Secondary Education Programs Research Articles

Branches in the Ecosystem of Russian Universities: Problem Statement and Definition of Prospects

A distributed university as a model of an educational ecosystem seems promising and has already proven its relevance and viability. Branches and representative offices of leading universities in the regions are unconditional outposts for the involvement of wide and diverse (in terms of gender, age, cognitive and value) social groups in research, production and design practices. Moreover, branches are able to act as the core of the dissemination of socio-cultural initiatives at the local level, saturate the regions with the necessary highly professional personnel. The Financial University under the Government of the Russian Federation, as the leading higher education institution in the country, whose branch network includes 27 branches implementing higher and secondary vocational education programs, plays a significant role in the formation of personnel for the industries of the real sector of the economy and the management level of the regions. In the Krasnodar Territory, the Financial University is represented by two branches in Krasnodar and Novorossiysk. This article provides data, quantitative and qualitative data, revealing the features of the functioning of a part of the educational ecosystem of the Financial University in this region.

The Correlation of Self-Care Practices in the Online Learning Environment of Teacher Education Students

This research examined the self-care practices in online learning among teacher education students during the Academic Year 2021-2022. Specifically, it investigated the significant relationship between the respondents' profiles and their self-care practices in online learning. Data were collected using a questionnaire as the principal tool. The gathered data were analyzed using appropriate statistical tools, including correlation analysis. The results indicated that the respondents were largely female, mostly enrolled in the Bachelor of Secondary Education program, belonging to the Superior Group, and from middle-income families. Additionally, the study found that self-care practices were generally maintained at a good level despite the challenges posed by the pandemic. Chi-square analysis revealed significant relationships between self-care practices and variables such as sex, academic program, birth order, and socio-economic status. Based on these findings, the study recommends the use of infographic materials to promote good self-care practices in online learning among students.

Cultural conflicts in sexuality education and stakeholders’ responses to them: a systematic review

ABSTRACT A systematic literature review was undertaken to investigate the cultural conflicts that arise in secondary school-based sexuality education programmes and how stakeholders respond to and navigate these conflicts. This review is reported according to PRISMA guidelines. After applying the inclusion and exclusion criteria, a final selection of 23 documents from the literature was made for analysis. Thematic analysis of the documents revealed four key themes. The first theme examines the interplay between culture and conflict in sexuality education, highlighting how cultural contexts can trigger or oppose it. The second theme focuses on the roles of stakeholders in cultural conflicts, exposing power imbalances within their influence on youth sexuality education. The third theme explores diverse stakeholder responses to cultural conflicts, ranging from silence to negotiation and conflict-informed teaching approaches. Lastly, the fourth theme investigates how conflicts shape and drive transformative changes in sexuality education, including the adoption of innovative approaches and the recognition of it as a human right. In conclusion, this article outlines the implications of these identified themes for sexuality education.

Technologies of STEM+ education in educational organizations of secondary vocational education

Introduction. STEM education focused on the integration of scientific, technological, engineering and mathematical disciplines in the conditions of intensification of economic and social processes has become widespread in the economically developed countries of the world. In this regard, the analysis of conditions for quality training of qualified personnel for the innovation economy is in the center of attention as the basis for movement towards the development of technological sovereignty. The aim of the study is to analyze the features of STEM+ education technologies application in Russian educational organizations implementing secondary vocational education programs based on the data obtained during empirical research. Materials and methods. We conducted the study by questioning the heads and methodologists of organizations implementing secondary vocational education programs with electronic form of information collection. We processed the obtained data based on rating analysis by the method of systematization and ranking of results. The study involved 75 educational organizations from 46 constituent entities of the Russian Federation. Results. We have identified the features of implementation of STEM+ education technologies in professional educational organizations in the process of training qualified personnel in the areas of technological sovereignty projects. We have identified the main risks and barriers to the development of STEM+ education in the context of Russian realities. According to the survey data, these include the problems of education financing (over 53% of survey participants pointed to this problem), equipment with modern equipment and software, which indicated 54.6% of survey participants. We found insufficient level of teachers' readiness in the answers of more than 75% of the survey participants. There is a lack of professional reflection on the need to use STEM+ education technologies to intensify the educational process. The leading role in the introduction of STEM+ education technologies in the educational process by organizations implementing secondary vocational education programs belongs to the factors of training of teaching staff to use modern technologies in the educational process, as evidenced by up to 80% of the responses of the study participants. Prospects for further research. The obtained results can be useful in studying the conditions and prospects of STEM+ education development for the training of qualified personnel in professional educational organizations.

Prospects for Personnel Training for the Forestry Sector in the Regions of Russia: Arctic Context

Introduction. The development and enhancement of the management efficiency of the forestry sector in the Macroregion of the Northwest and the Arctic zone of the Russian Federation are strategically significant for the country's development, oriented towards global competitiveness. The aim of this study is to analyze the prospects for personnel training within the system of secondary vocational education for the forestry sector in the Northwest and Arctic zones of the Russian Federation. Materials and Methods. The materials for the study were statistical data from two forms of state federal reporting for 2022: No. 1-T (prof) "Information on the number and demand for workers in organizations by professional groups" and form No. SPO-1 "Information about the educational organization that carries out educational activities in educational programs of secondary vocational education." The study employed methods of descriptive statistics, economic-mathematical modeling, and comparative data analysis. Results of the Study. An extended list of 23 directions and specialties of secondary vocational education organizations training qualified personnel for the forestry complex in the Arctic Macroregion and Northwest Russia has been identified. An assessment of the provision of the economy of enterprises and organizations in the forestry sector with qualified personnel has been presented. The analysis revealed 12 entities in the macroregion whose personnel needs for mid-level specialists can be met by graduates from their own region, as well as 13 entities in the macroregion that need to train their personnel beyond the macroregion in other regions of Russia to meet the demand for qualified workers and employees. A mapping tool has been developed, comprising 85 subjects of the Russian Federation, divided into three groups based on the total admission to specialties and directions related to the forestry sector. Discussion and Conclusion. The mapping tool obtained demonstrates that the regions with the highest preparation of forestry specialists are located far from the Arctic zone and Northwest Russia. Meanwhile, the main forest resources of the macroregion's entities are unevenly distributed across their territories, concentrated mainly in the central and southern parts. The proposed mapping tool contributes to addressing the issues of personnel training for the forestry sector through the involvement of all interested actors: applicants, employers, secondary vocational education organizations, and regional executive authorities.

Manajemen Program Alfamart Class sebagai Strategi Kolaboratif Pengembangan Karier Siswa di SMKN 1 Ponorogo

Vocational high school is a secondary education program that prepares students to work in a particular field. Source Alfaria Triijaya Tbk (Alfamart) with the Alfamart Class program to help students prepare themselves for ready to work. The purpose of this study is to analyze the planning, implementation, and evaluation of the Alfamart Class program in student career development. This study uses a qualitative research type that uses data collection techniques such as interviews, observations, and documentation. At the same time, the data analysis process uses data collection, data condensation, data presentation, and concluding. The results show that the Alfamart Class program is planned before the new school year with involvement from the school community and Alfamart. Program objectives, strategies, and preparation are determined before implementation. The Alfamart Class program was implemented by the East Java Provincial Government, with leaders playing a crucial role in mobilizing members. This program addresses students' career development needs by considering existing supporting and inhibiting factors. Strategies are essensial to achieving goals. The Alfamart Class program at SMKN 1 Ponorogo was evaluated. The evaluation aimed to collect obstacles, identify program obstacles, and carry out follow-up based on the evaluation results. The evaluation showed an increase in students' knowledge and skills. 85% of the students continue their careers at Alfamart.

School-Based Agricultural Education Teachers’ Intentions to Use Equipment with Flesh-Sensing Safety Technology

The purpose of this quantitative research study was to describe school-based agricultural education (SBAE) teachers’ experiences, perceptions, and intentions to use flesh-sensing safety technology (FSST) in SBAE laboratory-based instruction. As emerging technology creates new tools and teaching instruments, SBAE teachers can use this new technology to help reduce student injuries and anxiety associated found with using laboratory equipment. A national probabilistic sample was used and a total of 83 SBAE teachers responded to our survey. The Carpentry laboratory was the most commonly (f =17; 20.5%) used laboratory for FSST equipment. One quarter (25.3%) of our sample were currently using FSST in their programs and as many as 30 injuries have been prevented via FSST. Overall, the teachers indicated an average of 92.4 (SD = 15.8) in the agreement of implementing FSST equipment into their programs. Based on the results of this study, it is recommended to incorporate multiple types of FSST equipment into secondary agricultural education programs to help reduce student injuries and increase teacher retention. Furthermore, it is recommended pre-service teachers be introduced to, and receive training on equipment with FSST while in their teacher prep program. It is also recommended that universities, stakeholders, and state-level agricultural education / FFA staff members seek out resources to equip agricultural education programs with FSST equipment. Further research should be conducted to discover what barriers lie in the way for SBAE programs to obtain equipment with FSST, and what FSST equipment is in development for consumers.

Preparation of Schoolchildren for the Olympiad on Artificial Intelligence

The article presents a small part of the research results devoted to the development of scientific and methodological support of variant teaching of the basics of artificial intelligence in the course of computer science of basic general and secondary general education, concerning the preparation of schoolchildren for the Olympiad on artificial intelligence. The aim of the article is to actualize the problem of developing or selecting the necessary task material for purposeful preparation for school Olympiads on artificial intelligence. The content of theoretical and practical modules of the basics of artificial intelligence developed as a result of the research includes olympiad training in artificial intelligence for basic and high school students studying computer science at an advanced level. The research methodology consists of: integrative approach to the development of the methodology of variant teaching of the basics of artificial intelligence and the implementation of possible educational trajectories in the basic educational programs of basic general and secondary general education; experience in the development of the concept and content of the first All-Russian Olympiad of schoolchildren of grades 8-11 on artificial intelligence; expert activity in the Russian Union of Schoolchildren’s Olympiads and the results of surveys of teachers. General theoretical and empirical research methods were used. The conclusion about possible solution of the problem of development of training tasks for purposeful preparation of schoolchildren for the Olympiad on artificial intelligence and realization of the course on choice of participants of educational relations with the use of standard tasks of three stages of the Olympiad on artificial intelligence is made in the conclusion.

IB MYP 디자인 교과를 접목한 중학교 기술 수업 단원 계획서 작성 과정 연구

Objectives This study aims to explore the process of writing a unit plan for a middle school technology class that grafts the MYP design subject by applying the 2022 revised middle school technology curriculum according to the IB MYP unit plan form and writing steps. Methods This study explored the principles and guidelines for writing MYP design unit plans, focusing on related documents such as the IB MYP secondary education program principles and practice and the IB MYP design curriculum guide provided on the IBO official website. In addition, by analyzing literature and prior research related to the revised 2022 middle school technology curriculum, the process of writing unit plans for middle school technology classes grafting IB MYP design subjects was examined, and a unit plan for middle school technology classes ingrafting IB MYP design subjects was written based on this. Results The unit plan for a middle school technology class that grafts IB MYP design subjects was written with the following results. Firstly, the unit plan format and writing steps of the IB MYP design curriculum were explored. Secondly, the IB MYP unit plan was applied to the invention unit of the 2022 revised middle school technology curriculum. Thirdly, a specific lesson plan for the invention unit was created. Conclusions Firstly, the IB MYP design curriculum guide was organized around four goals: exploring and analyzing, developing ideas, creating solutions, and evaluating. Secondly, the 2022 revised middle school technology curriculum was organized around technical problem solving and innovation, sustainable technology, and convergence. Thirdly, the possibility of grafting the IB MYP design curriculum with the 2022 revised middle school technology curriculum was confirmed. Fourthly, the process of writing a middle school technology class unit plan that grafted the IB MYP design curriculum was confirmed.

Listening to the stories of others in South Africa: a sacrificial listening approach in education

ABSTRACT Pedagogical approaches that prioritize active empathetic listening have been shown to profoundly enrich the learning experience, cultivating a deep-seated mutual respect and understanding of diverse perspectives within the framework of democratic education. This study explores the potential impact of the concept of sacrificial listening providing the context of a particular educational program in South African secondary education, which is designed to enhance mutual cultural understanding and empathy amongst students and their families from diverse ethnic backgrounds. Employing a narrative analysis of interpersonal interactions and family stories, the study elucidates that such a listening approach may significantly nurture empathy, understanding, and inclusive learning environments. It illuminates the transformative capacity of embedding human narratives and active emotional sacrificial listening of others into educational practices, underscoring the imperative for meticulous implementation and support to adeptly maneuver through the complexities of sensitive, intercultural discourse.

Урок по теме «Дисперсные системы»

The article presents the development of a lesson on the topic “Dispersed systems”, which is provided for by the federal educational program of secondary general education, but has not been adequately reflected in school practice in the study of chemistry. The materials of the article allow students to form ideas about the classification of dispersed systems, their composition, properties, methods of production and application, contributing to the development of ideological orientations of schoolchildren and improving their general cultural training.

From reflective practice to communicative interaction: a case study on the use of blogs by student teachers

Abstract This case study examines the use and possibilities of blogging as reflective practice journals by student teachers during their practicum. The blog serves as a tool for the construction of their teacher identity through the encouragement of daily reflection on school experiences. The study investigates how the blog, as a digital tool, facilitates peer interaction, reflective thinking, and collaborative knowledge construction. Conducted with participants from primary and secondary education programs at the University of Valencia the research employs a qualitative, instrumental case study methodology. The researcher acted as the teacher-tutor of the internships and students shared their impressions by sharing their experiences within the group. Findings suggest that blogs function as effective platforms for fostering reflective writing, enhancing peer support, and promoting collaborative knowledge construction, ultimately contributing to the development of professional identity among student teachers. Self-censorship is identified as the main limitation, especially when sharing perceived shortcomings in the school system and teaching practice. The study concludes that the blog provides an interactive space that enriches personal writing expression and collaborative learning, highlighting also their value in teacher education.

Realisation of secondary vocational education programmes in high-tech training areas in LPR, DPR, Kherson and Zaporozhye regions in the aspect of career needs

Introduction. Special attention in the conditions of active technological development and digitalisation of the economy is paid to training specialists mastering secondary vocational education (hereinafter – SVE). This interest is based on the demand in the labour market for such specialists who will be able to make a significant contribution to the development of high-tech industries. To secure the successful implementation of SVE programmes in Donetsk People’s Republic (hereinafter – DPR), Lugansk People’s Republic (hereinafter – LPR), Zaporozhye and Kherson regions, it is necessary to ensure compliance with the learners’ career needs. For this purpose, it is necessary to take into account the needs of the labour market as well as the dominant industrial areas in these territories. The aim of the article is to analyse the current state of the SVE system in LPR, DPR, Zaporozhye and Kherson regions in high-technology training programmes in the context of the career needs of the new regions. Research methods. The quantitative and qualitative analysis was implemented using the number of the involved educational institutions: DPR (64), LPR (60), Zaporozhye (14), Kherson (4) and Kemerovo regions (84). Results. The large number of institutions makes it possible to implement the “Professionalisation” programme in the above regions, but at the moment no localisation of territories is available, including technological clusters. The comparative analysis of the SVE institutions in DPR and Kuzbass regions revealed the predominance of high-tech fields: computer science and engineering (13 and 11), mechanical engineering (12 and 15), land transport engineering and technology (16 and 10), construction engineering and technology (8 and 14). The SVE training areas in DPR are characterised by more programmes in the field «Economics and management» (24) and «Electrical and heat engineering» (17). Conclusion. The survey results can serve as a basis for designing a teacher training system aimed at the realisation of SVE programmes and supplementary education programmes in high-tech training areas in the said regions.

Features of labour education of students in modern social and educational environments

Introduction. The article presents the results of investigating the problem of labor education in the context of current changes in the social and educational environments. The purpose of the article is to identify the features of labor education in modern social and educational spheres from the standpoint of continuity of the tasks of its implementation at various levels of education and consistency with the tasks of general education. Materials and Methods. The theoretical research methods include sources analysis and analysis of educational programs for different levels of education. Empirical research methods used in the study include exploration of teaching experience and a questionnaire. The survey involved: 8,850 preschool teachers from 53 regions of the Russian Federation; 317,166 parents (legal representatives) of preschool-age children from 87 regions of the country; 4,913 deputy directors of comprehensive schools, representing 61 regions; 190,080 parents of school-age students, representing 88 regions. Results. The conducted research revealed: insufficient formalization of theoretical provisions; disunity of existing individual practices of labor education, their insufficient continuity at different levels of education and consistency with the tasks of general education; low activity of parents in the implementation of tasks of labor education as the child develops, vagueness of parents’ ideas about the significance and content of labor education at different levels of education. Methodological bases and conditions for the implementation of labor education in modern social and educational environments are formulated. Conclusions. The identified features of labor education at the present stage reflect the insufficient development of theoretical and methodological foundations for organizing labor education of students and actualize the need for further study of the problem, as well as the development of a model of labor education taking into account continuity at various levels of education and consistency with the priority tasks of general, secondary vocational education and model (federal) educational programs.

The Digital Revolution in Education: The Role of AI from the Perspective of Future Teachers

We are currently witnessing rapid technological advancement and modernisation of society, with digital technology, particularly artificial intelligence (AI), increasingly asserting its dominance. This study focuses on understanding the attitudes and expectations of future teachers towards AI, which has an impact on all areas of society, especially on the education and preparation of future teachers. Through a questionnaire survey, the study seeks to gain a more detailed insight into how future educators perceive AI and their attitudes towards it. The questionnaire, which was specifically designed for this research, focuses on different aspects of perceptions of AI in education. Respondents from both primary and secondary school teacher education programmes expressed their views on the use of AI in the pedagogical process, its impact on teacher-student interaction and indicated possible implications for the future of education. The main objectives of the research were to determine the views of prospective teachers on the use of AI in teaching, to identify positive, negative or neutral attitudes towards the integration of AI into the educational process, to identify the future role of AI in education, to determine how prospective teachers envision the use of AI in the pedagogical environment in the long term, to identify areas where teaching with AI could be most effectively integrated, and to identify areas where AI could be most appropriately used to improve educational outcomes and processes. The data presented through this paper is part of the "Perceptions of AI by current and future teachers" project. The results of this study could provide valuable information for educational institutions, policy makers of educational strategies and frameworks, and AI developers to better understand the needs and expectations of future teachers in the context of the increasing digitalisation of education. Our intention is to fill the knowledge gap on the perception of AI in educational contexts and thus provide important information for the future development of pedagogical strategies and technologies in education.

Design of a Serious Game to Teach Esports Concepts and Career Pathways

The popularity of esports has gained public interest over the past decade, leading to the industries evolution, providing further avenues for career prospects and educational outreach. Esports, abbreviated from electronic sports, is the nature of playing video games casually or professionally at a competitive capacity, either as an individual, or as a team. Previous research areas in esports have focused on education, psychological factors, health and nutrition, business management, performance review, and commercialisation, factoring in the relevance of esports in sports and supporting terms. The industry has different avenues and perspectives that are advantageous to develop innovative approaches, providing information about the industry, and improving the understanding for the wider general audience. Serious games and games-based learning provides the opportunity to educate and inform about the phenomenon of esports and the potential career industry pathways. This paper presents a conceptual design for an esports serious game to educate players about esports in relation to career pathways and genres. Investigation and adaption of serious game frameworks (e.g. Learning Mechanics-Game Mechanics, Activity Theory Model of Serious Games) will be adhered to through the research. This will lead to the development of a serious game for potential stakeholders to assist in their interests in studying or learning about esports and its multi-faceted career opportunities through simulated scenarios. A mixed methods approach will support the increased frequency of new esports programmes in secondary, further, and higher education, using a serious game to inform prospective students in relation to potential career avenues. The conceptual design idea presented in this paper will support the initial research steps of a serious game to teach about esports.

Проблемы формирования организационно-экономического механизма подготовки специалистов для предприятий авиакосмической отрасли региона

The increasing demand for graduates of secondary vocational education for the aerospace industry in the region in connection with changes in the labor market leads to the need to improve the training of specialists in order to meet the long-term needs of society. The article examines the current state of staffing of enterprises of the aerospace industry in the region, the features of the aerospace industry that determine the requirements for training specialists. The purpose of the study was to identify the problems of forming an organizational and economic mechanism for training personnel for enterprises, a conceptual model of practice-oriented training of specialists was considered, an analysis of the requests and expectations of students in secondary vocational education programs was carried out to study aspects of building an educational trajectory.

Deploying an IoT-based remote physics lab platform to enhance experimental physics education in remote regions

Abstract For several years, the educational gap in certain Latin American countries and around the world has become increasingly evident. The limited access to cutting-edge knowledge and technologies to strengthen student training processes has emerged as a significant problem, leading to increased inequality in job opportunities in these regions and progressive setbacks in social and economic development. One way to mitigate this problem has been to provide access to information through telecommunications. However, integration with educational processes has been deficient, especially in the areas of science, technology, engineering, and mathematics. This work proposes the development of a remote physics laboratory platform for experimental validation of models explaining certain physical phenomena. This platform is based on the Internet of Things (IoT) paradigm, allowing students and teachers to connect with these experiences coveringtopics in mechanics, electricity and magnetism, optics, and thermodynamics from remote regions. These laboratories utilize physical setups in educational institutions that have been modified to provide connectivity and remote control capabilities based on IoT. Finally, a framework for implementing new remote laboratories based on the IoT paradigm through an open-source platform is presented. The system has been tested and validated with high school and early university students to verify its usefulness, showing the potential to enhance educational processes by providing laboratory access to students and teachers from primary education to secondary education and university-level professional programs.

Tracing the Employability Competencies among BSE Graduates in Mid-Western Uganda

This study investigated the influence of competence acquired through the Bachelor of Secondary Education (BSEd) program on the development of employability skills among graduates in Midwestern Uganda. This research begets a core question- what are the relevant competencies for employability skills of graduate teachers in mid-western Uganda? To unveil the socially constructed realities shaping BSEd teachers' perceptions of competence and the development of employability skills, we applied qualitative methodologies particularly case study design with interviews. Hence the study found out that, well-mastered principles of the subject would render a university teacher graduate employable. Communication skill was also an antecedent for greater performance within the teaching trial. Several other skills were found to depict our study employability skills framework and cognizant of the nature of training that empowered the BSEd graduates in various employable skills. Withal, school administrators reported a lack of some of the 21st-century skills from the graduate teachers (for example problem-solving, and critical thinking skills). It’s recommended that universities align BSE programs with the competence-based curriculum to ensure more employable and relevant citizens

Bridging the gap in early career teachers' STEM pedagogy: Exploring micro‐credentials as a possible creative solution

AbstractThis exploratory study sought to address the gap in strengthening science, technology, engineering, and mathematics (STEM) teacher preparation in elementary and secondary teacher education programs. Integrated STEM education is attracting increased attention and gaining momentum from educators, politicians, STEM industries, and the media across the nation. Many state and national organizations have called for a new workforce of problem solvers, innovators, and inventors who are self‐reliant and able to think logically, also suggesting that creating such capacity is one of the critical foundations that drive innovative capacity in the nation. A key to developing these skills is STEM competencies and career goals in every K‐12 student. To do this, teachers must be educated on how to connect STEM careers and integrate STEM content into their curriculum. Providing integrated STEM micro‐credentials for preservice and in‐service teachers can be a flexible solution for providing teachers a method to learn how to improve their content knowledge and pedagogy (Digital Promise, 2019). Participants were a combination of undergraduate preservice teachers and graduate early‐career teachers who were asked about their STEM preparation. The majority of the participants received very little to no integrated STEM preparation. As a possible solution for this, participants were asked about their preferred type of professional development (PD) and if participating in a micro‐credential course would be a possibility. Nearly all of the participants agreed that a self‐paced micro‐credential that blended online and in‐person instruction would be something they would do to learn how to integrate STEM more effectively into their pedagogy. Micro‐credentials could be a successful solution for educator PD.