. A distinctive feature of this simulator is that it takes into account modern trends in Russian education aimed at preserving and enhancing traditional spiritual and moral values. Media literacy is a step towards media culture, the formation of which is possible only in the case of a personal attitude to the native language.

Психологическое консультирование как инструмент повышения финансовой культуры населения в системе российского просвещения

В статье рассматриваются методические основы психологического консультирования как инструмента повышения финансовой культуры в сфере российского просвещения. Для решения задач профилактики и повышения финансовой культуры населения предлагаются методы недирективного консультирования и консультирования-сотрудничества, а также психологического тренинга по обучению разумному финансовому поведению. The article proposes the methodological foundations of psychological counseling as a tool for improving financial culture in the field of education in Russia. To solve the problems of prevention and improving of a low financial culture of the population, methods of non-directive counseling and counseling-cooperation, as well as psychological training on teaching patterns of reasonable financial behavior are offered.

SOCIAL ASPECTS OF THE ADAPTATION OF THE RUSSIAN EDUCATION SYSTEM TO THE DIGITAL ECONOMY: CHALLENGES AND PROSPECTS

The digital economy is bringing significant changes to the social and economic environment, requiring new approaches and strategies from the education system. The article analyzes the impact of the digital economy on education and the effectiveness of the use of digital technologies and innovations. Based on the conducted research, several key challenges faced by the Russian education system have been identified, such as the need to develop digital competencies, changing the content of curricula and skill requirements. At the same time, the article also highlights the prospects and opportunities that the digital economy opens up, such as expanding educational opportunities and innovative teaching methods.

Рейтинги как составляющая государственной политики по повышению конкурентоспособности вузов России

The work is devoted to ratings as components of state policy to increase the competitiveness of Russian universities. It is noted that in recent years ratings have become the most important instrument of public policy in Russia. The results of rating studies are used to regulate many socio-economic processes, including the development of regions and organizations. This is due to the fact that ratings help analyze the process based on the use of a large number of indicators, as well as manage this process. As a tool for regulating the development of higher education, rankings have been actively used in Russia since 2012, when the practical implementation of a program to increase the competitiveness of leading Russian universities among world research and educational centers began. However, focusing on the indicators of international rankings, which do not take into account the peculiarities of the organization of science and higher education in Russia, along with positive results, also had a negative impact on a number of processes in the development of higher education. University rankings developed in Russia, for example, the Moscow International University Ranking “Three University Missions,” contain indicators that take into account the quality of education, the volume of scientific research performed, and the participation of universities in the life of local communities. As a result, it was noted that the experience of developing university rankings in Russia can form the basis for the formation of a national ranking of universities. The effectiveness of the national ranking of universities, as an instrument of state policy of the Russian Ministry of Education and Science, will depend on what indicators are included in the ranking. To determine the most effective indicators, it is necessary to assess the regulatory impact for each indicator, calculate the effects and risks of using indicators that evaluate Russian universities.

Конкуренция между образовательными организациями как основа развития системы высшего юридического образования. Практико-ориентированный подход и система профессионального наставничества: темпоральный аспект

The article discusses some issues of ensuring competition between educational organizations in the context of the implementation of educational programs in the areas of bachelor's and master's degree “Jurisprudence”, taking into account a practice-oriented approach and the introduction of a professional mentoring system, based on the temporal aspect of training highly qualified future lawyers. The author, with evidence-based argumentation based on the study of the historical experience of training future lawyers in the Republic of Azerbaijan and the Russian Federation, his own experience of practice-oriented pedagogical activity and taking into account practical professional experience, draws convincing conclusions about the need to reform the system of practice-oriented higher legal education, noting its shortcomings. In addition, the article notes the positive results that it is possible to achieve by introducing a professional mentoring system into the educational process of training future lawyers. The conclusions and suggestions formulated by the author in the article are modern, practical and convincing and cope with the tasks set by the state to improve the quality of higher legal education in Russia.

Negative Impacts of the High-Tech Implementation in the Russian Higher Education Sector

Introduction. The institute of education in modern society is currently in the process of serious transformation associated with the large-scale introduction of high technologies, which is due to a similar process in post-industrial society as a whole. There is a growing understanding of the negative consequences of digitalization of society and education along with the understanding of the objective necessity of such transformation. The article contains an analysis of the negative consequences and problems arising in the course of the spread of digitalization of higher education in Russia. Methodology and sources. The methodology of the research is based on the methods of comparative analysis and extrapolation of transformations of social environment and anthropological factors under the influence of technological progress in the field of higher education. The signs of “high technology poisoning” considered by J. Naisbitt in his book “High Tech – High Touch: Technology and Our Search for Meaning” and the concept of extensive and intensive types of creativity formulated by A.I. Stoletov are a conceptual basis for analyzing the impact of high technology on education. Results and Discussion. Seven symptoms of technological poisoning in higher education, representing the main risks of the modern educational system, their manifestations in the educational process and prospects in case the existing trend persists, have been considered. One of the sources of manifestation of these symptoms is the extensive character of creativity inherent in scientific and technological activity of the society, which stakes on innovative development and mastering of material aspects of nature. The technogenic character of the emerging innovation process levels out the activities associated with the intensive type of creativity, aimed at the meaning-creating and existential aspects of human existence. Conclusion. Minimization of negative consequences presupposes the strengthening of the humanitarian component in education, allowing to form a culture of “pause of contemplation” (Grigory Pomerantz), in which technology will acquire, as it was suggested by J. Naisbitt himself, a fullness of meaning that goes beyond instrumental values into the realm of ethical and existential ones.

Review on the materials of a comprehensive study of pedagogical activity in the context of innovative changes

A review of the materials of a comprehensive study of the factors of successful teaching activity during the period of reform and modernization of Russian education is presented. At a round table meeting dedicated to the twentieth anniversary of scientific heritage of the Department of Theory and Methods of Vocational Education, Samara National Research University (February 28, 2024), its results were discussed. Theoretical significance of the results for the development of pedagogical science is noted, the patterns of which serve as the basis for determining means of solving pressing problems for the development of modern education in Russia. The authors pay special attention to the practical significance of scientific materials containing evidence of the implementation of the developed didactic systems in educational institutions by participants in a comprehensive study.