Professional Mobility Research Articles

METHODS OF DEVELOPMENT OF PROFESSIONAL MOBILITY OF STUDENTS STUDYING IN THE FIELD OF SPECIAL PEDAGOGY

The development of professional mobility among students in the field of special pedagogy is crucial for fostering adaptable, internationally-minded educators. This abstract explores various methods designed to enhance students' professional mobility, including experiential learning, international internships, cross-cultural communication training, and the integration of digital platforms for virtual exchange. These methods aim to equip students with the skills needed to engage in diverse educational environments, promoting an inclusive and globally competent approach to special education. By focusing on active learning and international collaboration, these strategies encourage the development of skills that are essential for educators in an increasingly interconnected world.

Implementing Best Practice Guidelines under the Best Practice Spotlight Organisation: Facilitators and Barriers for Nurses: A Delphi Study.

The implementation and sustainability of evidence-based practice (EBP) is a complex process. Best practice guidelines (BPGs) can facilitate the translation of knowledge from theory into practice, but they require working groups to adapt recommendations and encourage adherence to them. The aim of this study was to identify facilitators and barriers of BPGs in the Registered Nurses' Association of Ontario®, within the framework of Best Practice Spotlight Organisations® (BPSOs®), in a hospital setting. Methods: This study was conducted using the modified Delphi method (two rounds) with a cohort of BPSO® Best Practice Champions. The facilitators and barriers included in the first round were identified through a bibliographic search. The degree of concordance was determined in the second round using the highest mean resulting values. Results: A total of 44 nurses responded, with a mean age of 42.57 ± 8.563. The facilitators included the following: work environment; working in a hospital that encourages research; and dedicating time to EBP (p < 0.001). The barriers included the following: excessive workload; professional mobility (p < 0.001); and lack of time (p = 0.002). Implications for practice: As such, it is necessary to approach human resource management by implementing new policies that guarantee systemic sustainability. The BPSO® programme is an excellent framework for promoting the translation of theoretical knowledge into practice and effecting institutional change.

Priorities and Incentives for the Mobility of Russian IT Specialists

Introduction. The mobility of IT specialists differs from the mobility of all other socioprofessional groups. The study of mobility is relevant, since the movement of IT specialists significantly affects the peculiarities of the formation of the digital space, the success of many types of activities of modern society, and its prospects. Sociology has accumulated a scientific foundation for covering mobility based on new research principles, which makes it possible to identify specific characteristics of the mobility of IT specialists.Methodology and sources. The conceptual theoretical and methodological positions of the study are represented by a complex of ideas, the basis of which is the work of P.A. Sorokin and his followers a bout the essence of mobility. The article is based on ideas a bout the mobile society formulated in the works of D. Urry, M. Castells, B. Latour, K. Knorr-Cetina, and the provisions of the works of D.V. Ivanov about new forms of integration of the digital and streaming society, where the mobility of IT specialists begins to play a new, more important role. A number of sources were used, where attention was paid to the analysis of the mobility of Russian IT specialists as a phenomenon reflecting the characteristics of their movements in the conditions of modern Russian society.Results and discussion. Two main results of the study show, firstly, that the professional component of the mobility of IT specialists is an active beginning of movements and changes – their mobility. Ultimately, the professional mobility of IT specialists is aimed at finding the most suitable social environment that allows them to successfully implement their professional activities. Secondly, it was revealed that the specifics of the work activities of IT specialists form the motivation for changes and movements, where personal interests can be very significant and do not always coincide with the interests of IT organizations.Conclusion. Analysis of the generalized materials allows us to characterize some prospects and incentives for the mobility of Russian IT specialists, to formulate the author’s definition of mobility as a phenomenon determined by the social and professional attributes of the digital space, as well as the goals of mobility, as achieving the most adequate conditions for professional self-realization, as well as ensuring preservation and correction professional identity in the IT space.

Transformation of the Competencies of Students of a Pedagogical University in the Process of Organizing Professional and Mobile Practice

To the problem statement. The article deals with the problem of training profes-sional and pedagogical personnel, which does not meet the modern requirements of professional ed-ucation of future teachers, who are called upon to teach students of the secondary vocational educa-tion system after graduating from a vocational pedagogical university. The basis of this problem is the duality of the content of the activity of teachers, who need to possess not only psychological and pedagogical competencies, but also to master the experience of professional activity in working specialties. This requires a comprehensive transformation of the psychological, pedagogical and professional production competencies of the future teacher of the vocational education system. The purpose of the article is to show that in a professionally oriented environment, the trans-formation of competencies, the complex professional and personal formation of the future teacher of the secondary vocational education system (SPE) is more successfully carried out. The author of the article suggests a solution to this problem through the organization of an industrial practice, which he modernizes as a professionally mobile practice. R. H. Iskhakov argues that the professional personal quality formed in the conditions of this type of practice as professional mobility will contribute to the transformation of the psychological, pedagogical and professional production competencies of the future teacher of the vocational education system. Professional mobility is becoming one of the key conditions for the transformation of the competencies of a future teacher of vocational education. The author of the article presents the basic concepts of transformation and professional mobility at a sufficient and necessary level in the context of the article. The article has scientific and methodological significance, as it presents the methodology of organizing professional and mobile practice. Not only types of practices are presented. but also elective courses that students master before starting the practice itself. Successful organization of professional and mobile practice is possible on the basis of a dual approach to the organization of training – mutual cooperation between representatives of the university and educational organizations of vocational education, on the basis of which the above–mentioned practice of students of a vocational pedagogical university is conducted. In this collaboration, the important role of the master mentor is defined. This concept has been tested in the context of scientific research, the results of which the au-thor presented in the article. The level of formation of professional mobility among students in the conditions of scientific research will be determined by integral criteria: communicative, research competence and adaptability Conclusion. The professional development of a modern teacher largely depends on professional mobility, adaptability, the need for self-improvement, readiness and ability to master new competencies, which is due to rapid changes in personal and professional qualities and types of activity.

Neuro and Psychomotor Therapist of Developmental Age Professional in Italy: An Anomaly or an Opportunity?

The aim of this work is to explore the distinct role of the Neuro and Psychomotor Therapist of Developmental Age (TNPEE) within the Italian health care system, examining challenges in recognizing and comparing this profession with international counterparts, particularly physiotherapists and occupational therapists. The historical evolution and educational framework, integrated into the Italian university model, provide a foundation for TNPEE's competencies in rehabilitation and habilitation. The TNPEE operates within the bio-psycho-social model, addressing the developmental age range with a holistic approach. Despite its unique contributions, TNPEE faces challenges internationally because of its exclusive presence in Italy. Unlike other health care professions, TNPEE lacks a standardized international equivalent, complicating professional comparisons and mobility. This anomaly hinders the global recognition and integration of TNPEE professionals, posing a challenge to the academic medicine community in terms of standardizing and promoting interdisciplinary collaboration. This communication concludes by proposing mechanisms to facilitate TNPEE's recognition and integration into international health care frameworks. By addressing these challenges, the work contributes to the broader discourse on the cultural context in shaping effective therapeutic interventions, highlighting the need for an inclusive approach to health care education and practice worldwide.

Профессионально-образовательная мобильность современной молодежи: современное понимание и ключевые тенденции

The article examines issues that cover the subject field of the essence of professional and educational mobility of modern youth, its types, as well as the factors that support and stimulate it. Particular attention in the research process is paid to the career scenarios that underpin professional and educational mobility. The features of employment and professional education in the traditional and new economy are outlined. In addition, the emphasis is placed on the synergetic paradigm, within which a modern understanding of the category of professional and educational mobility is developing. Practical aspects of the mobility of the younger generation in Russia are considered using the results of a sociological survey conducted by the Institute of Sociology of the Russian Academy of Sciences. Conclusion dwells upon the fact that professional and educational mobility of young people contributes to increasing the competitiveness of future workers in the labor market, which is associated with career scenarios, requirements, favorable social and organizational factors that contribute to the fastest integration into a new community.

Субъективная социальная мобильность представителей IT-специальностей: возможности качественного подхода

The labor market is undergoing modernization – many professions are disappearing, new ones are emerging in their place, and employers’ requirements are changing – the demand for competitive and mobile specialists is increasing, in this regard, the study of social and professional mobility processes is becoming relevant. Consequently, the study of social and professional mobility processes becomes highly relevant. This article explores the subjective aspects of these phenomena in the context of the digitalization of the labor market. The author examines theoretical approaches to studying subjective mobility, emphasizing its significance for understanding social processes. Based on a qualitative study conducted through biographical interviews with 22 employees of Russian enterprises, key trends in the influence of IT skills on professional mobility are identified. The results show that digital competencies have become a basic requirement for most professions, and their presence is an important factor in employment and career growth. The study also highlights the necessity of continuously updating digital skills and adapting to new work formats, such as remote employment. The article contributes to the understanding of the subjective aspects of social mobility in the context of the digital transformation of society.

Favouritism, Patronage and the ‘Family System’ in England, c.1700–1850

Abstract This article examines the interrelationships between familial, social, political and professional ideas about favouritism in England. It shows that there was a cross-fertilisation of discourses over the century-and-a-half between c.1700 and 1850, when favouritism was increasingly problematised in the domestic, social and professional spheres. Although several issues were identified as emanating from its practice, it was the very role of the family itself that increasingly made favouritism so deeply objectionable to those who articulated a vision of social and professional mobility and advancement based on merit rather than interpersonal relationships and family structures. Indeed, the link between the body politic and family was reformulated from the age of reform onwards as concerns about favouritism were directed inward to the privatised family and then to the pathologised individual. Overall, therefore, this article demonstrates that the institution of the family was both conceptually and practically fundamental to the meta-structure of social, professional and political life, long beyond the early modern period.

Physical training as an important component of the professional mobility of cadets – future aviation gunners at a military university

Physical training as an important component of the professional mobility of cadets – future aviation gunners at a military university

Professional development, career mobility and career satisfaction among employees in education industry in AnHui China: Basis for career success framework

Professional development, career mobility and career satisfaction among employees in education industry in AnHui China: Basis for career success framework

Mobility in a globalised world: How countries regulate mobility with passports and visas

Citizenship has a significant impact on migrants' freedom to travel. While citizens of the Global North can travel without major problems, citizens of the Global South have to queue at consulates to obtain a visa before they can travel. They may have to wait in long queues at the border or at the airport, where they may be subjected to unpleasant interrogations. The aim of this article is to uncover how a passport becomes powerful or weak depending on the country that issues it, and what impact this has on the (geographical and professional) mobility of passport holders. We explore why some countries impose visa restrictions while others allow visa‐free travel. We interviewed 32 people who had travelled on a number of occasions for professional reasons or as tourists. The externalities created by visa regulations may lead to an increase in the number of alternative destinations in lockstep, even if countries' policies remain unchanged. This study has critical policy implications for both source and destination countries.

Professional loyalty and social mobility of young professionals

Introduction. Professional education in the modern information society acquires new meanings and value orientations. This is explained by the fact that increasing investment in human potential and ensuring due quality of education create a serious foundation for the formation of social mobility. At the same time, its connection with professional loyalty requires a separate conceptualisation and creation of a necessary empirical basis for assessing the economic resource and corporate responsibility and ensuring proper investments in human resource development. The purpose of the study is to reveal the main characteristics of young specialists’ professional loyalty with regard to ensuring their effective inclusion in the system of social and labour relations. Materials and methods. The online survey involved young (under the age of 35) teachers of pedagogical universities of some CIS countries (Armenia, Belarus, Kazakhstan, Kyrgyzstan, Russia, Tajikistan, Uzbekistan). The all-Russian sample covered in total 1,295 respondents. The analysis of empirical data was based on the methods of descriptive statistics and systematisation of data on young teachers’ ambitions in terms of professional prospects. Results. The findings of the survey point to the acceptable conditions for professional growth, as viewed by many young teachers (64%). The young people’s satisfaction with their labour activity was 73%. The probability of young teachers’ voluntary dismissal decreases with their increased length of service at universities. The share of young teachers intending to link their professional activity with the university in the next 3-5 years was 73%. Conclusion. Young specialists’ professional loyalty directly conditions their success in their profile labour activities. Young specialists who develop the necessary positive attitudes and competencies in the process of their education will in most cases be more flexible at the workplace and have a higher social mobility level. In this regard, investments in professional education can be justified if young professionals have a necessary mobility potential allowing them to successfully adapt to the labour market.

BO‘LAJAK PEDAGOGLARDA KASBIY MOBILLIKNI SHAKLLANTIRISHDA ILMIY IJODNING ZARURATI

This article focuses on the importance and necessity of research work in the process of formation of professional mobility of future pedagogues. The article focuses on the nature of professional mobility, its place and tasks in pedagogy. Also, ways to develop the professional mobility of future pedagogues by involving them in scientific and creative activities were analyzed. The need to improve the professional skills of future pedagogues through the study and application of scientific research, innovative solutions and pedagogical experiences is justified. The article provides the necessary conditions, resources and pedagogical recommendations for the development of professional mobility

ORGANIZING SELF-EDUCATION ACTIVITIES FOR MEDICAL COLLEGE STUDENTS IN THE CONTEXT OF BLENDED LEARNING

The article aims to review current trends in the organization of self-education activities for medical college students, models of blended learning, and its main components that ensure the self-education of future nursing specialists. The research methods are terminological and comparative analysis, generalization, specification, and modelling. Based on the analysis of primary sources, it has been established that self-education activities are a type of educational and cognitive activity motivated by an internal drive for self-improvement and facilitated by the use of specific methods for seeking and assimilating social experience. It has been emphasized that through self-education, medical professionals are better able to handle complex clinical cases and provide high-quality medical care to their patients, including via the use of digital technologies. Blended learning is defined as a combination of traditional face-to-face (contact) learning and computer-mediated or online learning. It has been pointed out that the implementation of blended learning requires the development of appropriate pedagogical design and innovations that ensure the application of adequate teaching and assessment methods with carefully planned content and structured academic courses. The blended learning system is presented as an integration of face-to-face classroom and clinical sessions, independent student work, and online learning. It has been noted that in blended models, the supply of educational material and interaction with the teacher can occur in both physical and virtual environments, during both classroom sessions and asynchronously during extracurricular activities. The specifics of self-education activities for medical college students using some models such as rotational, laboratory, independent blended learning, flexible learning, enriched virtual learning, flipped classroom, and personalized learning have been described. In each model, the core element is identified as the electronic educational resource. In the blended learning system such a resource is viewed not as an auxiliary tool of the traditional educational process but as the one that successfully combines traditional and distance learning forms, incorporating both non-digital and digital technologies. It has been determined that blended learning is based on the flexible combination of in-class learning (contact hours) with online sessions (asynchronously or synchronously). Among the tools for blended learning used in organizing self-education activities for medical college students, the following have been highlighted and described: online lectures, practical sessions in webinar mode, project and group work online, learning management systems such as LMS Moodle, laboratory work in a blended format, virtual and augmented reality technologies, a combination of formal and nonformal education, self-testing complexes, webinar consultations, artificial intelligence technologies, and specialized medical applications. It has been concluded regarding the feasibility of implementing blended learning in the training of medical college students and the organization of their self-education activities. This will enhance the quality of education, and the efficiency of resource utilization of educational institutions, increase the level of professional expertise and mobility of teachers, and ultimately provide additional competitive advantages to the educational institution in the educational services market.

ЕФЕКТИВНІСТЬ ПІДГОТОВКИ МАЙБУТНІХ БАКАЛАВРІВ ГОТЕЛЬНО-РЕСТОРАННОЇ СПРАВИ В УМОВАХ ЗВО

The article deals with the formation of a specialist in the hotel and restaurant business at the "bachelor" level, which takes place in accordance with the Law of Ukraine "On Higher Education" (2014) and other regulatory acts. The standard of higher education for bachelors is approved by the Order of the Ministry of Education and Science №. 384 of March 4, 2020. The law emphasizes the importance of professional mobility, which allows for training and internships in other institutions. In 2024, a new industry standard was approved for the specialties "Hotel management" and "Hotel and restaurant business". A survey of 43 students of the Institute of Health, Sports and Tourism showed that 100% consider the training of specialists in higher educational institutions necessary. The problem of training future specialists requires improvement of the educational system, refinement of plans and development of new materials in accordance with modern requirements. Specialists in the hotel and restaurant business must possess personal, professional, general, social (soft-skills), digital skills, as well as basic and professional competencies. Key competencies include social, psychological and environmental aspects that contribute to the development of the individual for the benefit of society. The rapid development of innovative technologies in the restaurant industry makes it difficult for students to familiarize themselves with new programs. Graduates must know modern forms of customer service and be ready to work with various equipment. To connect theory with practice, it is worth using computer programs adapted to the specifics of the industry. The active use of video materials in education helps to make classes visual and accessible. Research shows that video content is better digested, which is important due to the limited production practices in hotels and restaurants. Modern education is constantly improving, integrating various fields of knowledge into professional activity. A specialist in the hotel and restaurant business cannot be considered qualified without knowledge of information and communication technologies, the ability to work on the Internet, communication in a foreign language, economic calculations and knowledge of foreign cultures. The integration of professional, economic, cultural and humanitarian knowledge is necessary for the formation of professional mobility of bachelors. One of the approaches is integrative. Key words: pedagogical conditions, hotel and restaurant business, professional mobility, international standards, professional culture.

Онлайн-обучение как фактор профессиональной мобильности граждан

Modern societies that are making or have already made the transition to a post-industrial socio-economic reality are characterized by a higher level of social mobility of citizens. One of the types of social mobility is professional, which entails citizens’ ability to change and transform their professional statuses. Education stands as one of the most crucial channels shaping the workforce and the level of professional mobility. The article demonstrates that the Russian Federation is a country with a relatively high level of social mobility. Access to education in Russia is also high for the majority of socio-demographic and economic groups. However, there exists a strong demand for professional mobility among many citizens, driven by various reasons such as dissatisfaction with leadership, lack of prospects for financial growth, poor staff, and others. The present study has shown that many citizens often change or at least think about changing their professional activities. The main idea of the article lies in the proposition that the rapidly growing market of online education in recent years is one of the significant institutions increasing the level of professional mobility. The problems and prospects of online education from the point of view of its impact on professional mobility are considered. In conclusion, it is evident that online education plays a pivotal role in enhancing the professional mobility of citizens in modern societies. The accessibility and flexibility offered by online learning platforms cater to the diverse needs and aspirations of individuals seeking to advance their careers or transition into new professional domains. However, while online education presents promising opportunities for professional growth, its efficacy and impact on long-term career trajectories warrant further empirical investigation. Nonetheless, it is imperative for policymakers and educational stakeholders to acknowledge the transformative potential of online learning and devise strategies to harness its benefits for fostering a more dynamic and agile workforce in the evolving socio-economic landscape.

THE EVOLUTION OF NURSING AS A PROFESSION IN HEALTHCARE

Currently, nursing stands as a highly coveted profession drawing significant attention. While its roots can be traced back to ancient times, the formal recognition of nursing as a profession, labeled as such, has only emerged in recent decades. Defined as both a science and an art grounded in evidence, nursing is progressively assuming more significant roles within the healthcare and biomedical realms. The profession’s evolution is intricately linked with advancements in science, technology, and research, which have translated into tangible practices within the healthcare system. Offering both undergraduate and graduate nursing programs elevates the level of responsibility among nurses. However, this advancement lacks proper systematization and acknowledgment of educational standards within the healthcare sector. Future challenges encompass meeting the increasing healthcare demands spurred by longer life expectancies and population growth, alongside facilitating professional mobility within EU nations. Factors such as enhanced financial stability and improved working conditions contribute to the outflow of nurses from the region. Proposed solutions include establishing adaptable mobile teams, prioritizing patient education and preventative measures, integrating LED clinics/facilities, and introducing supportive robotic technologies. Nurses play a pivotal role in delivering care and advocating for health equity, emphasizing the necessity of fostering collaborative partnerships for the future sustainability of healthcare systems.

SOCIAL POLICY REGARDING VETERANS, PEOPLE WITH DISABILITIES AND OTHER VULNERABLE POPULATION GROUPS

The article analyzes the issue of migration as a complex social phenomenon. International population migration in the conditions of growing globalization occupies an important place in the development of modern society and, accordingly, affects young people who, for various reasons, decided to study abroad (in Slovakia). The article reflects knowledge at the theoretical and empirical levels. One of the main tasks of modern higher education is the modernization and efficiency of the professional mobility of future specialists. Student migration is considered as educational migration. We point out that the Slovak Republic is one of the most economically successful countries in Central-Eastern Europe. Economic reforms and accession to the EU, combined with significant inflows of foreign direct investment, have led to sustained economic growth and job creation. Economic development and demographic changes have also created an additional need for skilled labor. At the same time, greater integration into the EU, open borders and a common educational space led to the migration of Slovak students to the neighboring Czech Republic and other EU countries. As a result, Slovakia gradually began to ease migration restrictions and allowed an increasing number of third-country nationals to enter the territory of the Slovak Republic. The integration policy of Slovakia is consistent with the migration policy, and among its priorities is the effective integration of foreigners in the labor market. The purpose of the article is to analyze Ukrainian student migration in Slovakia, focusing on the analysis of personal and social benefits. We analyze the issue of academic mobility as an integral component of the European educational space, which also undoubtedly has a positive effect on the national education system and the national economy. We highlight the issue of effective ethnic-national policy formation, development of theory and practice of social work with ethnic groups, find out directions and forms of social service work with migrants. In the empirical part, we present a quantitative study at all stages of the research process. The content of the study is to find out the reasons that motivate future Ukrainian students to migrate to Slovakia, as well as to find out how the initial decision about migration and arrival to Slovakia takes place. Part of the quantitative research is the analysis of the personal and social benefits of the migration of Ukrainian students to Slovakia.

Una Coscienza Coloniale: forging imperial women in the Fascist Colonial Institute of Bologna

ABSTRACT This paper studies the Fascist Colonial Institute (ICF) of Bologna as a local space in which fascist ideals of empire, gender and class collided and were reproduced. Founded shortly before Italy’s invasion of Ethiopia in 1935, the ICF served to transmit colonial consciousness to the Italian people, and, most especially, to young middle-class women. Analysis of the local Bolognese ICF, however, reveals a more complex reality. Courses designed to create fascist imperialists out of middle-class women and forge a ruling settler class for the colonies evidence that the institute used the empire as a tool to shore up gender norms in fascist Italy. The author argues that an unintended outcome of these courses was that the ICF became a space of limited freedom and of social and professional mobility for its young women participants. In addition to learning transgressive skills, these women took advantage of their affiliation with the institute, using it as a springboard for further employment opportunities. The paper is based on a rich collection of sources from the Bolognese branch of the ICF, held in the Museo Civico del Risorgimento di Bologna in the Archivio dell’Istituto Fascista dell’Africa Italiana – Sezione di Bologna.

PREPARATION OF FUTURE TEACHERS OF PHYSICAL CULTURE FOR THE ORGANIZATION OF COMPETITIVE ACTIVITIES OF SCHOOL STUDENTS FROM SPORTS GAMES

The article analyzes the state of training of future teachers of physical culture in general and the organization of competitive activities of schoolchildren in sports games in various higher education institutions in the process of studying professional disciplines aimed at mastering the necessary skills in the plane of both psychological and pedagogical and special / professional training.The author found out that the conditions of the modern school determine the need for professional training of future physical culture teachers of a new profile. A certain level of developed qualities is necessary, such as: social and professional mobility, professional activity and stability, responsibility, creativity, sociability, balance, etc. Cultivating these qualities will contribute to the universalization of the professional functions of the future specialist. However, as evidenced by the analysis of modern practice, there are a number of gaps in the system of training future teachers in general and training future physical culture teachers in particular.On the basis of theoretical generalizations, the research found out that in order to successfully organize competitive activities, future teachers of physical culture need to master the following necessary skills: accurately define specific goals and tasks; properly plan preparation for the competition; apply rational and effective forms of their implementation; eliminate negative factors. Therefore, the task of the research was to study the state of preparation of future teachers of physical education for the organization of competitive sports activities of schoolchildren according to all the specified components. In order to generalize the state and practice of training future teachers of physical culture, we analyzed the relevant educational programs of «Bachelor’s», «Master’s» programs implemented in various higher education institutions of Ukraine.The author found out that the problem of professional training of future teachers of physical education for the organization of competitive activities of schoolchildren in sports games requires a thorough solution in terms of methodological, psychological-pedagogical and methodical aspects.