Safe Educational Environment Research Articles

Bullying Prevention at Schools in Ukraine

The purpose of the article is to inform high school students and teachers about the problem of preventing bullying and implementing anti-bullying measures at schools in Ukraine. Methodology. Theoretical research methods were used in the article: systematization; comparison of issues related to bullying prevention; comparison of different author’ views regarding the implementation of anti-bullying measures; and analysis and generalization of scientific, educational, methodological, psychological, and pedagogical resources with the aim of systematizing approaches to bullying prevention. Results. In order to deepen high school students’ knowledge of anti-bullying skills, we developed and offered two lessons for students. They are “Normative and legal documents on the prevention of bullying and responsibility for it”, “Foreign experience in preventing bullying”, as well as two workshops for teachers, they are “Guidance to teachers on the implementation of anti-bullying measures in Ukraine”, “Tips for teachers on bullying prevention according to the national programs”‎. We believe they will contribute to bullying prevention in Ukraine. Conclusions. Conclusions regarding the effective bullying prevention in Ukrainian schools indicate the need for comprehensive, systematic work. The most effective are programs that cover all aspects of school life from creating a friendly and supportive environment to raising awareness among students, teachers, and parents about the bullying problem. It is important to involve students in the process of bullying prevention through their participation, communication, and creation of student councils that help in conflict resolution. Building interaction and empathy skills among students helps to reduce the level of aggression and bullying. Systematic training for teachers about bullying prevention, as well as the inclusion of bullying topics in school programs, contribute to the development of a safe educational environment in schools. In order to prevent bullying effectively, it is important that students collaborate actively with teachers, parents, and local communities, ensuring that bullying is prevented and countered both inside and outside schools.

Regulatory Support of Safe Environment for Adolescents in Educational Institutions of the Republic of Kazakhstan

Organization of a safe educational environment for children and adolescents is a priority for the policy of any state. In our case, the authors understand the concept of “safe environment” as an environment without aggression, without bullying, particularly in educational institutions of the Republic of Kazakhstan. The article considers the issues of tolerance education reflection in regulatory documents of international and republican levels. Over the years of independence in the republic a number of documents have been developed and approved that provide a bullying-free environment for children and teenagers. These include: Constitution of the Republic of Kazakhstan, Law “On Education”, Law “On the Rights of the Child”, Law “On Gender Equality” and others. But, unfortunately, some of them do not work in practice to the fullest extent and remain only a formal statement. The object of the research is legislative documents of the international level and the level of the Republic of Kazakhstan. The following methods were used: theoretical (analysis of psychological, pedagogical and scientific and methodological literature on the studied problem, analysis of the content of contemporary programs; study of the current international and national statutory documents that define the features of teenager’s development.

Особенности тревожности школьников во взаимосвязи с психологической безопасностью образовательной среды

<p style="text-align: justify;">This study aims to investigate the relationship between school anxiety and factors of psychological safety of the educational environment. Test subjects: 40 people. Group 1 — 20 boys, average age: 14 years. Group 2 — 20 girls, average age: 14 years. Methods: School Anxiety Diagnostic Method by R. Phillips, ‘Personal Anxiety Scale for students 10—16 years old’ by A. M. Prikhozhan, Questionnaire ‘Psychological Safety of Educational Environment (PSE)’ by G. S. Kozhukhar, V. V. Kovrov, Mann-Whitney U-criterion, correlation analysis using Spearman correlation coefficient. Results: comparative analysis showed that the experience of social stress and self-esteem anxiety are more pronounced in the group of girls. Significant differences were not found in the levels of psychological safety of the educational environment. Correlation analysis demonstrates the relationship of interpersonal, school and self-esteem anxiety with the factors of psychological safety of the educational environment. Conclusions: the level of anxiety is negatively associated with satisfaction with the educational environment, in turn, this leads to an increase in problems and fears in relationships with the teacher, with difficulties in self-expression (in boys). In girls, the level of anxiety is also negatively associated with satisfaction with the educational environment and this is manifested in fear of knowledge testing and social stress. There is a gender-dependent correlation between schoolchildren's anxiety and indicators of psychological safety of the educational environment. In order to overcome the problems associated with the increase in the level of anxiety among schoolchildren, it is necessary to ensure a high level of safety of the educational environment.</p>

Психологическая безопасность образовательной среды: становление направления и перспективы развития

<p style="text-align: justify;">Psychological problems of safety in the modern world have acquired an extremely high relevance due to the growing spectrum of threats present in the socio-cultural environment. Research on the problems of psychological safety of the educational environment and its subjects is one of the areas of achieving the goal set by the decree of President V. V. Putin on the national development goals of Russia until 2030. The purpose of this publication is to analyze the history, current state and prospects for the development of this area in educational psychology and other areas of psychological research. Research design. Research in this area began at the end of the 20th century and is actively continuing today. In 2003, we developed and defended the concept of psychological safety of the educational environment, assessment methods and creation technologies, which still serve as a guide for new theoretical and practical developments. Results. Based on the analysis of scientific literature, we argue that it is a safe educational environment that maintains the state of human psychological safety. Safety means the presence of certain conditions necessary for life, development and activity. The educational environment is a set of conditions in which the formation and development of a person occurs throughout their entire life. A modern student interacts with many social environments: family, street, media environment, Internet environment, educational environment of a school and additional education organizations, etc.</p>

THE PROVISION OF SAFE EDUCATIONAL ENVIRONMENT IN PUBLIC SCHOOL

In the modern world, and especially in the Republic of Armenia, radical socio-political, socio-economic changes affect the socio-cultural conditions of human life, complicating the process of formation and development of an individual. For human livelihood, development and manifestation, it is necessary to provide all security bases: physical, psychological and social. The existence of the problem of life safety is recognized all over the world and the key role in ensuring personal safety belongs to education. The purpose of the article is to identify the problem of ensuring a safe educational environment in public school. Studying the educational environment, awareness of the safety of the educational environment arising from the fundamental rights of a student and teacher in a public school, ensuring its conditions, assessing the comfort and developmental significance of this environment provide an opportunity to obtain objective information about the educational institution and undertake work that will help to improve the quality of education in the case of quickly and efficiently created pedagogical conditions and professional supportive activities.

Деятельность социального педагога в образовательном учреждении по созданию психологически безопасной образовательной среды

This article examines the activities of a social teacher to create a psychologically safe educational environment in a secondary school, and proposes a social pedagogical program. Currently, the problem of creating a psychologically safe educational environment occupies a significant place in the educational environment. “Psychological health” is becoming a key concept for educational institutions in terms of creating a psychologically safe educational environment, free from psychological violence, and preventing the occurrence of negative emotional experiences of a child in the educational process. A psychologically safe educational environment contributes to a student’s better assimilation of educational material and the full development of his personality. Consequently, the creation of a psychologically safe educational environment is an important element of pedagogical work at school. Harmonization of the socio-psychological climate at school and psychological assistance to participants in the educational process is within the competence of the social teacher, and his practical and theoretical skills are aimed at creating a psychologically safe educational environment, as a necessary condition for the comprehensive development of the individual. The relevance of our research lies, first of all, in the need to identify the psychological parameters of the educational environment that determine its developmental potential, in the development of express diagnostics of the psychological quality of conditions for the positive development of subjects of the educational process.

A model for developing the readiness of future teachers to design a psychologically safe environment

During the period of paradigmatic changes in the life of society, there is a growing trend of uncertainty, which determines emotional tension, increased levels of aggression and anxiety. The dynamism and transitivity of social processes determine the choice of strategy for social behavior and human development in situations of unpredictability and complexity. In these conditions, the problem of creating psychologically comfortable conditions for the comprehensive development of an individual, his/her security in the process of interaction between subjects of the educational process, which requires teachers to be prepared to design and create a psychologically safe educational environment, acquires special significance. In this regard, the research problem lies in the scientific substantiation and practical development of a model for developing the readiness of future teachers to design a psychologically safe environment. The goal of the research is to develop a model for developing the readiness of future teachers to design a psychologically safe environment. The methodological basis of the research is represented by a set of methods of analysis, modeling, design, and experiment.The results of the research: various approaches to the content of a future teacher’s readiness to design a psychologically safe educational environment have been analyzed; the structural components of readiness have been identified, the criteria and indicators of its formation have been determined. A model has been designed for developing the readiness of a future teacher to design a psychologically safe educational environment.Key conclusions: the relevance of the problem of developing readiness to design a psychologically safe environment in the process of professional training of future teachers is due to modern social transformations; The model for the formation of readiness is a set of target, content-procedural, technological and evaluative-reflective components, focused on the formation of motivation in teaching activities, improving the design competence of future teachers, and developing personal and professional qualities of future teachers.

Schools history representation through the preservation of educational everyday life artifacts through the process of renovation and construction of school buildings

Introduction. The relevance of the problem of studying and preserving artifacts of educational everyday life of school buildings is due to large-scale renovation and construction of educational infrastructure in Russia. Frequently, during renovation, along with the old walls, historical artifacts of everyday educational life irrevocably go into the past, and the history of the school itself disappears with its established traditions, events and ways of life. In this regard, it is very important to preserve and integrate historical artifacts of everyday school life into new school interiors, which makes it possible to create a comfortable and emotionally safe educational environment for students without losing the historical school identity. The purpose of the research is to identify approaches to representing the history of a school through the preservation of artifacts of educational everyday life in the process of renovation and construction of new school buildings. Materials and methods. Systemic and environmental approaches were used to determine the significance of the problem of preserving and representing artifacts of educational everyday life in the process of renovation of outdated funds and new construction of school buildings to maintain the emotional connection of modern students with the historical heritage of the school, its traditions, way of life, and identity. The research methods determined: analysis of theoretical sources and existing practices of working with artifacts during major repairs and construction of schools, in-depth interviews with representatives of the administration of educational organizations, photographic fixation of artifacts available in educational organizations, expert discussions at round tables and seminars at events of various levels. Results. Based on the data obtained as a result of the conducted research, five approaches to the preservation and representation of their history by educational organizations have been identified, namely: the building is considered as an artifact of a certain historical period, there is a partial preservation of interior artifacts of the past, new artifacts are being developed, a museum of artifacts of educational everyday life is being created, artifacts are used in the educational process. Conclusion. The implementation of the research results will allow us to develop new action algorithms in the renovation and design of schools, taking into account their cultural and historical heritage through the preservation of artifacts of educational everyday life and their careful inclusion in modern and updated interiors.

Creation of a Safe Educational Environment for Ukrainian Youth During War Conditions

Creation of a Safe Educational Environment for Ukrainian Youth During War Conditions

DEVELOPMENT TRENDS OF UKRAINIAN SCHOOLS CONSIDERING INCLUSIVITY

Modern educational institutions of Ukraine need improvement and adaptation to the current realities of life. The article highlights directions for improving architectural and planning solutions of Ukrainian schools, taking into account modern requirements for security measures and features of educational development. The problems related to the adaptation of inclusive children and the creation of a barrier-free, modern and safe educational environment within educational institutions were analyzed. The analysis of regulatory documentation was carried out and a list of recommendations for improving existing conditions was highlighted using the example of Lviv schools. Most of the general educational institutions of Ukraine were built in the second half of the 20th century. Normative design requirements change every decade under the influence of certain events. Most of the innovations have taken place in the last few years. The long months of the pandemic and the war made significant adjustments to the requirements for school buildings, taking into account their functional purpose. Over the past few years, our society has suffered considerable losses due to the aggressive military intervention of a neighboring state on our peaceful towns and villages. Air attacks and destruction of Ukrainian settlements continue. Since Ukrainian schools have recently embarked on the path of inclusiveness, there are still no clearly defined standards and protocols aimed at improving the school environment. The list of equipment, specialized or additional premises, and layout features in educational institutions is being supplemented and improved at this stage. There is an urgent need to study the planning of the buildings of educational institutions in order to identify areas of reconstruction to create optimally safe and comfortable conditions. The composition of school buildings is based on two factors: the staggered organization of the student body and the grouping of rooms according to their functional purpose. The solution of convenient communications between all functional areas of the educational institution, and the provision of the necessary premises for the comfortable stay of students with various needs is an important task during the design and modernization of schools. Ukrainian schools are already on the way to improving and rethinking school spaces. Limited information about the needs of different learners, the nature of existing infrastructure and opportunities complicates the entire process. Adaptation of schools to the needs of the disabled and their learning in a group requires a rethinking of the generally accepted planning of educational institutions, the implementation of flexible planning for optimal use of space, the creation of a barrier-free environment not only for children, but also for parents with special needs.

Psychological Safety in Simulation and Psychological Intrinsic Factors Among Korean Undergraduate Nursing Students: A Cross-Sectional Study

BackgroundThere is a gap in the literature exploring individual students' psychological intrinsic factors and how these factors influence psychological safety in simulation among nursing students with diverse cultural backgrounds. The aim of this study was to explore the associations between psychological safety in simulation and students’ individual psychological intrinsic factors, including self-compassion, anxiety sensitivity, and resilience. MethodsThis study was the first part of a multicultural comparison study on satisfaction and psychological safety in simulation, and a comparison of intrinsic characteristics between nursing students in South Korea and the United States, using a descriptive, exploratory, and correlational design. An online survey was used to measure the study variables for 186 Korean students. Data were analyzed using descriptive statistics, Pearson's correlation, and linear mixed models to examine factors associated with psychological safety. ResultsAll the psychological intrinsic factors (self-compassion, anxiety sensitivity, and resilience) were significantly associated with psychological safety, after controlling the demographic characteristics. Higher psychological safety was associated with higher self-compassion (p = .014), lower anxiety sensitivity (p < .001), and higher resilience (p = .018). ConclusionPsychological safety in simulation is influenced by students’ psychological intrinsic factors. Efforts to recognize anxiety sensitivity, students’ self-compassion and resilience would be essential to provide a psychologically safe educational environment for nursing.

ON THE NECESSITY OF ADOPTING THE NATIONAL PROGRAM FOR OVERCOMING THE EDUCATIONAL LOSSES AND EDUCATIONAL GAPS IN HIGHER EDUCATION

The article presents the problems of overcoming of educational losses through the prism of normative regulation and planning of the post-war development of higher education in Ukraine. It is noted that in the conditions of hostilities, the problem of moving a significant number of participants of educational process to safer regions within Ukraine and abroad has become urgent. It is noted that the Ministry of Education and Science of Ukraine provides regulatory and legal support for the functioning of education and science system and issues orders on the securement of safe educational environment, the organization of education, the educational process, etc., which are not regulated by law during martial law, emergency or state of emergency (special period). The article proposes the development of the National Program for Overcoming the Educational Losses and Educational Gaps, which will be effective both during the period of martial law (special period) and after its end and will provide for the improvement of legislation, the definition of the terms “educational losses” and “educational gaps”, will establish the obligation of monitoring the quality of higher education, analysis and introduction of security components for higher education, in particular in the field of distance learning and components of psychological assistance for students, teachers and staff.

SAFE EDUCATIONAL ENVIRONMENT: NEW CHALLENGES AND INNOVATIVE SOLUTIONS AT THE PRYDNIPROVSKA STATE ACADEMY OF CIVIL ENGINEERING AND ARCHITECTURE

Problem statement. Carrying out its mission in the extremely difficult circumstances of the war, the Ukrainian pedagogical community remains at the forefront of the educational front. Taking on a new, higher level of responsibility, the scientific and pedagogical team of the Prydniprovska State Academy of Civil Engineering and Architecture (PSACEA) (Dnipro city) is among the ranks of educators. The full-scale invasion of the Russian Federation on the territory of Ukraine forced us to rethink the role of education and change our view of the educational environment of our institution of higher education. In the first place, next to the traditional requirements for the educational environment, came the requirement of safety, i.e. the need to create a safe educational environment. In the martial law conditions in Ukraine, a priority goal of the state is to preserve the life and health of its citizens, especially young people, by ensuring their access to education. Access to education in war-time is the organisation of a safe educational environment. A safe educational environment is the surrounding space of an educational institution created in accordance with the institution educational goals, in which the educational process is carried out and the necessary and sufficient conditions for its participants to effectively and safely achieve the goals of education and upbringing are created. This is confirmed in the regulatory document “Concept of Educational Institutions Safety”, which aims to create equal, appropriate and safe conditions for education, to organise a safe educational environment, in particular in the of the russian federation military aggression context against Ukraine. The implementation period of this Concept is 2023−2025. The methodological framework for ensuring a safe educational environment is set out in the letter of the State Emergency Situations Service of Ukraine No. 03-1870/162-2 dated 14.06.2022. This methodological framework provides for a wide range of components for the preservation and provision of a set of objects and their attitudes to the realisation of educational goals.

Foreign and Kazakh experience in the development of anti-terrorist consciousness of student youth

Relevance. Today, there is a need to form a safe educational environment, as the number of factors attracting student youth to terrorist activities has increased recently. Purpose. The purpose of this study was to identify ways of forming anti-terrorist consciousness among students, their application in different regions of the world. Methodology. The study employed methods of analysis and synthesis, induction and deduction, comparison, systematisation, and generalisation Results. The study examined the interdisciplinary integrative approach to developing students' anti-terrorism consciousness in educational settings. It conducted a multilevel analysis of the approach's resources and features, identifying how students' personal orientations in society are formed. The research addressed terrorist behavior among students, drawing evidence from various countries and presenting counter-terrorism strategies based on Asian and European higher education experiences. It compared the nature and causes of terrorist behavior among students from different countries, highlighting the causes of formation, values of modern student youth, their influence on consciousness and educational activities were distributed. This comparison helped uncover techniques to shape the meanings and values of student youth effectively. Conclusions. It was concluded that educational institutions are actively addressing the negative impacts of modern conditions that foster student aggression. They must employ technologies of intentional influence and persuasion to shape students' values. Regulating student value orientations can enhance motivation to resist extremism and terrorism and promote an anti-terrorist stance. This study is practically significant, providing findings useful for creating textbooks and manuals in pedagogy and psychology, developing courses on counter-terrorism, and offering recommendations for national security agencies and future research. Keywords: educational space; counteraction; behaviour; values; interdisciplinary approach; integration

Navigating the digital frontier: safeguarding educational spaces and cultivating digital literacy

The article discusses the basic principles of organizing a safe information and educational environment. In an era defined by technological progress and an increasingly interconnected world, the landscape of education has undergone profound changes. As classrooms move beyond traditional physical boundaries into the digital realm, the need for a safe educational environment and the development of digital literacy skills becomes paramount.

Partnership for Development: collaboration between Kyiv National Linguistic University and Scandinavian Gymnasium

The training of a future foreign language teacher at the Faculty of Philology of Educational Technologies of Kyiv National Linguistic University is a complex and responsible task, an important stage of which is pedagogical practice. The choice of the base by the educational institution determines the quality of the entire training and affects the achievement of the goalsto be realised during the practice. To be included in the KNLU's general secondary education institutions, certain requirements are set, namely: experienced teaching staff, innovative teaching methods, mentoring system, safe educational environment and infrastructure, etc. The Scandinavian Gymnasium of Kyiv is a practice site that fully meets all these requirements and is a long-term partner of Kyiv National Linguistic University.

ПСИХОЛИНГВИСТИЧЕСКИЙ МАРКЕР ПРОЯВЛЕНИЯ КИБЕРБУЛЛИНГА В ШКОЛЬНОЙ СРЕДЕ: РЕЗУЛЬТАТЫ ЭМПИРИЧЕСКОГО ИССЛЕДОВАНИЯ

The article presents the results of a psycholinguistic analysis of network communication among schoolchildren. Internet communication is an important component of communications in the modern world. As they interact with others, schoolchildren form a variety of social relationships, both in real life and online. Through these interactions, they develop a system of values and gain a sense of their role within social and interpersonal dynamics. However, these environments can also give rise to conflicts, misunderstandings, differing opinions, and expressions of negativity, aggression, and confrontation. As a rule, destructive communicative behavior in the virtual space is expressed in posting obscene language, provocative content of a manipulative, propagandistic nature, as well as offensive messages aimed at personal insulting other users. The relevance of the study is related to the need to identify and prevent the spread of aggressive behavior of schoolchildren on the Internet, the urgent need to create a favorable climate in cyberspace and a safe educational environment. The empirical data obtained as a result of the study allowed to identify a psycholinguistic marker of cyberbullying to study its impact on the socialization of adolescents; the issues of strengthening the psychological health of schoolchildren as a factor in the prevention of cyberbullying are highlighted. The authors believe that the summarized results of this study can serve as guidelines for the development of an effective system for the prevention of cyber threats in the network socialization of schoolchildren.

A Study on the Perception of Safety Management in Middle School Physical Education Teachers

Purpose of the Study The purpose of this study is to establish a school safety culture through research on safety management as perceived by middle school physical education teachers. Research Method This study was conducted through in-depth interviews using a purposive sampling method from August 1 to September 30, 2024. Results: First, mandatory implementation of prevention education and safety education manuals and programs to increase prevention awareness. RAM is required. Second, regular facility and teaching management inspections are necessary and safety accidents can be prevented. Third, awareness of prevention and follow-up measures must improve a safe educational environment through institutional improvements in safety liability. Fourth, a safety training manual should be developed and unified and systematic training should be conducted. Conclusion Application to actual classroom environment. There is a need to develop a unified school safety education manual and systematic program.

Implementation of the Code of Safe Educational Environment at a Pedagogical University

Implementation of the Code of Safe Educational Environment at a Pedagogical University

홈스쿨링의 헌법적 허용성 검토

Since the transition to universal education in Korea after the modern era, education has been predominantly led by the state, defining contemporary education as school-based education. It is true that school education has undeniably played a significant role in the development of our education. However, this state-led educational system, while normatively significant in realizing the right to receive equitable education, has started to reveal a variety of issues in terms of the societal realization of individual needs. A number of strategies has been proposed to address these challenges, and among them are individuals attempting a novel form of education outside the traditional school system, called homeschooling. The beginning of homeschooling was a complaint from the state-led education system, but now homeschooling is being done for various grounds. Homeschooling is becoming a new form of education outside of school. For a new system to be formally established via norms, it must undergo diverse discussions from conceptual definition to institutionalization prior to finally achieving normative institutionalization. While homeschooling can be considered a new system from the perspective of the right to receive education, it simultaneously presents inherent challenges within the existing legal framework of the present state-led school education system. Until formal institutionalization via the establishment of legal norms, such discussions can only remain ongoing. If we interpret Article 31, Paragraph 2 of the Constitution as an obligation to provide education at the level determined by law rather than compulsory attendance, homeschooling could be permissible. In order to bridge the gap between institution and normative regulation in this respect, the state should speed up institutionalization via legislation to ensure children's right to receive a certain level of education and a safe educational environment via home schooling. Moreover, homeschooling is derived from the constitutional right to the fundamental education of children under Article 31 of the Constitution, as well as the parental right to the education of their children under Article 31, Paragraph 1, and Article 36, Paragraph 1 of the Constitution. The subjects of homeschooling are the child and the parent, and when the rights of these two subjects conflict, the parental right to educate the child should be realized within the scope that does not infringe upon the child's right to basic education. Homeschooling is a necessary system in terms of diversity as an educational way for children in a diversified modern society.