Educational Process Research Articles

Role of the All-Union Committee for Higher School Affairs under the Council of People’s Commissars of the USSR in organizing the activities of higher education institutions during the Axis aggression repelling (1941–1942)

This article is devoted to the activities of the All-Union Committee for Higher School Affairs under the Council of People’s Commissars of the USSR in organising the activities of higher education institutions during the Axis aggression repelling. However, it does not cover the entire war period, but only the most difficult years for the country and the higher education system, 1941–1942. It was at this time when a large number of teachers, staff and senior students were mobilized and volunteered for the Red Army, and the evacuation of higher educational institutions to the deep rear began and took place throughout the 2nd half of 1941. Administrative and educational buildings, as well as dormitories, were, for military needs, almost everywhere seized from institutions that had remained in place. The educational process was accompanied by the diversion of teachers and students to the units of popular regimentation, to building of defensive structures, to fuel procurement, assistance to the wounded, etc. A number of institutions and, above all, medical ones had introduced a shortened period of study. Nevertheless, in 1942, with the measures taken, the Committee for Higher School was able not only to preserve the higher education system, but also to adapt it to wartime conditions. The main departments of educational institutions that were part of the structure of People’s Commissariats, made a great contribution to organising educational process. As a result, new disciplines and specialties were introduced, and scientific developments in higher education institutions were aimed at meeting the needs of the Red Army and defence enterprises, as well as the treatment of the wounded and the civilian population. The system of training highly qualified personnel was maintained, the Higher Attestation Commission not only continued to work, but also increased the number of councils in institutions that received the right to award academic degrees. All this created the basis for the development of the system of higher education institutions and the training of qualified personnel in military conditions.

Multidimensional studies of code glosses in Russian-language scientific and academic discourses

Code glosses are part of a set of meta-discourse tools that structure and organise information transmitted through communicative interaction. Presence of code glosses as an important means of reformulating or concretising previously stated information in scientific and academic discourse performs the functions of ordering, objectification, formalisation, as well as explaining and illustrating the information placed by the text author. The author of the article, based on the approaches of well-known foreign linguists to the classification of code glosses, defines the main characteristics of markers used in modern Russian scientific and academic discourses. The purpose and objectives of such research for the author are determined by the need to develop the pragmatic competences of foreign students in the study of scientific texts in Russian, followed by the transfer of the identified patterns into the scientific and academic discourse of the native (in this case, Chinese) language space. In the course of a multidimensional research of a theoretical and applied nature, the author identifies two categories of code glosses in Russian–language scientific and academic discourses – ‟reformulation” and ‟fitting” (author’s terminology); each of the categories carries a certain functional load in the text. The results of the study showed that in these types of discourse, the means of expressing code glosses are diverse, with their presence in texts justified, since they help the reader to find out the author’s communicative intentions with minimal effort, while maximally comprehending the context of the transmitted message. The use of code glosses by a teacher in academic discourse contributes, firstly, to improving the effectiveness of the educational process, and secondly, to development of pragmatic competences in students, assuming fluency in various resources of code glosses for expressing communicative intentions.

History of Higher Legal Education in Yaroslavl in the Second Half of the 19th – Early 21st Century

The article analyzes the history of higher legal education in Yaroslavl from the Demidov Law Lyceum (1870-1918) to the 2010s. It is noted that the legal successor of the Demidov Law Lyceum is the Yaroslavl State University (YSU) (1918- 1924). In turn, the legal successor, conditionally, of the first YSU is the modern Yaroslavl State University, which resumed its work in 1970 and exists to this day. Since 1995, it has been named after P.G. Demidov. The article presents materials on the legal component of the educational process in these universities, information on the legal disciplines taught, and the development of legal science in them. The continuity of higher legal education from the Demidov Law Lyceum to the Law Faculty of the P.G. Demidov Yaroslavl State University is shown.

Internalisasi Nilai Moderasi Beragama Pada Santri Pondok Pesantren Al-Mazaya Paser Kabupaten Paser Provinsi Kalimantan Timur

Indonesia, as a country with a Muslim majority, has become a central point of attention in discussions on religious moderation. Islamic education plays a crucial role in promoting balanced religious understanding, particularly through institutions like pesantren and madrasah. The Al-Mazaya Paser Islamic Boarding School integrates general and religious curricula, enabling the internalization of religious moderation values within its educational process. This study aims to explore how religious moderation is instilled among students through the implementation of a combined curriculum, supported by the role of teachers, kiai, and institutional culture. Using a qualitative descriptive approach, data were collected through observation, interviews, and documentation, then analyzed narratively to identify patterns and draw conclusions. The results show that Al-Mazaya Paser actively applies the values of religious moderation—such as tolerance, nationalism, anti-radicalism, and respect for local culture—through both formal and informal education channels. Its affiliation with the Ministry of Religious Affairs supports the integration of pesantren traditions with national education standards. This study concludes that Al-Mazaya Paser represents a model for the effective internalization of religious moderation values in the pesantren environment and highlights the strategic role of Islamic boarding schools in shaping inclusive and balanced religious attitudes among the younger generation.

Considerations on the development of management skills in Higher Education

Competency-based training is one of the positive trends in the teaching process in higher education. The formation of management competencies in higher education provides future graduates with the tools not only for their professional practice, but also to fulfill leadership and management roles. The present study was carried out with the objective of analyzing some theoretical and conceptual references of the formation of management competencies in higher education. The analysis of the literature showed that the diverse transformations in the national and international context mark the need for competency-based training in higher education. Management competencies allow graduates to meet the current challenges and the high interests of the country, promoting a professional profile that adequately responds to the challenges of leadership

Future Challenges and Opportunities in the Development of Soft Skills in Higher Education: Scenarios and Responses

Given the current technological changes in the requirements of professional activity, the development of soft skills in students is an important task of modern higher education. Accordingly, the purpose of the study is to analyse the main difficulties in the development of social skills in higher education and to identify opportunities and scenarios for improving the integration of soft skills in higher education. This cross-sectional study collected data from 2 groups: teachers (40) and students (60). The inclusion of respondents was based on a stratified sample, which allowed us to take into account different groups of participants. Students of full-time higher education institutions and teachers with at least 1 year of experience were selected for the analysis. The students and teachers also had different specialities. All respondents had different experiences of involvement in modern educational initiatives and activities that contributed to the development of social skills. The main tool was a questionnaire consisting of closed questions and a Likert scale. The results showed that all participants in the educational process attach considerable importance to soft skills (4.3 points among students and 4 points among teachers). The main obstacles to further integration of soft skills into the higher education system are lack of motivation, imperfection of modern curricula, limited resources and resistance to change in the environment of teachers. The conclusions identify the main promising opportunities for improving the state of soft skills development. In particular, in the future, significant attention should be paid to participation in volunteer projects, individual consultations with specialists, and the case study method. For teachers, training and especially internships offer a significant opportunity to develop their social skills.

Влияние информационно-цифрового пространства на формирование ценностей у спортсменов из числа спортивного резерва с признаками девиантного поведения

The purpose of the study is to determine the impact of the informational and digital environment on athletes in the sports reserve exhibiting signs of deviant behavior. Research methods: analysis of scientific literature, pedagogical observation of the educational and training process of athletes, survey. Research results and conclusions. A decrease in the time spent on social networks and gaming resources among athletes in the sports reserve with signs of deviant behavior has been noted. During the training process, the coach-educator must constantly bear in mind the necessity of forming not only the physical health and preparedness of athletes in the sports reserve but also the development of their intellectual potential. The formation of value orientations using the information-digital space in the educational process at the sports school should be aimed at ensuring the moral attitude of the athlete towards their own life, its significance, respect for labor, activities, and the intellectual development of those around them.

Педагогическая модель подготовки игроков разного амплуа в футболе лиц с заболеванием церебральным параличом

The purpose of the study is to enhance the effectiveness of the educational and training process in football for individuals with cerebral palsy. Research methods and organization. In order to achieve the set goal, an analysis of scientific and methodological literature and regulatory documents governing the field of physical culture and sports was conducted. This analysis was intended to identify existing problems and shortcomings in the system of sports training for individuals with cerebral palsy. The practical experience of specialists involved in sports training for individuals with cerebral palsy in football was studied. Research results and conclusions. A pedagogical model for training players of various positions has been developed, aimed at optimizing the educational and training process in football for individuals with cerebral palsy within the framework of a football club.

ОСОБЕННОСТИ ОРГАНИЗАЦИИ ФИЗИЧЕСКОГО ВОСПИТАНИЯ СТУДЕНТОВ ЮРИДИЧЕСКИХ СПЕЦИАЛЬНОСТЕЙ В ВУЗАХ РОССИИ И БЕЛАРУСИ

The physical education of university students is one of the primary tasks of higher education. This article examines the issues related to the training of future law enforcement personnel using the example of physical education organization at the Russian State University of Justice (Saint Petersburg, Russia) and the Francisk Skorina Gomel State University (Gomel, Belarus). It provides an analysis of the organization of disciplines in physical culture and sports for students studying legal professions. The purpose of the study is to identify the features of organizing the physical education process for future law enforcement officers (using the example of universities in Russia and Belarus). Research methods and organization. The methods of analysis and synthesis of normative-legal, scientific, and methodological literature were used in the work, along with the study and generalization of scientific and pedagogical experience regarding the issue of investigation. The research was conducted at the Northwest Branch of the Federal State Budget Educational Institution "Russian State University of Justice," Department of Humanities and Socio-Economic Disciplines (Saint Petersburg, Russia), and the Educational Institution "Francisk Skorina Gomel State University," Department of Physical Education and Sports (Gomel, Belarus). Research results and conclusions. The results of the research indicate that physical education is currently an essential condition for preparing future employees in the legal field, as it aims to strengthen health and develop the physical and personal qualities necessary for students in their future professional activities. Among the features of organizing classes in physical culture and sports, one can highlight: the primary selection of applicants for training in professions related to the activities of legal divisions (Belarus), ensuring the educational process in physical culture and sports throughout the entire period of study at the university (Russia), and organizing physical culture and sports classes with consideration of elective and individual approaches (Russia, Belarus).

Фиджитал-технологии в организации физкультурно-спортивной работы в вузе

The purpose of the study is to develop and substantiate the effectiveness of the pedagogical project "Into the Future with Sports!" using innovative digital technologies. Research methods and organization. Theoretical methods were used (analysis of scientific and methodological literature, design of results and processes for their achievement); diagnostic (questionnaires, surveys, offline and online registration); mathematical and statistical data processing. The developed project was tested in the process of physical culture and sports work with full-time students of Kuban State University. Research results and conclusions. The analysis of the obtained results has proven the ef-fectiveness of the developed project "Into the Future with Sports!". The development and populariza-tion of technological sports and digital disciplines in higher education institutions, alongside classical sports, their paralleled existence, interaction, and complementarity, serve as an effective tool for en-gaging student youth in systematic physical culture and sports activities, allowing for the creation of a unique sports platform where the innovative interactive mode of gaming opportunities, combined with active motor activity, enables students to acquire a new fitness experience. The acquisition and use of high-tech sports gadgets will introduce innovativeness into the physical education and sports activities of physical education departments, which will undoubtedly assist in achieving better practical results in the educational and training processes, in fostering stable motivation among students for physical culture and sports classes, and in increasing the proportion of student youth engaged in sporting activities.

Use of Massive Open Online Courses (MOOC) by Teachers of Ukrainian Universities: Survey Results

The research analyzes the results of a survey of university teachers on the use of massive open online courses (MOOC) in the educational process and for personal self-development. 2,824 respondents from 155 universities located throughout Ukraine took part in the survey. The authors’ questionnaire was created with Google Forms. The analysis of responses has revealed that 88.8% of respondents use MOOC. The most famous Ukrainian online platform among teachers is Prometheus (54.7% of respondents). The most famous foreign platform is Coursera (31.2% of teachers). In addition to quantitative analysis of simple responses, we used a hierarchical clustering method to analyze extended responses, and we made a list of 82 standardized responses (SR). It was found that the use of MOOC had increased the amount of teachers’ knowledge and their practical experience. The most important advantages of using MOOC in the educational process are additional learning material, experience in non-formal education, etc. As for weaknesses, these are low-quality connection, low quality of some online courses, lack of motivation among teachers. The obtained results expanded the list of advantages and disadvantages of MOOC, and the formed list of SR can become the basis for further research where we plan to study the ways of increasing teacher motivation to use MOOC in the educational process.

An Exploration of Integrating Ideological and Political Education into College English Blended Teaching

President Xi has stressed on many occasions that colleges and universities should adhere to the fundamental task of moral education and carry out ideological and political work throughout the whole process of education and teaching. College English, as a public compulsory course and core general education course, is a significant course for ideological and political education. Integrating ideological and political education into College English teaching not only contributes to the realization of College English teaching objectives, but also helps students shape correct values and establish cultural confidence. Therefore, it is of paramount importance to explore how to improve College English teaching model and better integrate ideological and political education into College English teaching. This paper, firstly, expounds the significances of combining ideological and political education with College English courses; it, then, constructs a feasible College English teaching model with the integration of ideological and political education, in the aim of realizing the fundamental task of strengthening moral education and cultivating excellent and innovative talents in Chinese higher education.

CYBERSECURITY IN THE FIELD OF OPEN ACCESS: PRINCIPLES FOR PROTECTING EDUCATIONAL AND SCIENTIFIC RESOURCES

The modern era is characterized by the rapid development of information and communication technologies (ICT), which are increasingly integrating into all spheres of social life, including science, education, governance, economy, defense, and security. The issue of cybersecurity has become particularly significant, as the digital environment involves a continuous exchange of sensitive information, making every user or organization a potential target for malicious activities. Given the external and internal challenges Ukraine has faced in recent years, ensuring cyber protection, particularly of educational and scientific content, has become especially relevant. Open-access repositories are an essential component of the modern scientific space, providing free knowledge exchange. However, they are also vulnerable to cyberattacks, which can lead to the loss or compromise of valuable information. In this context, studying global experience in organizing cybersecurity systems, particularly involving both state structures and the private sector, is highly relevant. Modern cyber threats are becoming increasingly complex, ranging from simple hacking to the use of high-tech malicious software, social engineering methods, DDoS attacks, data theft, and information substitution. Counteracting such threats requires a systematic approach, including the implementation of effective protection methods and technologies, continuous monitoring of information security status, attack identification mechanisms, and legal responses to incidents. Special attention should be paid to the security of educational and scientific content distributed through open digital platforms. This content is not only the result of intellectual activity but also the foundation for further research and educational processes. Therefore, its protection from cyber threats is crucial for ensuring the continuity of scientific communication and knowledge development. For this reason, systematizing information on the state and development of protection measures for open-access educational and scientific content, as well as developing and implementing effective cybersecurity measures, is an extremely important scientific and practical task.

ФІЛОСОФІЯ У ПРОЦЕСІ ФАХОВОЇ ПІДГОТОВКИ СУЧАСНОГО ВЧИТЕЛЯ: ПОСТАНОВКА ПРОБЛЕМИ

Анотація. Метою статті є виявлення та обґрунтування ролі і значення філософії як навчальної дисципліни у процесі фахової підготовки сучасного вчителя. Методологія. Для реалізації поставленої мети використовувалися соціально- філософські методи конкретності, системності та історизму, а також ідеї і принципи філософської антропології і соціальної психології. Наукова новизна. Наголошено, що в сучасній системі освіти існує протиріччя між необхідністю і потребою утверджувати компетентнісну, особистісно орієнтовану парадигму і домінуванням «знаннєвої», заснованої на репродуктивному підході парадигми. Доведено, що така ситуація витіснила філософію як навчальну дисципліну на периферію навчального процесу фахової підготовки сучасного вчителя, обмежила його та потенційних учнів вповні отримати навички філософування та критичного мислення і здатність до самотворення. Висновки. В умовах реформування системи освіти в Україні (2016–2029), утвердження вимог Нової української школи необхідно створити умови для навчання, виховання і розвитку особистості шляхом філософування, що забезпечить формування в учнів необхідних компетенцій, зокрема для занять філософією в закладі вищої освіти. Історико-хронологічне чи проблемне вивчення філософії у процесі фахової підготовки бакалаврів та магістрів сприятиме формуванню навичок теоретико-методологічного аналізу, професійних компетенцій, зокрема критичного мислення, європейської культурної ідентичності, емпатії.

Tax Literacy of University Students in the Czech Republic

Tax literacy represents one of the essential areas of knowledge for life in the 21st century. Although more and more emphasis is placed on practical skills, these topics are still missing in most educational programs. The paper focuses on the tax literacy of university students in the Czech Republic. The main part of the work involves the analysis of data obtained from a questionnaire survey in which 1,061 students participated. For the analysis, the chi-square test of independence and ANOVA were used. The results indicate that 35% of students have excellent tax literacy, 52% have good tax literacy, and 13% have insufficient tax literacy. Additionally, a total of 10 factors were analyzed. Factors such as the field of study at the university, completion of a tax-related course, and the type of high school attended have a statistically significant impact on the level of tax knowledge. The results of this study may contribute to the discussion about the content, meaning and added value of the educational process.

Artificial Intelligence Integration in Acquisition of English Academic Writing: a comparative analysis of student perspectives in school and university settings

In the rapidly changing world, educational establishments are facing a new reality and have to consider measures so that AI-powered tools neither harm the education process nor impede learning outcomes. Thus, the goal of the present study was to investigate student experiences in using AI when acquiring academic writing skills in English. The research method chosen for the study was a questionnaire survey. The research questions posed for the survey were: (1) Which types of AI-powered tools do students use in their language learning process? (2) What do students think about their effectiveness? (3) How do they apply AI in academic writing? One hundred and eighteen upper-secondary school and university students from Latvia participated in the survey. Overall, students demonstrated high awareness of AI software, with ChatGPT and Duolingo being the leaders among AI-powered language learning tools. Still, a quarter of the respondents did not hold any opinion on the effectiveness of the use of AI tools in learning languages. It was concluded that the use of such tools in academic writing in English is irregular, cautious and/or secretive both at the secondary and tertiary levels.

Algorithmic learning or learner autonomy? Rethinking AI’s role in digital education

PurposeThe purpose of this study is to critically investigate the effects of artificial intelligence (AI)-driven learning environments on learner autonomy, knowledge co-construction and digital equity in Thailand’s online education context. It aims to analyze how algorithmic learning tools and AI-based systems shape learners' educational experiences, particularly focusing on whether these technologies enhance or constrain learner autonomy and collaborative interactions. Additionally, it evaluates ethical and social implications, particularly the digital divide, algorithmic biases and the transparency of AI-mediated educational processes. The study seeks to provide actionable insights and recommendations for policymakers, educators and developers to optimize AI integration for inclusive lifelong learning.Design/methodology/approachThis research adopts a qualitative case study methodology involving in-depth, semi-structured interviews, participant observations and detailed document analysis from 30 diverse participants, including urban and rural learners, educators and instructional designers. Employing actor-network theory (ANT) and posthumanist theoretical frameworks, the study critically examines interactions between human and non-human actors within AI-driven educational environments. This approach allows for comprehensive exploration of participants' lived experiences, perceptions and interactions with AI technologies. Triangulation of multiple data sources ensures depth and reliability, providing nuanced insights into how AI systems influence learner autonomy, collaborative learning processes and educational equity.FindingsThe study identifies AI-driven learning platforms as having dual impacts on learner autonomy, simultaneously enabling greater self-directed learning through personalized guidance and real-time feedback while imposing algorithmic constraints that restrict intellectual exploration. AI-facilitated knowledge co-construction effectively organizes and structures peer interactions yet often results in depersonalized, transactional communication lacking deep human engagement. Furthermore, significant digital inequities are evident, with rural learners disproportionately disadvantaged due to limited technological infrastructure and algorithmic biases embedded within AI-driven platforms. These inequities highlight a critical need for inclusive, transparent and ethical design practices to ensure equitable access and meaningful learner agency.Research limitations/implicationsThe qualitative, context-specific nature of the case study limits the generalizability of findings beyond Thailand’s online educational environment. The rapidly evolving nature of AI technologies suggests that findings reflect a specific temporal context, necessitating continuous research updates. Participant selection bias may have influenced findings, with participants potentially holding strong pre-existing opinions on AI-driven education. Future studies should consider longitudinal analyses to understand long-term impacts, comparative cross-cultural research to validate findings and deeper exploration of algorithmic biases, fairness and ethical considerations in AI-driven educational tools, particularly how they affect diverse socio-economic groups.Practical implicationsPractically, this research underscores the necessity of designing AI-driven learning platforms that genuinely empower learner autonomy and critical thinking rather than restrict or overly dictate educational pathways. Educational practitioners and technology developers should implement transparent AI decision-making processes, enabling learners to understand and critically evaluate algorithmic recommendations. Policies must prioritize digital infrastructure expansion and digital literacy programs to reduce urban-rural digital disparities. Furthermore, pedagogical practices should integrate human-centric approaches to complement AI tools, ensuring that AI technologies serve to enhance, rather than replace, essential human interactions within collaborative learning environments.Social implicationsThe study emphasizes that AI-driven education holds significant potential for democratizing lifelong learning by offering personalized and adaptive learning experiences. However, it also warns of the risks associated with reinforcing existing socio-economic and digital inequalities, particularly between urban and rural learners. Addressing algorithmic biases and digital divides through targeted policy interventions, infrastructural investments and inclusive educational practices is critical for fostering equity and inclusivity in education. By ensuring that AI platforms are accessible and beneficial for all learner demographics, societies can leverage technology as a tool for broad-based educational empowerment and social development rather than a mechanism perpetuating exclusion.Originality/valueThis research contributes original insights into the nuanced impacts of AI-driven learning on learner autonomy, collaborative interactions and digital equity within the Thai educational context – areas relatively underexplored in existing literature. By uniquely integrating actor-network theory and posthumanist perspectives, it offers a sophisticated understanding of the interplay between humans and technologies in educational settings. The empirical findings deliver crucial evidence-based recommendations for educators, policymakers and developers aiming to ethically and inclusively leverage AI in education. Ultimately, the study enriches ongoing discussions on balancing technological advancement with human-centric, equitable and socially responsible educational practices.

Приоритетные цели обучения младшего школьника

The publication reveals the priority learning objectives set for the modern Russian primary school, which are formulated in the Federal State Educational Standard. With the use of theoretical material and based on obvious examples, the special significance of building an educational process that promotes meta-subject achievements of primary school students is proven. This allows students to use generalized methods of action in different, including unfamiliar situations, regardless of the subject content, and also stimulates the successful intellectual development of children and their effective mastery of any subject.

Современная начальная школа: успешность Обучения и Учения

The article highlights the dialectic of interaction and feedback between the teacher as a subject of learning and the student as a subject of learning. Violation of such relationships creates risks for the successful activity of both subjects. Based on the diagnostics of the didactic process, the dependence of many difficulties that children encounter on methodological inaccuracies, flaws, and even mistakes of the teacher are traced. The mechanisms for preventing difficulties of this kind in organizing the educational process to ensure the success of a primary school student in learning and the success of a teacher in teaching are described. The priority goals of modern primary education and the tasks that primary school faces today are highlighted, with an emphasis on the teacher’s readiness to solve them.

Capabilities of spreadsheet processors for developing analytical competency ofstudents (on the example of Olympiad tasks)

The article considers the capabilities of spreadsheet processors in the context of developing students' analytical competency. It defines analytical competency and identifies its components (abstract-logical, critical, systemic, problematic, figurative, algorithmic, creative, associative, and reflexive). It considers the role of Olympiad tasks in the educational process as a means of developing analytical critical thinking, developing data handling skills, and the ability to make informed decisions. the author's tasks on the theme "Spreadsheet processors" are provided for conducting the Olympiad for both high school students and junior university students. It is concluded that developing students' analytical thinking is a complex problem that includes increasing the abstractness of thinking, developing logic, developing a creative approach to solving problems, etc.