Higher Education Institutions Research Articles

Doctoral education and the knowledge triangle: dynamics of linkage to other sectors in doctoral programs in Uganda

Purpose This study aims to explore the dynamics of linking doctoral programs to other sectors constituting future workplaces and fields of public engagement for doctoral graduates in Uganda. This is in light of the current global pressures for universities to contribute more directly to society, and changes in student demographics and career aspirations. In a number of jurisdictions, intentional linkage to other sectors is being pursued to better prepare doctoral graduates for work beyond academia. However, not much is known about the dynamics involved. Guided by the knowledge triangle framework, this paper posits that creating sufficient links between education, research and innovation through linkage to other sectors can offer a window of opportunities for attaining relevant doctoral outcomes for both students and wider society. Design/methodology/approach Qualitative multiple case study design was used to explore mechanisms of linking doctoral programs to other sectors in Uganda. Data was collected through in-depth interviews with 45 participants selected across all institutions providing doctoral education in Uganda. Thematic analysis was used to make sense of the data. Findings The study found no formal mechanisms for linking doctoral programs to other sectors. Lack of institutionalization, narrow focus in program design, cultural mismatch and resource limitations were major systemic constraints to effective linkage to other sectors in doctoral education. Institutionalization of integrated learning in collaborative university-other sector settings in doctoral education in Uganda is recommended. Research limitations/implications The research data is exclusively from higher education institutions, the possibility of not comprehensively reflecting the broader perspectives from other sectors cannot be overlooked. A more comprehensive study of the dynamics of innovating doctoral education in Uganda through coherent collaboration between higher education institutions and other sectors to ensure the success of linking education, research and innovation is recommended. Practical implications Promoting the knowledge triangle approach in doctoral education by creation of synergies between education, research and innovation through linkages to the other sectors would enhance the attainment of relevant doctoral outcomes for students and the wider society. Originality/value This paper offers deeper insights into the dynamics of enhancing the relevance of doctorates and doctoral research outputs beyond the academia.

Advancing higher education with GenAI: factors influencing educator AI literacy

Artificial Intelligence (AI) literacy has emerged as a critical skill across various disciplines and industries, including education. This study aimed to identify the factors that influence educators' AI literacy and to examine the relationships among these factors. A sequential mixed methods approach was used to investigate the factors influencing faculty members' AI literacy, with qualitative data collected from 33 faculty members through focus group discussions and semi-structured interviews. Quantitative data were then gathered using the finalized survey instrument, completed by 538 faculty members from diverse disciplines and higher education institutions in Palestine. Data analysis was conducted using Smart PLS. The findings revealed several key factors that impact educators' AI literacy, including AI competencies, perceived usefulness of AI, ease of use, professional development, and community support. Additionally, prior experience with technology played a significant role in developing AI literacy. While the study's mixed methods design provided depth, one limitation was that the qualitative phase involved a relatively small sample. Future research should further explore the broader implications of AI in education and its integration across various academic fields.

Invalidation of emotions and emotional eating: The moderating role of emotion regulation among young adults

ABSTRACT Our emotions play a decisive role in shaping our behavior. However, when the expression of these emotions is met with disapproval, it leads to us experiencing emotional invalidation. This experience has a detrimental influence on cognitive abilities, including decision-making, thinking, and reasoning, ultimately impeding one’s daily functioning. The present study examined the role of perceived invalidation of emotions on emotional eating tendencies. Further, it explores the moderating role of emotion regulation. The sample consisted of 320 young adults aged between 18 and 25. The data was collected through an online survey and offline questionnaires distributed in higher education institutions. The Perceived Invalidation of Emotions Scale, Emotion Regulation Scale, and Emotional Eating Scale were administered. Multiple linear regression and moderation analysis using Process Macro were performed to interpret the results. The results showed a positive relationship between perceived invalidation of emotions and emotional eating. Further, cognitive reappraisal and emotional suppression were found to moderate the relationship between perceived invalidation of emotions and emotional eating. These results have implications for designing physical health and well-being interventions that address invalidation of emotions. The moderation analysis results extend to interventions targeting emotional eating tendencies, emphasizing enhancing cognitive reappraisal skills. Health psychologists and nutrition experts can identify the antecedents of maladaptive eating patterns and apply this understanding while dealing with clients facing similar issues.

Влияние хронического радиоактивного загрязнения в условиях Южного Нечерноземья на семенную продуктивность Pinus sylvestris L.

In conditions of radioactive contamination, one of the criteria for the state of the female reproductive sphere of woody plants is their ability to form seeds, the biological qualities of which are assessed by germination and weight. The research was carried out on the territory of the Southern Non-Black Earth Region of Russia in the plantings of the Krasnogorsk district forestry of the Bryansk region and the Educational and Experimental Forestry Enterprise of the Federal State Budgetary Educational Institution of Higher Education "BGITU". The exposure dose rate was measured at a height of 1 m from the ground surface and on the soil with a DRG - 01T dose meter with an accuracy of 1.0 µR/ h, annually at constant reference points (at least 5 on each sample area) in a five-fold repeti-tion. Seed germination was carried out on a growing apparatus. When processing experimental data, the main statis-tical indicators for each variation series were calculated: the arithmetic mean with error, the mean square deviation, the coefficient of variation, and the accuracy of the experiment. Chronic ionizing radiation causes an increase in the length, width, and weight of Scots pine (Pinus sylvestris L.) cones. As the level of ionizing radiation increases, the seed weight of Scots pine (P. sylvestris L.) decreases. The germination rate of Scots pine (P. sylvestris L.) seeds from plantations with chronic ionizing radiation is quite high (more than 65%). Among ungerminated seeds, nonvi-able seeds with endosperm and embryo predominate. With an increase in the level of ionizing radiation, the total number of empty and embryoless seeds naturally increases.

THE METHODOLOGY FOR ACCELERATING THE LEARNING PROCESS BASED ON STRUCTURED AND SYSTEMATIZED LEARNING ELEMENTS (ON THE EXAMPLE OF APPROXIMATE ROOT CALCULATION OF A NONLINEAR EQUATION USING NEWTON'S METHOD)

The article is devoted to the consideration of the methodological foundations of the organization and implementation of intensive training in higher educational institutions using the technology of modular training of structured and systematized educational elements. Description of the substantive structure of the subject in the form of systematized educational elements, as well as improvement of the modularly formulated teaching methodology on the topic of approximate calculation of the roots of a nonlinear equation by Newton's method, based on an object-oriented approach to goals. The components of the module are logically structured educational elements, interconnected in content and functionality, and their interconnected blocks are proposed to be presented in the form of a systemically structured logical graph diagram. Keywords: Cognitive Development, Systems Thinking, E-Learning, Content Structuring, Modulation, Graph Diagram.

Peran Perguruan Tinggi dalam Membentuk Generasi Moderat: Pentingnya Moderasi Beragama bagi Mahasiswa

This study explores the role of higher education institutions in shaping a moderate generation through the internalization of religious moderation values within academic environments. The focus is on the Faculty of Sharia at UIN Siber Syekh Nurjati Cirebon, which implements strategic approaches through an integrative curriculum, participatory teaching methods, and value-based student activities. This research adopts a descriptive qualitative approach using observations and interviews with lecturers teaching courses related to religious moderation. The findings reveal that values such as tolerance, justice, and balance are conveyed through the integration of moderation content in Islamic studies courses, the use of relevant case studies, and open classroom discussions. Students are also engaged in interfaith programs and community service projects that allow them to apply these values in real-life contexts. The study concludes that higher education plays a strategic role in shaping inclusive and tolerant student character. A holistic curriculum and an open academic environment are effective in fostering a moderate generation in a pluralistic society

Problems of providing Kursk Polytechnic Institute with highly qualified personnel (1964–1970)

Relevance. The process of personnel formation of the teaching staff in the initial period of the Kursk Polytechnic institute is of considerable research interest, since it allows us to identify the specifics of the mechanisms of work of newly created institutions of higher education both in general and in a single institution of higher education. The data obtained on the basis of archival materials of a particular educational institution can be used to reconstruct the historical dynamics of the development of the university system, as well as to identify patterns in the staffing process in the regions.The purpose of the study is to retrospectively evaluate the effectiveness of the staffing of the Kursk polytechnic institute in the early years of its operation.Objectives: to reveal the specifics of the selection of teaching staff in the organization of the Kursk polytechnic institute; to study the dynamic changes in the staff of the Kursk polytechnic institute; to identify the main problems of staffing the institute in the early years of work.Methodology. The methodological basis of the research is based on the fundamental principles of objectivity and historicism. In the process of solving research problems, the authors used historical-genetic, historical-systemic, biographical, and retrospective methods.Results. The generalization of archival sources allowed to objectively evaluating the process of formation and effectiveness of personnel policy of Kursk polytechnic institute at the initial stage of its functioning. Two basic problems of the effectiveness of personnel provision of Kursk Polytechnic Institute were identified.Conclusions. The active recruitment of staff from among the teaching staff has led to a significant increase in the number of employees, despite the difficulties in providing housing and the lack of postgraduate studies. The measures taken in the form of attracting nonresident teachers, teachers from other higher educational institutions in Kursk, practicing specialists from industrial enterprises, training and advanced training, and the direction of targeted postgraduate studies have made it possible to form a stable staff in more than five years, laying a solid foundation for the further development of the institute.

Developing and validating a comprehensive scale for accreditation standards and quality assurance in e-learning institutions

Abstract In the evolving landscape of higher education, Online, Electronic, and Distance Education in Higher Education Institutions (OEDE-HEIs) demands rigorous quality assurance to uphold educational standards. Despite the critical importance of accreditation in ensuring the efficacy and credibility of OEDE programs, existing frameworks often lack the comprehensiveness required to address the unique challenges of e-learning environments. This study was undertaken to bridge this gap by developing and validating a robust evaluation tool tailored to the accreditation standards of OEDE-HEIs. The study integrated qualitative and quantitative analyses using a sequential exploratory mixed-methods design. In the qualitative phase, 9 experts participated in focus group discussions and 14 professionals took part in structured interviews to refine the model’s dimensions. In the quantitative phase, 171 participants, selected using proportional stratified sampling from five OEDE-HEIs, evaluated the model. The resulting tool comprises 87 items across 46 criteria within five core dimensions: organization, research, technology, teaching–learning, and support. Its validity was confirmed through a Content Validity Index (CVI) of 0.88, surpassing the standard threshold. Moreover, Confirmatory Factor Analysis (CFA) established strong construct validity, with all factor loadings statistically significant. Reliability was demonstrated through Cronbach’s alpha and Composite Reliability (CR) values exceeding 0.70, and Average Variance Extracted (AVE) values supported convergent validity. This study offers a validated, multidimensional instrument that captures the complexity of OEDE-HEIs’ accreditation needs. It strengthens the quality assurance landscape and contributes to global efforts to adopt comprehensive, adaptable accreditation models responsive to technological and pedagogical shifts in online education.

ADHD in higher education institutions in Ireland- services, supports and student needs

ADHD in higher education institutions in Ireland- services, supports and student needs

Student Data Security Optimization using Multiple Cryptography to Improve E-Campus Services

Data security is a critical aspect of e-Campus services, which manage student information. However, the risks of data breaches and hacking pose significant challenges, undermining user trust. This study aims to optimize student data security by implementing multiple cryptographic methods that combine Advanced Encryption Standard (AES) and Rivest-Shamir-Adleman (RSA) algorithms. The research methods include analyzing current security vulnerabilities, developing a security model based on algorithm combinations, and testing its effectiveness through Avalanche Effect measurement, process time evaluation, and user satisfaction surveys. The results indicate that the AES and RSA combination provides stronger protection against security threats, achieving an Avalanche Effect value of 52,36% while ensuring confidentiality, integrity, and data authentication. This implementation also maintains process efficiency, making it suitabble for use in e-Campus environments. This study not only offers a practical solution to enhance data security but also provides implementation guidelines that can be adopted by other higher education institutions.

The modern trends in personnel training for health care in the Allied State of Russia and Belarus

The article analyses current trends in training of young specialists carried out by higher and secondary vocational educational institutions in the Union State of Russia and Belarus today. The study permitted to substantiate existing problems in health care related to staffing and high turnover of personnel. This situation determines special significance of staffing for health care system, especially in the light of development of digitization. The on-line surveys of students in Google docs concerning their attitudes towards prospect of their further participation in RD during and after graduation were carried out. The surveys included questions concerning assessment of quality of digital technology adoption that permitted to identify most attractive areas of digital medicine development for respondents. The particular trends related to training of health care personnel in the Union State of Russia and Belarus were revealed, including increase in the number of medical graduates in the Russian Federation, while in Belarus this indicator is decreasing. In addition, the preferred areas of realization of their professional potential by medical students with knowledge of digital technologies in health care were identified.

Academic Engagement: Taking the Pulse of Business Students

Completion gaps continue to challenge higher education institutions. Research has identified causal models and variables contributing to persistence. However, the constructs of work engagement have generally not been applied to academic engagement or connected to higher education completion. This study administered the Utrecht Work Engagement Scale for Students (UWES-S) to business majors at a large, regional, open-admission university. Findings confirmed expected influences on engagement including fewer working hours, higher GPA, and higher satisfaction with the university. Gender, race, marital status, first-generation status, and course modality had no impact. Students with children were more engaged; barriers to completion, specifically financial issues, lack of support, and personal and family reasons did not impact engagement.

Critical thinking skills program: EFL classroom multicultural planning and teaching practice in higher education

In the context of globalized education, cultivating critical thinking (CT) skills in English as a Foreign Language (EFL) classroom has become increasingly essential—particularly within multicultural higher education settings. This study aims to design, implement, and evaluate a critical thinking skills program tailored for EFL learners in culturally diverse classrooms. The authors employed qualitative research to explore issues of the planning and implementation of critical thinking skills teaching programs within multicultural English as Foreign Language (EFL) classrooms at Indonesian higher education institutions. They specifically focused on examined how these programs are designed and executed in diverse educational settings and identify key considerations and strategies for effectively teaching critical thinking skills in such contexts. Five English Education lecturers, selected as respondents, participated in semi-structured interviews. The results of this study identify several key considerations for effectively teaching critical thinking skills in diverse educational settings. These considerations include: designing instructional materials that avoid racial or ethnophobic biases, understanding the cultural backgrounds of students, addressing language and social factors, defining clear learning objectives, and incorporating cognitive and affective factors. The research also highlights effective teaching strategies, such as integrating group discussions and simulations, Cooperative Learning, Concept Attainment, Problem-Based Learning, Scientific Learning, and Student-Centered Learning. The findings offer valuable insights for educators on enhancing teaching practices and fostering a more inclusive and effective learning environment for critical thinking in multicultural contexts.

The Role of Scientific Integration in Contemporary Ijtihād: Researchers' Perspectives in State Islamic Universities

particularly within State Islamic Higher Education Institutions (PTKIN) in Indonesia. In this context, Ijtihād, as a pivotal instrument in the development of Islamic law, can no longer rely solely on normative-textual approaches; rather, it must be contextualised through interdisciplinary and integrative perspectives. The discourse on integrating Islamic and general sciences has become increasingly critical, especially considering the emergence of ideas such as the Islamisation of knowledge and the reconstruction of Islamic epistemology. This study examines the contextualisation of Ijtihād within the knowledge integration framework at PTKIN. Employing a multisite qualitative approach based on grounded theory, fieldwork was conducted at UIN Sumatera Utara (UINSU), UIN Syahada Padangsidimpuan, and STAIN Mandailing Natal. Data collection techniques included focus group discussions, in-depth interviews, observation, and document analysis. The findings reveal that the contextualisation of Islamic law through integrated academic models continues to face structural, epistemological, and institutional challenges. UINSU applies the Wahdat al-ʿUlūm model, UIN Syahada employs a theo-anthropo-eco-centric approach, while STAIN Mandailing Natal remains embryonic. This research asserts that integrating knowledge to contextualize Islamic law demands academic culture reform, intellectual authority strengthening, and epistemological courage to transcend the dichotomy between religious and secular sciences. Thus, Ijtihād emerges not merely as a normative discourse but as an academic praxis with significant implications for transforming knowledge and advancing Islamic civilisation locally and globally. The academic contribution of this research lies in mapping the patterns of knowledge integration implemented in PTKIN and offering a critical analysis of the challenges faced in the contextualization of ijtihad. These findings enrich the discourse on contemporary Islamic legal studies by broadening the methodological horizons of ijtihad through interdisciplinary approaches

The Impact of Remote Educational and Training Sessions on the Physical and Technical Preparedness of Students

This article explores the attitudes of students at higher education institutions towards distance-based educational and training sessions, as well as their impact on physical and technical preparedness under current conditions. The aim of this study is to examine the influence of remote training formats on the physical and technical preparedness of students. A survey was conducted involving 452 students from six higher education institutions in Ukraine. Participants represented all academic years and included individuals of different genders. The survey was administered remotely using a questionnaire developed via Google Forms. All participants provided informed consent prior to their involvement in the research. The survey results allowed for the identification of the most important types of preparedness in the distance training format. According to 64.2% of respondents, physical preparedness was considered the most significant. Psychological preparedness ranked second (13.8%), followed by technical preparedness (12.2%), and tactical preparedness (4.9%). Additionally, 4.9% of students believed that all types of preparedness are equally important for achieving high athletic performance. The study revealed that 41.0% of students identified effective factors that positively influence various types of preparedness in the distance format. These include: the quality of video materials and instructions that clearly and accessibly demonstrate technical elements; meaningful and timely feedback from instructors; individualization of the training process; availability of technical tools; motivation for self-directed learning; and regularity of educational and training sessions. However, 33.0% of respondents indicated that remote training negatively affects physical and technical preparedness. They cited several reasons for this perspective, including limited opportunities for real-time error correction due to the absence of direct trainer support during exercise performance, and the format of the material presentation—interactive tasks, testing, or video presentations—which can sometimes complicate comprehension and execution of technical elements. In conclusion, the study highlights both the positive and negative impacts of distance-based educational and training sessions on the physical and technical preparedness of students in higher education institutions. It also outlines the advantages of conducting remote training under martial law conditions, as well as the limitations of such an approach.

Student Training Sessions Under New Social Challenges.

The article presents data on students' attitudes toward training sessions in two formats: face-to-face and online. The aim of the study was to analyze the attitudes of higher education students toward online training in the context of new social challenges, including quarantine restrictions and martial law. The study was based on a survey of 452 students conducted in six higher education institutions in Ukraine. Students from all academic years participated in the survey, which was conducted remotely using a questionnaire created in Google Forms. All students provided personalized consent for participation in the study. Results. The study revealed that during quarantine restrictions and the period of martial law, online training formats were not implemented in all higher education institutions. Only 32.4% of students reported that online training sessions were introduced during quarantine restrictions, while 5.9% of respondents stated that online training was available during martial law. The majority of students (73.4%) indicated that they had the opportunity to train in real sports halls or stadiums. Among them, 65.7% were satisfied with the quality of face-to-face training sessions. At the same time, 63.4% of surveyed students were satisfied with online training sessions, and 44.5% stated that online training fully met their expectations. However, 46.6% of respondents noted significant changes in their training schedules due to quarantine or military actions, which affected the frequency of attending sports clubs and training sections. A significant portion of students, specifically 53.1%, reported training only 1–2 times per week under martial law conditions. Conclusions. In the context of new social challenges, the training process in higher education institutions has been implemented in three formats: face-to-face, blended, and online. The conducted analysis suggests that students generally consider each of these formats to adequately meet their training needs under quarantine restrictions or martial law conditions.

Adopting Sustainability Competencies in Management Education—A Scoping Review of Progress

There is growing urgency to address society’s complex issues, many of which are incorporated within the Sustainable Development Goals (SDGs). Higher education has a special role and a responsibility to support and promote these goals and to prepare students for the complex challenges they will face as future leaders. The SDG framework helps students understand SDGs, but special competencies are necessary to address them effectively. Sustainability competencies (SCs) impart the personal/emotional development missing from current programming, but higher education institutions (HEIs) have been reluctant to introduce them into their curricula. Meanwhile, graduating students are ill-prepared for the complex problems, such as sustainability, that they will face as new managers and leaders. Our research question focused on identifying essential evidence that would support the implementation of SCs in HEIs. Our purpose was to raise awareness of the need for action in improving sustainability education and to assist in moving the issue forward. To enhance reading, we purposefully included multiple sections that capture and highlight the essential information. We employed a scoping review (SR) to scope out the relevant literature that supported a credible model for SCs and determine whether consensus was evident among scholars for such a model. Contrary to a commonly expressed theme in the literature, the results revealed that scholarly opinion had converged around a framework proposed by Wiek, Withycombe and Redman in 2011 and their 2021 update. A thematic analysis identified the key barriers preventing integration in HEIs, including the absence of a comprehensive policy to direct the implementation and sustain the change. We discuss these barriers and how they may be addressed. Integrating SCs into ME responds to SDG 4 (quality education). The results are intended to generate action regarding the need to integrate SCs in ME—sooner rather than later. The conclusions drawn respond to SDG 4 (quality education). The study serves to increase awareness of the issues and barriers preventing the much-needed transformation of ME in HEIs and stimulate discussion and potential action. Further research may involve a systematic review to inform much-needed policy and implementation.

SteXMeC: A Student eXperience Evaluation Methodology with Cultural Aspects

Cultural factors shape students’ expectations and perceptions within diverse educational settings. The perceived quality of a Higher Education Institution (HEI) is crucial to its success, with student satisfaction determined mainly by their overall experiences. The concept of Student eXperience (SX) can be analyzed through the lens of Customer eXperience (CX) from a Human–Computer Interaction (HCI) perspective, positioning students as the “customers” of the institution. SX encompasses academic and physical interactions and students’ emotional, social, and psychological responses toward an institution’s systems, products, and services. By accounting for factors such as emotions, socioeconomic status, disabilities, and, importantly, cultural background, SX provides a comprehensive measure of student experiences. Building upon our previous SX model and Hofstede’s national culture model, we have developed a Student eXperience evaluation methodology that serves as a diagnostic tool to assess both student satisfaction and how effectively HEIs serve a diverse student population. This methodology ensures that all students, regardless of their background, are considered in the evaluation process, facilitating the early identification of institutional strengths and weaknesses. Incorporating cultural aspects into the assessment delivers more precise results. Furthermore, our approach supports HEIs in promoting equity, diversity, and inclusion by addressing the needs of minority students and students with disabilities, as well as reducing gender disparities. These objectives align with UNESCO’s Sustainable Development Goals, contributing to fostering an equitable learning environment. By adopting such inclusive evaluation practices, HEIs can enhance the perceived quality of education and their responsiveness to the needs of an increasingly multicultural student body.

Exploring value co-creation in private higher education institutions in Morocco: implications for financial and market performance

PurposeThis study investigates the impact of student value creation on private higher education institutions (HEIs) performance. Student value is regarded as a multi-stage, multi-stakeholder process that incorporates faculty participation while combining the perspectives of private HEIs managers and student. The study also examines both financial performance (FP) and market performance (MP).Design/methodology/approachData were collected through three-informant design surveys to investigate the perspectives of managers, faculty staff and students. The hypotheses were tested using SmartPLS4.FindingsThe results indicate that student value has a positive and significant impact not only on private HEIs' FP but also on their MP. The results show a set of relationships in which each actor leads the subsequent phases to decisively improve institutional performance. The results also show significant mediation effects in the student value phases.Originality/valuePrevious research on value creation has separately focused on the perspectives of HEIs or students. This theoretical separation does not allow researchers to examine whether there may be discrepancies between the value offered by HEIs and the value that students believed they have received. Furthermore, there is no study that has integrated the faculty’s perspective despite their great importance in delivering value to students. This study fills this gap by considering all three perspectives of value creation for students.

Features of sports and tourism training in higher educational institutions

The functions of sports and tourism activities are revealed: educational and cognitive, developmental, and sports and recreational. The conditions for the formation of students' competence are shown: the first condition is the study of the tourist and recreational potential of the territory of Ukraine and abroad - natural tourist resources (mineral waters, climate, lakes, mountains, etc.), historical and cultural monuments. The second condition is the organization of tourist and local history work: practical classes, excursions, tourist trips, rallies, competitions, orienteering, etc. The third condition is modern technologies for organizing and conducting tourist trips (group formation, estimates, route planning, inventory, bivouac, organization of competitions, report). Based on the results of the observation and analysis of the educational process in higher education institutions, the peculiarities of planning the process of sports and tourism work were studied. An important step is to develop the ability to analyze the tourist and recreational potential of the territory. A systematic and consistent approach makes it possible to teach quick orientation on the terrain. It develops the ability to work with a map and compass. Self-improvement and self-organization deepens skills (making an estimate, selecting equipment, planning competitions and writing a report). Depending on the purpose, several types of tourist trips were used: mass, preparatory and sports. Improving physical fitness. Fostering team spirit, patriotism, respect for nature in the process, and promoting a healthy lifestyle. It is proved that in the process of training students, the ability to analyze personal actions, evaluate actions, strive for self-knowledge, and self-education is formed.