Educational Space Research Articles

Analysis of educational needs of migrant families raising children with disabilities

Problem and purpose. In terms of increasing migration flow, it is important to provide conditions for building an open, accessible multicultural educational space. To accomplish this objective, it is required to study in detail the educational needs of migrant families. Particularly relevant are studies that involve the analysis of parents’ requests for children with disabilities to receive preschool primary and basic education. The purpose of the study is to analyze the educational needs of migrant families raising children with disabilities of school age. Materials and methods. 228 respondents took part in the pilot study. The experiment used a questionnaire developed by the authors for migrants raising children with disabilities of school age. The criteria for its compilation are presented and the structural components are described. The questionnaire was supplemented by conversations with migrants raising children and special and inclusive education teachers. Results. The results obtained make it possible to analyze the direction and content of requests to an educational organization and a teacher. The expectations and ideas of respondents regarding children's education were studied. 60.5% of parents prioritize their child’s mastery of the educational program, especially in-depth study of the Russian language. All participants in the experiment show a high level of demands on the correctional, developmental and educational work of the school. 68.8% of families do not expect teachers to help in carrying out career guidance work with students with disabilities. Requests for psychological support from parents were not presented in the results of the experiment, and all participants in the survey expected the teacherpsychologist support for the child. Conclusion. The conclusions obtained during the pilot study can be useful for building a comprehensive system of school support for migrant families raising children with disabilities. Taking into account the risks and problem areas in the interaction between the educational organization and parents will optimize the process of adaptation of migrants to new socio-cultural conditions and make education accessible and open.

The use of mobile applications in higher education institutions to enhance the quality of the educational process

The article reveals the possibilities of mobile applications and experimentally proves the practicality of their use in the professional training of specialists. The popularity and significance of various mobile applications in the modern educational process have been demonstrated. The spectrum of mobile applications was analyzed, the content of mobile applications was revealed, and the most effective of them were considered, which can be useful in teaching pedagogical, natural, and humanitarian disciplines and can be used in distance learning conditions to support and motivate learning. The didactic principles that educational mobile applications must comply with are highlighted, and their advantages and disadvantages are shown. Specific forms, methods, and ways of introducing mobile learning into the educational process of a higher school were considered, which should be actively applied by teachers in the educational process of a higher school. The conducted experimental research on the importance and necessity of using mobile applications in education shows that mobile learning has become popular among young people and most university students are psychologically and technically ready for the use of educational mobile programs in education and require the mandatory use of mobile applications in the educational space of a higher school.

К ВОПРОСУ О ТРАНСФОРМАЦИИ МЕДИЦИНСКОГО ОБРАЗОВАНИЯ

The transformation of medical education at the present stage has determined the problem of this study, the issues of high-quality training of medical personnel necessary for the society have not been fully resolved, pedagogical technologies and methodological approaches that contribute to the growth of educational results have not been fully disclosed. The aim of this study to analyze the existing high-potential forms of training that could be used in the transformation of the educational space of a medical university and contribute to better training of future specialists in the medical industry. The study of literature and other various sources of information was chosen as the main research method that allowed to describe the active and interactive forms of training under discussion as well as to reveal the possibilities of immersive learning and the use of artificial intelligence technologies. Our analysis shows that the use of nontraditional forms of learning gives the required effect of change and novelty, evokes an emotion of interest in students and is a powerful incentive to gain knowledge, skills and abilities. It was noted that all changes in the transformable educational process must take into account the motivational aspect in learning, since the most important factor affecting the effectiveness of the educational process, increasing the effectiveness of educational activities at all stages of acquiring professional medical knowledge is the motivation of students to learn. Those medical graduates gain more success in the future carrier, who not only have special knowledge and a set of professional skills, but they also have incentives for education related to the formation of professional competencies, know universal technologies of self-development, understand how to motivate themselves to receive, process and apply new knowledge, are able to critically evaluate the information received, adapt to the requirements of a particular activity, have a stable positive attitude towards the profession.

THE PECULIARITIES OF THE TRANSFORMATION OF PRIMARY SCHOOL TEACHERS VOCATIONAL TRAINING IN THE CONTEXT OF MODERN SOCIO-CULTURAL CHALLENGES

This article reveals the peculiarities of the transformation of the vocational training of future primary education specialists. Based on the theoretical and methodological analysis of normative documents, the authors note the importance of the transformation of higher education, in particular, the training of future teachers at both theoretical and practical levels, emphasize the features of innovations in the general education system and present options for training a "new" primary school teacher depending on modern socio-cultural challenges. The problem of the study is to establish a connection between updating the content of general education at the federal level and the system of vocational training of primary school teachers. Therefore, it is possible to assume that the existing modern socio-cultural challenges contribute to the transformation of higher education, in particular the training of primary school teachers. The purpose of the study is a theoretical study of the transformation of the vocational training of primary school teachers, taking into account modern socio-cultural challenges. The method and methodology of the research consists in the study and analysis of scientific psychological and pedagogical publications and the regulatory documents in the field of education of the Russian Federation, as well as summarizing the authors’ experience in training future primary school teachers and systematization of the research materials. Results. The article develops and presents the models of criteria-based assessment in primary school in a common educational space and the transformation of the vocational training of primary school teachers in the context of modern socio-cultural challenges. The features of the formation of new meta-professional competencies of primary school teachers are revealed. The opinions of scientists on the need to develop a set of pedagogical and methodological measures aimed at improving the quality of education in the Russian Federation are summarized and interpreted. The results obtained can be applied in the pedagogical activity of specialists in general, secondary vocational and higher education, as well as of those who are interested in the problems of modern education.

Formation of an inclusive culture of students in the conditions of the educational space of the university

Formation of an inclusive culture of students in the conditions of the educational space of the university

Extracurricular concert practice as a factor of personal and professional self-development of the future teacher-musician

The article is devoted to the study of the problem of personal and professional self-development of the future teacher-musician in the process of his participation in extracurricular concert practice. The potential possibilities of various forms of organization of this practice are analyzed in order to determine the most favorable ones from the point of view of the student's personal and professional growth. Based on the environmental approach to understanding the professional specifics of the musical and pedagogical activity of the future teacher and the principles of personality-developing higher education, based on the study of works in the field of musical psychology and pedagogy, as well as the use of methods of pedagogical observation, it was found that for the personal and professional self-development of students, extracurricular educational space is used extremely insufficiently. In this regard, an attempt was made to consider the possibilities of a student's personal and professional self-development in the conditions of an extracurricular creative educational environment: class concerts, festivals, competitions, educational projects, master classes, thematic events in collaboration with museum and art organizations, etc. Based on the analysis of the results of pedagogical observation, the levels, criteria and indicators of the student's personal and professional self-development in the conditions of extracurricular concert practice were developed. A number of conditions are determined that most optimally contribute to the personal self-development of the future teacher-musician in the field of professional creative activity.

Vasyl Sukhomlynskyi’s Philosophy of Education: Human-Centred Dimension

Purpose. The basis of the presented study is a methodological and human-centred analysis of the philosophy of education of the outstanding Ukrainian educator Vasyl Sukhomlynskyi as a relevant anthropological-intellectual strategy for understanding and comprehending the educational process in the context of civilisation challenges. This implies a sequential solution to the following tasks: 1) to review the conceptual content and human-centred load of Vasyl Sukhomlynskyi’s pedagogical position in the discourses of philosophical anthropology and social philosophy; 2) to analyse the theoretical knowledge of the anthropo-existential concept of the outstanding teacher in the context of the transformation of Ukrainian education; 3) to determine the main parameters of the cognitive field of Sukhomlynskyi’s philosophy of education in the development of values of patriotic education of young people. Theoretical basis. The dynamic process of Ukraine’s unfolding struggle for the preservation of its nation and territorial integrity brings Sukhomlynskyi’s philosophy of education to a new level of understanding of human life and society. The human-centred dimension in interaction with the philosophy of education allows us to define Sukhomlynskyi’s pedagogical concept in the fullness of its metaphilosophical, existential and axiological content. The relevance of the problem under study is due to the crisis of values in the situation of civilizational transformations, which, as a result of information and digital technologies, have a cumulative impact on all spheres of people’s life and their attitude to the world. In the process of implementing the educational ideas of the Ukrainian teacher, the development and transformation of the individual’s self-awareness takes place in accordance with the intellectual challenges of the modern socio-cultural environment. Originality. It is substantiated that the philosophy of education of Vasyl Sukhomlynskyi largely determines the strategy for the transformation of Ukrainian education both in the context of digitalisation of the educational space and in the situation of a full-scale war against Russian aggression, which opens up new prospects for the implementation of identity dimensions in interaction with a qualitatively different level of national subjectivity. Conclusions. The approval of the conceptual provisions of Sukhomlynskyi’s philosophy of education gives rise to a new type and method of paradigm of thinking and cognition in the implementation of strategies for the transformation of modern education, which determine the qualitative theory of the educational process in the context of human-centrism. It is characterized by the level of modern philosophical reflections, which allows preserving and at the same time changing the system of education and upbringing of the young generation in the context of universal values. On this basis, the philosophy of education of the prominent Ukrainian educator appears as a way of renewing all aspects of human life, which deconstructs itself in the situation of a human-centric dimension.

Features of the formation of interiors of educational space of primary schools based on energy efficiency, technology and safety

The article explores the scientific and technical sources and principles of the design of premises of primary schools and identifies the main aspects of the formation of educational space in primary schools taking into account the needs of modern conditions, ergonomic, emotional, psychophysiological, anthropometric, aesthetic requirements and standards to create an effective, technological and safe learning environment for children of primary school age. The specificity and problems of the impact of space on the psycho-emotional state of the student, the process of learning, perception, and assimilation of the material by the students as a whole are formed and highlighted. Recommendations for the design of functional interiors of the educational environment of primary schools are given. Within the framework of the study, various parameters of interior design were analyzed, such as the selection of furniture and finishing materials, the placement of furniture and equipment in the space, the principle of flexible classroom zoning, the selection of a color solution for the future educational environment, etc. The article emphasizes the importance of maintaining and taking into account these features of the design of modern school spaces, to create such conditions that would meet the most important needs of children of early school age, were efficient, technological, and at the same time safe.

The potential of collaborative online international learning as a border thinking third space for global citizenship education

In this article, we examine the potential of collaborative online international learning as a borderland third space for global citizenship education. Border thinking is used as a mode of critical questioning and reflection of ways of relating to the world, of feeling, acting, living and inhabiting the world that emanates from plural knowledges disrupting modernity and repositioning alternative knowledge traditions. After discussing the central concepts of collaborative online international learning and global citizenship education, and unpacking border thinking and third space as a lens, we provide four illustrative autoethnographic vignettes from which we then discuss collaborative online international learning and global citizenship education critically. We conclude that by bringing together students to engage in a collaborative learning task that they would be unable to complete on their own, participants have a personal and collective opportunity to appreciate each other’s microsocial realities better. We argue that the potential for becoming in the collective borderlands of collaborative online international learning can deepen students’ learning and understanding of global citizenship education as inclusive, decolonising, Indigenising, critical and transformative. However, collaborative online international learning for global citizenship education should not be deployed uncritically as an online pedagogy, assuming inclusivity. Rather, it can be a core component of holistic learning practice, if it is deliberately used as a borderland third space where valuable learning through reflection and openness to discomfort advances a global mindset.

PROBLEMS OF SOCIALIZATION OF DISPLACED CHILDREN WITH DISABILITIES

The REACH project at Kh. Dosmukhamedov Atyrau University is a unique experience that has created a model of educational space and programs for displaced children with disabilities. The children’s parents, school teachers, school psychologists, and volunteers took part in the project and provided methodological support. The purpose of the article is to identify the problems of socialization of refugee children with special educational needs on the basis of the research conducted in the framework of the research project. In the framework of an international partnership project for 2021-2024, scientists from Simon Fraser University (Canada), Yarmouk University (Jordan), and Canakkale University (Turkey) carried out significant work with displaced children from the war zone for their successful socialization, education, and provision of necessary educational resources. Project participants from Atyrau University (RK) conducted a series of research activities with special children from several refugee families who returned from Syria. On the base of Kids University (Kh. Dosmukhamedov Atyrau University) student volunteers demonstrated the effectiveness of introducing elements of fine art into the learning process for displaced children with disabilities. In addition, the use of musical and dramatic elements enhances interest in learning and motivates the expression of immediate emotions, contributing to the overall therapy of students. This article emphasizes the importance of advisory and methodological support for refugee children, and the results of the scientific research will become valuable material for scientists in this field.

Work Environment as a Correlate of Teachers Psychological Wellbeing in Universities in Fako Division: The Case of the Chattered University Institute of Cameroon- CUIC

Purpose: This study investigates the correlation between the work environment and the psychological wellbeing of teachers within Universities in Cameroon: The Case of the Chattered University Institute of Cameroon-CUIC Drawing on theories such as Herzberg's Motivation-hygiene theory, Maslow's Hierarchy of Needs, and the Affective Events Theory, the research explores how factors like classroom teaching space and office space availability influence the psychological wellbeing of educators. Materials and Methods: Using a quantitative-based cross-sectional design and purposive sampling, data were collected via a Likert scale questionnaire from 10 participants across seven departments. Descriptive and inferential statistics were employed for data analysis. Findings: The findings reveal significant positive relationships between both the availability of classroom teaching space and office space with the psychological wellbeing of teachers. The study underscores the importance of a conducive work environment in enhancing teachers' psychological wellbeing. Implications to Theory, Practice and Policy: It recommends measures for improving classroom and office space provisions to support teacher satisfaction and effectiveness. These findings contribute to the ongoing discourse on the role of the work environment in promoting teacher wellbeing and, by extension, student learning outcomes.

El derecho a la paz con enfoque territorial y la convivencia escolar en Colombia: Estudio de caso comparado en la Ciudad de medellín

This article reviews the concept of the Right to territorial peace from the convergences between the Peace Agreements of 2016 and the national regulations. It presents Medellin as a city that requires processes of construction and guarantees of the right to territorial peace, where the responsibility is not only of the State agents but also of the school. The main objective is Understand the relationship between the right to peace with a territorial approach and school coexistence from a comparative case study in the city of Medellín, Colombia. The specific objectives are developed, first, tobase territorial peace as a right and as a value, second, to recognize the different ways of building peace with a territorial approach within the Schools and, third, to analyze the appropriation of three Educational Institutions of the city of Medellín on school coexistence as particular scenarios for building peace with a territorial approach for children and adolescents. Methodologically a comparative case study is carried out in Medellin among Institución Educativa La Independecia, Institución Educativa José Roberto Vazquez and Institución Educativa La Candelaria. As a result, it was identified that school coexistence is not including a perspective of building peace from the territories. In conclusion, it is specified that to guarantee the right to peace, spaces for participation, inclusion and education are necessary in educational institutions.

ФОРМИРОВАНИЕ ЧИТАТЕЛЬСКОЙ ГРАМОТНОСТИ НА УРОКАХ АНГЛИЙСКОГО ЯЗЫКА

Nowadays our country is developing a new education system, focused on entering the global educa-tional space. The main indicator of the success of this process is the implementation of educational standards. The formation of reading literacy within the academic subject of English is one of the pri-ority tasks of the educational process in an educational organization

Spaces for contemporary education in engineering: É81 and G56

AbstractThe article represents a case study of the realization of changing engineering education in two new contemporary educational buildings of the University of Pécs, the impact of these buildings on educational methods, and the impact of community-based education on these buildings. As part of the university development program launched in 2016, the University of Pécs, Faculty of Engineering and Information Technology's campus has been expanded with new architectural education buildings. The task of the new buildings was to adapt to the directions of the new engineering education and the representation of education of its faculty. The engineering education influences the object of architecture and determines its operation and its layout.

Student-Centered Learning as a New Approach in Higher Education Due to the Establishment of University Autonomy

The article emphasizes that with the gradual integration of domestic higher education into the European educational space, there is a transformation of educational programs based on student-centered learning. It was noted that the current state of development of the educational sector and the labor market requires higher education institutions to promptly take into account new trends and quickly respond to changes in society. The expediency of introducing university autonomy is substantiated. Particular attention is focused on the independent determination by institutions of higher education of the content of education in terms of learning outcomes and the independent formation of educational programs based on the competency approach. The need for the introduction of student-centered training, the basic basis of which is the training of a highly qualified and mobile specialist, ensuring the maximum chances of a graduate of a higher education institution to get the first job on the labor market, meeting the current needs of employers, is substantiated. The results of an online survey of scientific, scientific and pedagogical workers and students of higher education regarding the interaction and cooperation of the employer community with the educational community in the development of educational programs were analyzed. The research results confirmed the expediency of strengthening the dialogue between educators and all interested parties in order to create the latest successful and attractive educational programs for applicants. Such cooperation will ensure the determination of the same requirements and criteria for specialists of different qualification levels on the part of employers and institutions of higher education. The paradigm of student-centered learning is defined, which is based on increasing the transparency and publicity of educational programs, clear and understandable rules and procedures regulating the rights and responsibilities of all participants in the educational process are defined.

The Role and Place of Art in Waldorf School

The relevance of the study is determined by the need to analyse the humanistic Waldorf experience and insufficient coverage of the issues of teaching painting in Waldorf school in Ukrainian scientific sources. The purpose of the study is to reveal the role and place of art in Waldorf school. The research tasks are the following: to highlight R. Steiner’s views on the role and place of art in the education of the younger generation; to characterize the process of teaching painting to schoolchildren at different levels of Waldorf education. The characteristic features of 12-year Waldorf art education are highlighted. They are: increasing the role of subjects of the artistic and aesthetic cycle to the level of academic (general education) and craft-applied branches; a wide range of arts (painting, drawing, sculpting, declamation, recitation, eurhythmy, singing, playing musical instruments, participation in the choir and orchestra, dramatic performances, etc.); art integration into the academic cycle (especially at the initial stage); artistic and aesthetic design of the entire educational space and school environment (in particular, school architectonics, premises interior, etc.). It has been found that teaching painting covers all children and is aimed at forming abilities, which promotes child’s harmonious development and revelation of their natural talents. Painting classes correspond to schoolchildren’s age characteristics and are connected with other subjects (native language, mathematics, zoology, botany, history, geography, physics). The content of teaching painting is characterized: from drawing, based on colour, and understanding the emotional and moral impact of colours through the search for colour forms for the mineral, plant, animal and human worlds, the transformation of a “black and white” image into a colour one, copying masterpieces of painting art, to implementation of significant artistic projects, in particular, in wall painting, painting scenery for theatrical performances, etc.). The various types (watercolour painting, oil and pastel painting) and techniques (liquid paints, lasering) of artistic activity are highlighted. The authors reveal the pedagogical expediency of studying, creatively comprehending and using Waldorf school experience to solve the current problems of the modern national school – person’s holistic development, their mental, volitional, emotional and sensual abilities, moral and social qualities, overcoming age-related and individual problems.

А. I. Kagalnyak: an unforgettable mentor аnd wise psychologist

The article highlights the professional and scientific work of psychologist Hanna Ivanovna Kahalnyak, Candidate of Psychological Sciences, Associate Professor, Honored Secondary Education Worker. Hanna Ivanovna's scientific heritage has more than 70 works. Her research covers a wide range of topics: features of the development of thinking operations in primary school students, study of mental development of younger students, professionally important qualities of future teachers, their positive dynamics during their studies in a secondary education institution; motivational sphere of education of children, the influence of the temperament of teachers on the education of students, etc. The author of the dissertation «Peculiarities of Comparison in Younger Students» conducted an experiment, during which she taught children to analyze, compare, and structure various subjects. She managed to establish that the features of comparison depend on the content of the compared objects; the degree of their generalization; proximity or distance from each other. In the manual «Psychology of Abilities», Hanna Ivanivna describes in detail the connection between abilities, knowledge, experience and skills, confirming with interesting examples from the lives of famous people. The manual contains a thorough description of various types of abilities, in particular a detailed description of the structure of pedagogical abilities. The author supplemented the structure developed by her supervisor G. С. Kostyuk, his own research and interesting examples. The manual also talks about the conditions for the formation of students' abilities that can be useful for teachers and psychologists in modern educational practice. In the monograph «Teacher's personality: socio-psychological aspect» Hanna Ivanovna explores the versatility of the teacher's personality. She emphasizes that each teacher has a unique set of characteristics that affect their professional activities. The author of the monograph describes various aspects of the teacher's personality: individual traits, communication style, teacher's humor, understanding of the individual characteristics of students and colleagues; methods of work that can be used by modern teachers. Six publications H. I. Kahalnyak included in WoS. Our university has created a Research Laboratory «Improvement of the skill of the future psychologist named after Hanna Ivanіvna Kahalnyak». Laboratory workers continue to investigate the scientific heritage of H. I. Kahalnyak and implement her ideas in the modern educational space.

Inclusive education: Voices from elementary school principals in the United States

AbstractCurrently, schools in the United States are highly diversified and integrated. In other words, the integration of students representing multiple identities and positionalities existing in the same educational spaces is much more common. The purpose of this study was to examine elementary school principals' perspectives on inclusive education. Grounded in social constructionism, the research design was a descriptive case study positioned using qualitative methodology. The primary data sources were semi‐structured one‐on‐one Zoom interviews with four elementary school principals from the Midwestern region of the United States; and researchers' reflexive notes in order to understand how principals understand and deploy inclusion within their respective schools. Based on thematic analysis, in this paper, we constructed the following interrelated themes: (a) building discourses around inclusion from prior educational experiences; (b) culturally responsive leadership as a practice to inclusion; (c) collective feelings of safety, comfort and harmony and (d) the negotiation of privilege. These themes highlighted that the conceptualization and implementation of inclusion heavily prioritize the perspectives of professionals within schools rather than those of the individuals being included.

Silencing trans voices

ABSTRACT In recent years, conservatives in the United States have deployed a transgender moral panic attacking the place of trans people in public spaces. This article explores how this panic has been supported by an effort to purge trans-inclusive literature from education spaces, such as schools and libraries, in the United States. Utilizing a unique set of materials, I identify the common discourses developed by anti-trans activists. By eliminating trans stories, anti-trans activists seek to erase even the possibility of trans happiness from the realm of imagination.

Interaction of subjects of the educational process as a conditioned actualization of students’ personal abilities, taking into account the needs in education

The trend towards an increase in the number of students with disabilities necessitates the development of a system of psychological, medical and pedagogical support in educational institutions that takes into account the special educational needs of such children. The purpose of the article is to consider the model of functioning and interaction of subjects of the educational process within the framework of continuous psychological, medical and pedagogical support for students with special educational needs. Methodology. The methodological basis of the study was the theoretical and methodological aspects of the formation of a socially adaptive educational space (N. P. Abaskalova, E. M. Kazin, N. E. Kasatkina, O. G. Krasnoshlykova, I. A. Sviridova); the concept of socio-psychological and physiological adaptation of students (E. M. Kazin, N. E. Kasatkina, V. P. Kaznacheev, R. M. Baevsky). Research results: the article shows the specifics of psychological, medical and pedagogical support for students with disorders of the musculoskeletal system, discusses the tasks and ways of interaction between subjects of education in order to create an adaptive, developmental and health-saving environment in an educational institution. In conclusion, it is pointed out the need for constant interaction of participants in psychological, medical and social support of students in order to effectively actualize the personal potential of students with special educational needs.