Educational Problems Research Articles

FEATURES AND POTENTIALS OF NON-FORMAL ADULT EDUCATION IN UKRAINIAN EDUCATIONAL ENVIRONMENT

The aim of the article ii to define features and potentials of non-formal adult education in Ukrainian educational environment that is focused on adult learners` development and motivation; effective change management; the challenge of real life adult learners can face; ability to prove adult learners can use knowledge to introduce themselves professionally and communicate effectively in everyday situations and work. General scientific methods such as analysis, synthesis and generalization of the scientific information on different theoretical approaches to the problem of non-formal adult education have been used. One of the most important tasks at the present stage of modernizing non-formal adult education in national teaching and learning process is to ensure teaching quality according to both national and international requirements as well as support adult learners in delivering successful learning preparing them for future challenges. This issue is partly a reaction to the rapid changes in technologies adult learners can see around and experience on a daily basis. Information technologies, effective tools and timely forehanded receiving of information are becoming essential and crucial factors in the teaching lifelong education process. There is a need to bring into focus the non-formal adult education process to improve the design and structure of adult learning opportunities. In this article, we address concepts and approaches, which are equipped with appropriate innovative-based effective tools in accordance with the latest requirements identifying key issues that emerge in non-formal adult education, introducing them as substantial elements of teachers’ professional competence and their effective use in lifelong education process. Particular attention is paid to the teacher`s role and significance in nonformal adult education making such a process more meaningful for adult learners.

Press START to Teach – Can Simulation Games Close the Theory-Practice Gap?

Background Student teachers commonly struggle to apply theoretical knowledge to their teaching. This theory-practice gap is a serious problem in teacher education. Over the past decade, simulations and serious games have been shown as an effective way to practice the transfer of theoretical knowledge in authentic settings of skill-use. Approximating theory-based teaching practice via repeated use of simulation games, thus, may be able to close the theory-practice gap in teacher education. Aim We aimed to assess whether repeatedly engaging with simulated teaching and theory-based feedback would improve student teachers’ teaching self-efficacy, transfer of theories into teaching situations and their perceived usefulness of theories. Method N = 86 student teachers learned twice with either a digital simulation game depicting decision-making in the classroom (simulation condition) or with screenshots of the game (control condition). After each phase, student teachers received theory-based feedback about (their) teaching. Results Against our hypothesis, there were no changes in both conditions regarding student teachers’ teaching self-efficacy, perceived usefulness of theories for practice, or integration of theory-based arguments into practical reasoning. Nonetheless, we found positive effects for learning time and motivation favoring the simulation condition. Conclusion Our results point towards the motivating potential of simulation games that was, however, not sufficient to close the theory-practice gap. It seems that the theory-practice integration within the simulation game needs to be even stronger to reveal the desired effects, which needs to be subject to further research.

Inovasi Kurikulum PAI Berbasis Pembiasaan Khitobah untuk Meningkatkan Rasa Percaya Diri Siswa di MAN 2 Karanganyar

A curriculum innovation is a specific and recent idea, idea or action carried out in a curricular area. This innovation is designed to solve the problem of education. When there is a problem of the lack of self-confidence of the students of Madrasah Aliyah State 2 Karanganyar, then it is felt necessary to innovate the curriculum of Islamic Religious Education (PAI) by holding routine changes for students in turn. This method of research uses qualitative descriptive research that explains what happens in accordance with the facts on the ground. Data collection techniques are done through observation, documentation and interviews. The results of the research show that the innovation of the PAI curriculum based on the practice of chitobah runs well and has a positive impact on students. Chitobah is running on schedule, although there are some obstacles, but there can be solutions.

Problems of legal education development in Ukraine

ABSTRACT The issue of training qualified and respectable experts is especially relevant when Ukrainian lawyers are faced with unprecedented tasks, including the need to ensure the development of the rule of law or the protection and restoration of citizens’ violated rights caused by the military aggression of a neighboring state. This article aims to identify the primary problematic issues in law expert training and their causes and suggest the approaches and means necessary to form a reasonable and realistic model for legal education development. In order to fulfill the set aim, the authors used the method of philosophical dialectics, a system of general and special scientific methods of cognition, which are based on the principles of objectivity, comprehensiveness, and complexity. The authors suggest a comprehensive vision of directions for lawyer training reformation based on the analysis of the state of legal education and scientific sources covering the problems of student education. The article substantiates that it is necessary to consider this issue through the prism of legal practice needs and address the problems in accessing jobs in the degree field. This study outlines specific areas of reforming legal education and defines steps to take to improve the training of lawyers.

Bridging chemistry education research and practice through research-practice partnerships

This perspective article is a call to establish research-practice partnerships (RPPs) to foster collaborations between instructors and education researchers to tune into the needs of practice, share evidence-based practices, and solve modern organic chemistry education problems. I begin the article by discussing some limitations of the traditional approach of “translating” research into practice and suggest RPPs as an alternative model for “bridging” research and practice. Importantly, RPPs have been shown to address persistent problems of practice and improve educational outcomes. While more common at the secondary level, RPPs are rarely leveraged in post-secondary chemistry education. The article goes on to provide a concrete and relevant context for potential future RPP efforts to improve aspects of organic chemistry education—RPPs between education researchers and organic chemistry instructors to work toward designing, administering, and testing interventions to support learners’ representational competence (RC). RC is a set of skills that allow for the reflective use of a variety of representations to think about, communicate, and act on chemical phenomena. Current instruction often falls short of effectively supporting learners in developing RC. It is often tacitly assumed that learners will develop RC without explicit instruction that scaffolds the development of the RC skills. While it is important to improve the teaching about and with representations, implementing innovative pedagogical approaches can be challenging, particularly when instructors feel isolated in their efforts within their work environments. The RPP model could catalyze solutions to these challenges by pooling diverse expertise, thus enabling more robust and sustainable educational innovations.

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

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

Construction and Implementation of a "Learner-Centered" Business Education Model Based on Artificial Intelligence Technology

With the rapid development of artificial intelligence (AI) technology, its application in education has attracted increasing attention. This paper aims to explore how to construct a "learner-centered" business education model based on AI technology and analyze its practicality from a theoretical perspective. The study first elaborates on the concept of "learner-centered" education through literature review and analyzes the existing problems in business education. Then, drawing on theories from education and information technology fields, this paper proposes a framework for a business education model that integrates AI technology. The study adopts logical reasoning and model construction methods to analyze the application of AI in personalized learning path design, learning process management, and learning effectiveness evaluation systematically. The paper emphasizes the role of AI in assisting teachers in understanding student needs, optimizing teaching content and methods, and improving the interactivity of teaching activities and the accuracy of learning effectiveness measurement. The conclusion suggests that an AI-based business education model can enhance personalization and adaptability in education, improve student engagement and satisfaction, while highlighting the need to address ethical and privacy concerns in AI applications. This research has important theoretical significance and practical value for guiding future innovations in business education models.

Permasalahan Pengelolaan Sarana dan Prasarana dalam Pendidikan

Management of facilities and infrastructure is an important aspect in supporting an effective learning process. Facilities such as books, technological devices, and teaching aids, as well as infrastructure such as classrooms, laboratories, and other supporting facilities, play a role in creating a conducive learning environment. However, many educational institutions face various problems in their management, such as budget constraints, lack of routine maintenance, inefficient management, and inability to keep up with technological developments. These problems have an impact on the quality of learning and students' access to education. To overcome this, careful planning, adequate budget allocation, training for educators, and utilization of technology are needed. With these steps, the management of facilities and infrastructure is expected to run better and contribute to improving the quality of education.

Comparative pedagogy: changing research perspective

Introduction. Given dramatic changes in social, cultural priorities and values taking place across the globe today, with all around changing strategic partners, it becomes apparent that comparative pedagogy desperately needs its methods to be updated. Post modern research paradigm resources are running out. We need new data, approaches, and methods to enhance the comparative analysis. The paper aims to propose rationale for new comparative pedagogy avenues via expanding its subject fields. Methodology. The methods employed show the author’s stand on updating scholarly knowledge in comparative pedagogy. Within the frame of conventional historical approach this research relies on the diachronic and synchronic analysis method, coupled with axiological and cultural approaches and complemented with the contextualization method. The anthropological approach is based on the biographical method. The discursive approach was used as a narrative in the form of commentary of authentic texts – their interpretation, the main source of knowledge in comparative pedagogy. Findings. Modern discourse of comparative research in education contains certain inconsistences which might be put down to an inadequate analysis of upsides and downsides of foreign education system, which eventually restricts our opportunities to rely on overseas experience. It is also true as concerns correlating values demonstrated by foreign practices with national mentality and traditions, use of appropriate conceptual semantics and comparisons. Some questions also arise about the limits of the author’s interpretation. The ways of handling these issues were sought during the review of modern works devoted to the problems of education in different social and cultural contexts. Most problems stem from the language, communication, cultural codes, symbolic forms conveying identity, knowledge and values in Latin America, Middle East, South-East Asia, Africa and some European countries. Conclusion. Comparative pedagogy equipped with updated methods is presented in the paper as one of the up-todate research avenues in interdisciplinary humanities. It helps integrate national education systems allowing for their ethnically and culturally specific differences. A comparative perspective enabled to look into foreign pedagogical experience as another worldview based on historic, cultural, spiritual potential of these countries and their significance. Comparative analysis opened door to a scholarly dialogue in the educational space to promote better understanding and international cooperation.

IMPLEMENTATION OF PEDAGOGICAL EMPIRICAL RESEARCH IN THE EDUCATIONAL PROCESS

This article is called “Implementation of pedagogical empirical research in the process of education” this article describes educational problems in the process of education, opinions and comments made by foreign research scientists, as well as analytical and critical views of the author.

Global problems in education as a research object in international databases: a historical perspective

Introduction. Global problems of modernity and globalisation are appealing to scientists as a research subject not only for understanding their nature, development, and manifestations in various spheres of life (in the case of our study, in education) but also because a comprehensive analysis is essential to combat them. Aim. The study aimed to trace the history of scientific research on the impact of global issues on the education system. It utilised bibliometry to conduct a qualitative content analysis of selected works to identify existing research trends within the topic and factors influencing the research agenda both in Russian Federation and abroad. Methodology and research methods. The research utilizes bibliometric methods and qualitative content analysis of publications (articles, conference proceedings, monographs, and reports) from open-access scientific journals at the final stage of publication. The study also examines statistical reports from the international Scopus database for the period from 1978 to 2023, selected based on bibliometric criteria. Papers were analysed and classified according to their publication periods and the number of citations they received. Based on the results of a qualitative content analysis comparing scientific agendas worldwide and in Russian Federation, the study identified the topics, conceptual foundations, and key participants influencing the resolution of global education issues across various historical periods. Results. Four waves of interest in this topic were identified: 1988–1999, 2000–2012, 2013–2018, and 2019–2023. From 1988 to 1999, all studies can be broadly categorised into two groups: teaching methods and organisation of educational activities. The development of specific trends in the study of global education problems began only between 2000 and 2012. From 2013 to 2018, scientists focused on restructuring the educational process in new conditions. From 2019 to 2023, the focus shifted to the impact of the COVID-19 pandemic on the organisation and transformation of the educational process. It has been established that the thematic focus of research by Russian scientists and the international scientific community as a whole differs. The authors cite and analyse the possible historical reasons for this divergence. Scientific novelty is ensured by the absence of similar research in the international information space. Practical significance lies in the necessity, given the current socio-economic situation, to highlight global education issues for the purpose of planning and coordinating research efforts.

The role of performative verbs in the English educational discourse in British and American fiction

The issues of performativity of the English educational discourse (EED) are considered. Under the educational discourse, the authors understand the educator's statements to the educatees in order to make an educational impact on them. The aim of the study is to define the types and characteristics of performative verbs in the English educational discourse. The authors suggest that performativity can become one of the important characteristics of educational discourse. The data for this study were collected from the English-language fiction of the 19th–21st centuries, devoted to the problems of education and upbringing. Attention is paid to performative verbs as the basis of EED. The classifications of Austin, Searle and Apresyan are taken as starting points. The results of the analysis show that performative verbs are typical of the EED, but their activity and frequency vary. The performativity of a verb depends on its position in the sentence. In some positions in the sentence, they may lose their illocutionary power and the ability to carry out an action; in this case, they are used in the phatic function. The analysis shows that the EED has a high degree of performativity, which can be considered a characteristic feature of the discourse under study.

Application of binary lessons in mathematics as a factor of achieving the requirements of the updated Federal State Standards of basic general education

As part of the introduction of the updated Federal State Educational Standard for basic general education, the school is required to pay special attention not only to meeting the requirements for subject learning outcomes, but also to the development of functional literacy and soft skills. As part of the implementation of this direction, special attention is paid to increasing the level of mathematical literacy of students as an integral element of functional literacy. The key subjects in secondary schools that contribute to this process are mathematics, physics and computer science. Since the potential of meta-subjectivity and interdisciplinary communication of the subject of mathematics directly depends on its potential as a teaching and educational system, the article makes a critical assessment of the content of training and introduces proposals for its optimization in terms of focus on both the formation of mathematical literacy and the development of the mind and thinking of students, the formation of their mathematical culture and metamathematical knowledge. Paying attention to the mathematical component, the article notes that currently, as part of the implementation of the basic general education program, the emphasis is shifting to the area of the possibility of applying mathematical knowledge, skills and abilities to the problems of everyday reality. Thus, to increase the level of mathematical literacy as an integral element of functional literacy, an interdisciplinary consideration of the mathematics course and a search for ways to implement interdisciplinary connections are required. From this point of view, as an example for such an implementation, the issue of compiling and solving educational problems that can be used when conducting binary or integrated lessons in mathematics and physics was considered. The integrative nature of the content of binary lessons in mathematics and physics means the need for a synthesis of knowledge and methods of activity for students to implement it, which allows students to better assimilate the material, since they can see the connection between different subjects

SELF REALIZATION AND DEVELOPMENT OF THE FUTURE TEACHER’S MICROENVIRONMENT

Nowadays, almost all the main characteristics of personality education processes fall into the problematic field of educational problems of discussion: personality formation (socially significant properties and qualities); content of theoretical and practical training of students as future specialists; ways and means of motivating professional self-realization, etc.Personality always interacts with other people, groups, and social objects. An individual’s belonging to certain microenvironments and other social groups present in a given society is condition that largely outlines the possibilities of person's development as an individual, as a personality, as a subject of activity, determining the direction of this development. These approaches outline different sides of the problem: the first starts from the demands of society; the second starts from the properties of the individual; the third offers ways to reconcile one or the other. However, at the same time, they are all complementary.Common to all social groups is the joint activity of people aimed at achieving common goals, performing a specific action based on the exchange of information and the existence of special means of control over the performance of certain functions. Distinctive features of a social group are the conditionality of the objectively existing structure of social relations and their relative independence. The positive development of the microenvironment of the life of the future specialist is most effective in interaction with the development of his / her self-realization.It is important to note that the information received by the future teacher from personal experience may or may not coincide with the information received through public sources of education and mass communications. The coincidence of these information sources in terms of content ensures the unity of the consciousness of the personality of the future teacher and the consciousness of society. Thus, certain concepts that are spread officially may not find real support in the life experience of a specific individual.Social and psychological attitudes of direct and indirect experience are formed under the influence of external factors in the inner world of the individual. Studying the issue of the formation of the influence of the social environment on the personality, it can be argued that the microsociety is the carrier of the management potential of the formation of some personality elements. It is in the microenvironment that it is possible to create such conditions that will directly affect the individual in order to form higher levels of self-realization.

Examination of Pre-Service Teachers' Experiences on Student-Centered Instruction

The teaching approach, in which the student is at the center of learning, is becoming more and more common. The teacher is an important factor in the implementation of this approach. Pre-service education plays an important role in the qualified training of teachers. If teacher candidates learn student-centered teaching through experience at the university, they are expected to apply it more easily when they start working. In this direction, it was aimed to examine the student-centered teaching experiences of pre-service teachers. It is supposed that pre-service teachers' views on this process will contribute to the development of pre-service teacher education. The research was carried out with the phenomenology design, and 67 pre-service teachers were included in the research with the criterion sampling method. The research data collected with an open-ended questionnaire form were analyzed by content analysis. According to the results of the research, pre-service teachers think that student-centered teaching encourages them, makes them effective, and provides them with skills. Because of these features, they consider the approach as an effective learning approach and think that the experiences give them emotional awareness and improve their professional competencies. However, pre-service teachers experience educational problems such as indecision, anxiety, lack of self-confidence and knowledge, and inexperience while performing student-centered teaching.

Unravelling epistemic injustice in medical education: The case of the underperforming learner.

Epistemic injustice refers to a wrong done to someone in their capacity as a knower. While philosophers have detailed the pervasiveness of this issue within healthcare, it is only beginning to be discussed by medical educators. The purpose of this article is to expand the field's understanding of this concept and to demonstrate how it can be used to reframe complex problems in medical education. After outlining the basic features of epistemic injustice, we clarify its intended (and unintended) meaning and detail what is required for a perceived harm to be named an epistemic injustice. Using an example from our own work on introversion in undergraduate medical education, we illustrate what epistemic injustice might look like from the perspectives of both educators and students and show how the concept can reorient our perspective on academic underperformance. Epistemic injustice results from two things: (1) social power dynamics that give some individuals control over others, and (2) identity prejudice that is associated with discriminatory stereotypes. This can lead to one, or both, forms of epistemic injustice: testimonial and hermeneutical. Our worked example demonstrates how medical educators can be unaware of when and how epistemic injustice is happening, yet the effects on students' well-being and sense of selves can be profound. Thinking about academic underperformance with epistemic injustice in mind can reveal an emphasis within current educational practices on diagnosing learning deficiencies, to the detriment of holistically representing its socially constructed and structural nature. This article builds upon recent calls to recognise epistemic injustice in medical education by clarifying its terminology and intended use and providing in-depth application and analysis to a particular case: underperformance and the introverted medical student. Equipped with a more sophisticated understanding of the term, medical educators may be able to re-conceptualise long-standing issues including, but also beyond, underperformance.

Analysis of the influencing factors of left-behind children's mental health based on python program--Anhui Province as an example

With the rapid development of social economy, the number of farmers going to the cities to work has increased, leading to the problem of left-behind children in rural areas. Left-behind children face physical and mental health challenges due to the lack of parental accompaniment. The state has introduced policies to improve their environment, but uneven educational resources, psychological problems and lagging rural development remain to be solved. Based on the data of left-behind children in Anhui Province during the seven-year period of 2016-2022, this paper collates relevant literature and then empirically analyses the factors affecting the number of left-behind children and their mental health by means of multiple linear regression models. The study shows that the number of left-behind children has a strong negative correlation with economic growth and education problems, which means that improving the economic and educational conditions may help reduce the number of left-behind children, while the family environment and campus environment have a significant positive effect on the mental health of left-behind children. Finally, on the basis of the empirical findings, policy initiatives such as promoting economic growth and employment opportunities, improving the distribution of educational resources, strengthening family care and companionship, optimising the campus environment and teacher-student relationship, and establishing a peer support mechanism and are proposed in the hope of creating a better environment for left-behind children to grow up, and then promoting their psychological health development.

Building Professional Capacity of Graduate School and Its Students

In the modern society, postgraduate education plays an important role in cultivating professional talents and promoting scientific research. However, in the study plan of the graduate school, cultivating students' professional ability becomes an urgent problem to be solved.This article aims to explore how to strengthen the learning plan of graduate schools to cultivate students' professional abilities. Firstly, we will analyze the current situation and existing problems in graduate education. Then, taking Yichun University as an example, we will survey 200 graduate students to investigate their situation in current preparation and readiness, research publication and awareness, quality of post performance and practices, independent study, research content practices, master in the area of specialization, Based on the survey results, methods and strategies for improving the learning plan will be proposed, including three levels: graduate school, mentors, and individual students, in order to provide valuable suggestions for the graduate school.

Socialization 2.5: Social Education in the era of Aggregator Platform

The article is devoted to the analysis of an urgent problem – the emergence and development of new phenomena in the field of Russian social education – children’s public organizations integrated into state macro-information systems. The “Movement of the First” is the most striking example of this kind, in which its digital and “living” human components are closely interconnected. The metaphor “Socialization 2.5” in the title of the article reflects the position of the authors that socialization under the conditions of the developing Internet environment in Russian conditions has already outgrown the distinctive features of “Web 2.0”, but has taken a different path than the proposed version of “Web 3.0”. The article argues the position according to which children’s public organizations (movements) engaged in social education are independent socio-technogenic factors. Organizations (movements) of this kind are a tool for removing, levelling the social and cultural characteristics of differentiated social groups and solving a number of other social, educational and cultural tasks. It is shown that the real conceptual model of the subject area of business processes of the “Movement of the First” (romanized: Dvizheniye pervykh – RDDM activities) is described in the language of economics, sociology, computer science, the language of business trainings adapted to a youth audience, but does not use the language of traditional Russian academic pedagogy. The article identifies a number of new problems of social education, which are a consequence of its development in conditions of integration with digital technologies: the inclusion of man-made components in the process of identifying a child with the movement, in acts of initiation (occupation of a certain status, including membership in the movement), in communication, the absolute absence of anonymity. Possible threats to the development of the children’s organization “Movement of the First” are noted as: a bias towards “virtualization” of the proposed activities, up to the replacement of activities in the physical world with its “digital footprint”, the risk of using exclusively formal indicators of movement development, the problem of motivating the activity of subjects, the problem of balance between the requests of movement participants and the “resource intensity” of the proposed “activities”. In the perspective, it can be assumed that the digital component of the movement will develop intensively, expanding the degree of automation, the use of artificial intelligence systems, which may lead to further deformation and adaptation of the system of social interactions within the movement to the possibilities of the digital environment. All named problems are a challenge in relation to the theory of social education and require serious research based on an appropriate methodological basis.

Школа Д.Б.Эльконина—В.В.Давыдова: от истории к перспективам

<p>The article is an introdution to the project “A Model of a Modern School Based on the System of Developmental Education of D.B.Elkonin<span style="font-size: 11.0pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: RU; mso-fareast-language: RU; mso-bidi-language: AR-SA; mso-no-proof: yes;">—–</span>V.V.Davydov”. It was presented to the Presidium of the Russian Academy of Education in 2013. Based on more than half a century experience in the development and implementation of a developmental learning system in the practice of experimental Moscow school 91, the authors prove the relevance of the project in solving the basic problems of modern education. The orientation of the developmental learning system on the principles of activity theory provides an opportunity to achieve high meta-subject results. A retrospective analysis of the stages of the formation of the developmental learning system allows not only to confirm the importance of its fundamental theoretical provisions, but also to identify points of growth,to determine the prospects for further development. The article presents a list of problems, which must be solved in order to achieve an effective implementation of developmental learning in modern educational practice. There is a detailed list of practical content (textbooks, manuals, methodological recommendations, workbooks) created by the authors of educational programs for students of different ages and for teachers.</p>