Educational Paradigm Research Articles

Идея сверхчеловека как основа формирования личности современного инженера

The purpose of the study is to reveal the features of the formation of values of a modern engineer in the light of the idea of transhumanism functioning in society. The article analyzes the genesis of the superman image in European culture. The growth of high-tech industries has led to the need for continuous professional development of engineering personnel in order to master technologies and understand their principles of operation, gain new knowledge, and quickly understand new technologies. The changes have also affected the value system of engineers, making them aware of the impact of existing engineering products on society, which calls for an understanding of possible ways to educate an engineer. The scientific novelty consists in analyzing the personality of a modern engineer based on correlation with the image of a superman formed in European philosophical culture, which forms and sets the direction for the development of value orientations of a modern engineer; in posing the problem of educating engineers in the light of changing educational paradigms. It is shown that the humanitarization and humanization of engineering education is necessary to maintain a balance between the progressive technization of society and ethics in order to prevent global disasters. The value system of the future engineer is important, the foundations of which are formed during university studies. As a result of the study, it was found that the development and dissemination of ideas of transhumanism affects engineering activities and, in particular, affects the educational aspect of modern engineering education.

Монголын боловсролын хөгжлийн философи үндэслэл

There has been growing needs to encourage competing thoughts, debates, cooperation and research works that support critical thoughts, ideas, concepts, approaches, doctrines, and philosophies on development of education in Mongolia.Nowadays, system inquiry is often regarded as systematic approach for educational development. System inquiry consists of three inter-related components including system theory, system philosophy, and system approach. System philosophy explains the universe from system view and employs system thinking as an approach to theoretical and real life problems.Itgel and his colleagues (2018, 2023, 2024) published serial articles, which put forward solutions to develop education in system approach. One of the main findings of these articles identified Mongolian education vision, values, learners’ profile employing qualitative and quantitative approach. Hence, the current article attempts to give a philosophical explanation to the above-mentioned findings. We Mongolians place greater emphasis on the beginning and root of anything as we attempt to identify its true meaning and nature. This can be easily observed in our language, culture and way of thinking. As it is traced back to the beginning of philosophy, we can find three concepts namely “ethos, eidos, praxis”.This study identified 47 possibilities for interactions of these three concepts. As it is conceptually mapped, “Mongolian education vision” can be coined as “ethos”, “Mongolian education values” can be coined as “eidos” and Mongolian learners’ profile can be coined as “praxis” as they are structured to contain one another. Although Mongolian education vision, values, and learners’ profile are identified having their own special characteristics, they are exactly consistent with the topological structure of the global education paradigm. Finally, the article offers three possibilities to expand the ideas of this study.

SISTEM PENDIDIKAN NASIONAL DALAM KAJIAN FILSAFAT PENDIDIKAN MODERN

Education is a conscious effort by humans to shape themselves to become quality human beings. This means that education is an important element in life that humans must pursue. The fact that education is an important element means that education must receive special attention from humans themselves. The Indonesian people realize the importance of education. The National Education System is one of the realities found in Indonesia. This system firmly, clearly and systematically regulates all the dynamics of Indonesian education. The existence of the Education System needs to be realized that this system is a legal product. Furthermore, the National Education System is viewed from various perspectives, one of which is the view of modern educational philosophy. Modern educational philosophy seeks to see the extent to which the National Education System exists. The aim of this article is to examine the existence of a national education system within the framework of modern educational philosophy. The research method used is library research. The data collection technique used was to examine all the sources the author obtained in the form of book texts and research journals. The results of the discussion are a study of the National Education System as a legal product. Another result is a study of educational philosophy, the formulation of educational philosophy and the relevance of the modern educational philosophy paradigm to the National Education System. The conclusion displays the unity and logic of the writing.

THE CHANGES OF SECONDARY SCHOOL STUDENTS’ CONCEPTIONS OF SCIENCE CONCEPTS

Contemporary secondary science education is characterised by a greater inclination towards the constructivist paradigm of education and the development of inquiry-oriented teaching. The basic principle of this paradigm is the dynamic modification of preconceptions towards the desired level given by the school curriculum. This places particular importance on identifying the level of students’ preconceptions and on uncovering any misconceptions. Since preconceptions are an individual characteristic of the learner, preconceptions can also be expected to be modified over time due to societal changes. The research is based on a semi-longitudinal study to find out what changes in the level of learners’ preconceptions occurred between 2003 and 2023. The level of preconceptions was monitored in three basic dimensions: cognitive, affective, and the dimension of structuring. A total of 10 concepts from the field of science education in secondary school were selected. The research study involved 103 respondents in 2003 and 104 respondents in 2023, all 12–13 years old. The results show substantial increases in the level of preconceptions in all three dimensions studied. This reflects both societal changes in recent years and a change in attitudes towards science education. Keywords: preconceptions structure, secondary science education, science preconceptions, semi-longitudinal research,

Never the twain shall meet? Considering an inclusive meritocracy in Singapore

ABSTRACT The concept of meritocracy stands as a fundamental ethos within the governance and educational paradigms in Singapore. This principle, notwithstanding its intrinsic paradoxes – most notably, the juxtaposition of egalitarian ideals against elitist practices – remains steadfastly upheld, with no indications of waning in the foreseeable future. A pertinent issue arising from this meritocratic orientation is the integration of students with special educational needs (SEN) into a system deeply ingrained with meritocratic values, especially considering the obstacles they face regarding accessibility, resource allocation, and prevailing societal attitudes towards disability. This study does not propose dismantling meritocratic frameworks; instead, it proposes the adoption of an inclusive meritocratic model. By exploring how meritocracy and inclusive education have manifested in Singapore, this paper delves into three critical barriers – namely, academic tracking, elitism, and the influence of parentocracy – that concurrently undermine the principles of meritocracy and the ethos of inclusive education. Utilizing Bronfenbrenner’s ecological systems theory as a methodological lens, this paper elucidates the complex interplay among these barriers and their compounded effects across different systemic levels. With a nuanced understanding of the challenges, the paper offers several recommendations for cultivating an inclusive meritocratic system.

Fostering Holistic Thinking: Design of an Interdisciplinary Systems-Thinking Course

In an era dominated by intricate challenges, navigating complex systems and wicked problems is paramount for the engineering discipline's evolution. This necessity beckons a departure from conventional educational paradigms towards a holistic and transdisciplinary pedagogical approach. This paper delineates the development of a systems-thinking course tailored to instill such competencies. Grounded in a robust framework of learning outcomes, the course is strategically crafted to facilitate a comprehensive examination of complex systems and the nuanced nature of wicked problems. The curriculum, rich in experiential learning opportunities, weaves together practical exercises, theoretical discussions, and collaborative project work, enabling students to cultivate a deep, holistic understanding of the challenges at the intersection of political, environmental, social, technological, economic, and legal dimensions. By employing a variety of system-mapping techniques, along with primary and secondary research methods, and honing effective communication skills, students are equipped to confront real-world issues with enhanced analytical and critical thinking capabilities.

Człowiek orkiestra: obraz nauczyciela a rzeczywistość edukacyjna

The shift in the educational paradigm towards the autonomization of the language learning process has significantly reshaped the role and responsibilities of teachers. Both in academic discourse and public debate, there is growing recognition of a shift from the traditional teacher-centered model to a learner-centered approach, wherein students assume greater responsibility for their learning (Holec 1981). Consequently, the contemporary role of the teacher extends well beyond the mere transmission of knowledge. As noted by Komorowska (2015) and Pawlak (2022), the expectations placed on educators now encompass fostering a wide range of competencies, enhancing students’ learning strategies, promoting autonomous behaviors, and adapting instructional methods to address the diverse individual needs of learners, all within the framework of emerging technologies. However, this idealized portrayal of the teacher, expected to fulfill numerous and varied roles raises critical questions about the feasibility of meeting such demands. This article critically examines these challenges and invites further reflection on the realities faced by educators in navigating these expectations.

Advancing virtual learning spaces in Ukraine's educational institutions

In the era of innovative societal development, virtual reality technologies are becoming an integral tool in the educational process. This article aims to analyse the potential of immersive technologies in implementing virtual learning environments in educational institutions in Ukraine. It has been found that immersive technologies are rapidly evolving from being an innovation to a practical and widely used range of tools. The study established that their implementation into the educational policy paradigm is seen as a promising necessity and a factor in intensifying the quality of education. The essence of the phenomenon of immersive technologies has been specified, with their components distinguished, including objective reality, virtual reality, and augmented reality. The specifics of involving immersive technologies in the educational process in Ukrainian educational institutions have been highlighted. An experiment was conducted involving virtual reality technologies in the professional educational environment of future fire safety specialists through the VR programme FLAIM Systems. During the study of the peculiarities of virtual reality technologies in educational modelling, the priority advantages and associated risks of their integration were highlighted. It was found that the potential of immersive technologies stimulates the optimisation of understanding complex concepts and significantly expands the toolkit of future industry specialists. It was determined that engaging visualisations and the experience of using virtual reality technologies offer an intuitive approach to rather abstract concepts that are difficult to reproduce within the framework of classical pedagogical technologies. It has been substantiated that using virtual reality technologies in the educational and management process has significant advantages over the traditional methodology of educational processes, as it actively engages the sensory system and emotional sphere. It has been proven that virtual reality (VR programmes) has significant potential to positively impact the quality of education in educational institutions in Ukraine.

Development of Textbooks for Elementary School Curriculum Study and Development Course

This study aims to develop an elementary curriculum study and development textbook specifically designed for 5th-semester students in the Elementary School Teacher Education program. The textbook is aligned with the current syllabus and aims to improve students' conceptual understanding in the Elementary School Curriculum Study and Development course. To ensure that the textbook meets the needs of effective learning, this research uses the ADDIE model which includes 5 stages namely Analysis, Design, Development, Implementation, and Evaluation. The data collection technique uses a validation instrument in a semi-open questionnaire. The validation results showed high qualification scores from two experts: content and material (87.50%), presentation (89,06%), and language (87,50%). Small group trials involving 30 fifth-semester students taking the Elementary School Curriculum Study showed an average acceptance rate of 87,00%, indicating that the textbook was well-made and suitable for use. With this research, the results are obtained in the form of elementary school curriculum study and development textbooks that have been adapted to the development of the current educational paradigm.

Technologies of Practice-oriented Teacher-researcher Training for the General Education System

The article actualizes the problem of training a teacher-researcher for a dynamically changing system of general education. The teacher-researcher in various educational models is considered as a key subject of qualitative changes in educational practice. The purpose of the article is to conduct a review and comparative analysis of modern methodological developments and practical experience in the implementation of technological components of practice-oriented research training in Russian and foreign universities (goals, methods, forms, means, stages, algorithms, educational results). The author considers the problem within the framework of the competence paradigm of pedagogical education and the technological approach. The methods of comparative and classification analysis are used. The research materials are based on the results of an experimental approbation of the model of practice-oriented training of a teacher-researcher at the M. E. Evseviev Mordovian State Pedagogical University. In the course of the study, effective technologies of practice-oriented training of future teachers at the university are identified and described. In the West, active teaching methods and research seminars are widely used in the framework of research training, and the organization of research practice in real professional conditions is important. Russian universities use game, problem, search and experimental methods, situational methods and a task approach. Within the framework of a practice-oriented approach, the most productive is the use of contextual technology that prepares students for a deeper and holistic analysis and critical understanding of pedagogical phenomena and facts, topical problems in educational practice and the development of optimal solutions in a real pedagogical situation.

HUMANIZAR LA EDUCACIÓN PARA HUMANIZAR A LA PERSONA

This paper is framed within the thematic line of Education at the IV Ibero American Congress on Research in Society, Education, and Psychology, specifically within the line of work on Teaching Innovation. The starting point lies in the social and educational problems and challenges described in reports from leading international educational institutions. UNESCO (2015; 2017; 2022), the OECD (2023b), the European Union (Council of Europe, 2021), and the Holy See (Dicastery for Culture and Education, 2013; 2014; 2017; 2022; Pope Francis, 2019; 2020b) emphasize the seriousness of the dehumanization of society and the individual, as well as the problems arising from multicultural coexistence. The social issue, turned into an anthropological issue, urgently requires education (Benedict XVI, 2009, n. 75; UNESCO, 2015; Marope, 2017) from a strategic approach (Council of Europe, 2021; OECD, 2020). It is considered that the shift in the educational paradigm requires educating young generations in the Competence in Integral and Solidary Humanism. Through this competence, it is possible to enhance the student profiles proposed by the LOMLOE, advance towards achieving SDG 4 Quality Education, and promote the construction of students' social personality and their understanding of life, the world, and people. The study aims to contextualize, translate, and synthesize all this educational thought. To achieve this, firstly, the current social and educational scenarios are presented; secondly, the foundations of the new anthropology described in the Global Compact on Education are presented as a proposal to initiate the shift in the educational paradigm; thirdly, the design of the Key Competence in Integral and Solidary Humanism is offered as a didactic innovation. Finally, it justifies how educating in the classroom in the culture of dialogue, encounter, and care from an early age becomes an indispensable element in the service of the new humanism, building the social dimension of the new generations and providing an alternative model of coexistence to the current culture of waste and individualism.

The Relevance of Zamakhsyari Dhofier and Abdurahman Mas'ud Thoughts in Reforming Pesantren Education in East Java

This study aims to analyze the relevance of Zamakhsyari Dhofier and Abdurahman Mas'ud's thoughts in the reform of pesantren education in East Java. Using a qualitative method with a document analysis approach, this study explores the contributions of the two figures in formulating an educational paradigm that is responsive to social change and the needs of learners. The main data sources consist of books, articles, and related writings that describe Dhofier and Mas'ud's thoughts on pesantren education reform. The results of the analysis show that Dhofier's thoughts regarding the integration of religious and general knowledge are very relevant in facing modern challenges, according to him by emphasizing the need for a curriculum that not only focuses on religious aspects, but also includes useful general knowledge. Meanwhile, Mas'ud highlights the importance of practical skill development and the use of technology in pesantren education, which enables pesantren to adapt to the evolving needs of society. The findings reveal that the thoughts of these two figures can be used as an important foundation in developing a more effective and relevant curriculum, teaching methods, and pesantren education policies. This research is expected to provide insights for policy makers and education practitioners in implementing sustainable education reform in pesantren. Thus, the thoughts of Dhofier and Mas'ud not only enrich the academic discourse, but also make a real contribution to the development of pesantren education in the modern era.

History education in Portugal (a 25-year overview)

This article aims to root history education in Portugal, which is interlinked with Isabel Barca’s efforts to enhance the discussion about the relationship between history, history epistemology and situated cognition. By the late 1990s, history education had begun to be taught at the University of Minho under the influence of the Anglo-Saxon paradigm, mainly Lee, Ashby and Shemilt’s ideas. Important milestones were, in the 2000s, the creation/coordination by Isabel Barca of: (1) an academic master’s degree related to history teaching; (2) the HiCon projects (2003–11), focused on deepening knowledge about Portuguese teachers’ and students’ historical thinking and historical consciousness; and (3) the Jornadas Internacionais em Educação Histórica (International Journeys of History Education), conceived to share results with national and international researchers, and that contributed to building bridges with other academies, namely in Brazil. History education has influenced Portuguese history curricula since 2001 (apart from the years 2011–2015, when there was a right-wing shift), and has inspired the competencies in history oriented to develop students’ historical thinking. As the new curricula and paradigms in history teaching were challenging to school teachers, Barca has inspired the Portuguese History Teachers Association to promote several scientific events and continuing professional development since the 2000s. This was how her workshop classroom model based on history education (the ‘aula-oficina’) became known among teachers, and contributed to practice changes in schools. Through the years, Portuguese history educationalists have continued to deepen knowledge in this area, and to share the results in national and international academic communities, and also with school teachers.

Educating the independent: the shifting paradigms in Chinese film-maker training

Since the 1990s, Chinese independent cinema has undergone remarkable transformations, transitioning from a period marked by a robust political stance to adopting a more conciliatory approach in the post-2000s era. This article explores the relationship between these changes and the evolving education of independent film-makers. The focus is on how educational paradigms adapt to support independent film-makers in a dynamic external environment, and how innovative teaching models contribute to the diversity and sustainability of Chinese independent cinema. The article analyses three practice-based education models: institutionalised film schools, alternative film schools and film-maker incubation projects. It assesses their unique values, challenges and impacts, providing insights into the influence of practice-based film education on China’s independent cinema landscape.

Digital education training for teachers—Learnings from Austria

The rapid evolution of digital technology has necessitated a shift in educational paradigms, particularly in teacher training and continuous professional development. This paper presents a study that explores Austrian teachers' attitudes toward digital education training and their preferences for in-service training modalities. Data were collected from a comprehensive survey involving about 600 Austrian secondary public school teachers and analyzed using quantitative and qualitative methods to reveal preferences and constraints in digital education in-service training, including the preferred modalities, the support required, and the teachers' motivations for engaging with training. Key findings from the study indicate that Austrian teachers generally have a positive perception of their autonomy in teaching digital education. Additionally, the study reveals that teachers are willing to participate in in-service training under specific conditions. This willingness is influenced by factors such as the flexibility of the training schedule, the provision of support resources, and the balance between professional obligations and personal time. The study highlights a broader trend toward flexibility and efficiency in in-service teacher training, acknowledging teachers' time constraints and the importance of maintaining a work-life balance. The findings suggest that flexible and supportive training environments can enhance teachers' engagement with digital education, ultimately benefiting their teaching practices and student outcomes. Overall, this study underscores the importance of adapting in-service teacher training to meet the needs of teachers, promoting a more effective integration of digital education.

Navigating the dynamics of present-day academic libraries: An in-depth analysis of strategies, challenges, and emerging trends

Academic libraries are undergoing significant transformations to meet the evolving needs of users in a digital era characterized by technological advancements and changing educational paradigms. This comprehensive review explores the multifaceted landscape of modern academic libraries, encompassing strategies, challenges, and future trends. Through repositioning efforts, case study analyses, and the anticipation of emerging trends, academic libraries strive to remain relevant and effective. Challenges such as budget constraints and shifting user expectations are countered by opportunities presented by emerging technologies like Artificial Intelligence (AI), Virtual Reality (VR), Augmented Reality (AR), blockchain technology, the Internet of Things (IoT), and data analytics. By embracing user-centered design, fostering collaboration, and advocating open access initiatives, academic libraries can position themselves as dynamic hubs for learning, innovation, and research. Looking forward, academic libraries must adapt, innovate, and align their strategies with institutional goals to continue serving as indispensable resources for the academic community and beyond.

Neurodiversity in Saudi Arabia: Towards quality education and reduced inequalities.

Traditional educational frameworks in Saudi Arabia have historically adopted a deficit-based approach to special education, potentially overlooking the benefits of neurodiversity. As global educational paradigms shift toward inclusive practices, examining the alignment of Saudi special education laws with neurodiversity principles becomes crucial. This content analysis study aimed to explore the existing literature on special education in Saudi Arabia to ascertain whether the laws and policies support or hinder the practice of neurodiversity, a concept that is gaining international recognition but remains nascent in Saudi Arabia. A systematic literature search was performed in Web of Science and Scopus, yielding 21 relevant studies after screening and application of inclusion criteria. A content analysis was conducted, focusing on the categorization of data relevant to special education laws and their implications for neurodiversity. The analysis identified seven key categories, including Implementation of Inclusive education and transition services, that reflect the current state of special education laws in relation to neurodiversity. A conceptual model was developed, illustrating the potential of special education laws to both support and impede neurodiversity in Saudi Arabia and potentially worldwide.

The Transformative Impact of AI in Education: A Technical Analysis

The impact of artificial intelligence on educational systems is examined in this technical article, which also looks at how widely it is being used in institutions around the world. While addressing important technological infrastructure needs and implementation benefits, the article explores the fundamental elements of AI-driven education, such as learning analytics engines, adaptive learning systems, and customization technologies. It explores the major obstacles to integrating AI in education, with an emphasis on privacy standards, digital fairness issues, and data architecture. The article also examines potential technical paths, focusing on new technologies and methods for system integration. It highlights the benefits and challenges of implementing AI while offering insights into how it is changing traditional educational paradigms through thorough data analysis from several educational institutions around the world.

COMPARATIVE ANALYSIS OF EMOTIONAL REGULATION: HAPPINESS AMONG STUDENTS IN MODERN EDUCATION VS. GURUKULAM EDUCATION SYSTEMS

Education shapes individuals and society, evolving through diverse philosophies and methods. From ancient Gurukulam teachings to modern digital pedagogies, education reflects tradition and innovation, philosophy, and technology. By comparing students from Modern Education System (MES) and Gurukul Education System (GES), we explore the impact of Gurukul-inspired education on emotional regulation and happiness, alongside examining the foundational principles and historical significance of the ancient Gurukul system in India. Methodology: Sixty students, aged between 16 and 25 years, participated in this study, with 30 students each from Gurukul Education System (GES) and Modern Education System (MES). Both GES and MES groups were evenly divided into sub-groups of 15 males and 15 females. Discussion: The 0.7 difference in average emotional intelligence scores between Gurukulam Education System (GES) and Modern Education System (MES) students suggests that GES students, rooted in philosophy, show higher emotional intelligence compared to MES students influenced by technology. This highlights the impact of educational paradigms on emotional development, indicating the potential benefits of philosophical grounding. Further investigation is needed to understand underlying factors and implications for student growth. Conclusion: In conclusion, Gurukul Education System (GES) students scored higher in emotional intelligence compared to Modern Education System (MES) students. This underscores the potential advantage of incorporating philosophical teachings, as seen in GES, into contemporary education for better emotional development.

Дилеммы цифровизации в культурной парадигме образования: аксиологический контекст

The digitalization of education is generating a series of difficult dilemmas related to the axiological and ethical contradictions of the new cultural paradigm of education. The article aims to provide an axiological interpretation of these dilemmas. The work analyzes current philosophical research on the problem of digitalization in education, identifying characteristic dilemmas. It is emphasized that these dilemmas can be considered within an axiological context helping to reveal values relevant to the current process of cultural transformations in education within the digital space. The scientific novelty of the study lies in identifying and conducting an axiological analysis of the dilemmas of digitalization in education. The results highlight potential value conflicts in the field of digital education and identify perspectives for resolving these dilemmas.