Educational Trajectories Research Articles

Профессионально-общественная аккредитация как инструмент взаимодействия сферы высшего образования и работодателей

The field of education today cannot develop as a closed system, without taking into account the request formulated by employers. The contradiction between the requirements of employers and the results provided by educational organizations is one of the reasons for the decline in the quality of training. It is obvious that the dialogue between the sphere of education and the sphere of work should be based on clear mutual obligations. In many countries, the National Qualifications System (hereinafter referred to as the NSC) is used as a tool that allows building such a dialogue. In our country, according to the 238-FZ “On the independent Assessment of Qualifications”, this is an independent assessment of qualifications, just its introduction into the employment relationship “employer – applicant” and leads to those serious changes in the field of education as a supplier of qualified personnel for the labor market. In this regard, the article attempts to assess the methodological impact of the process of implementing an independent assessment of qualifications on the field of higher education through the created interaction tools, which include professional standards and the procedure of professional and public accreditation, as a system for verifying the fulfillment of their requirements. After all, it is necessary to be able to correctly assess the degree of achievement of the requirements of professional standards when students master the relevant educational programs of the university, and to focus on achieving this goal the process of designing the educational trajectory of future graduates. Because it is from the competent fulfillment of this condition that in the end the demand for trained personnel in the labor market, and, therefore, the educational program itself, which is already beneficial to the educational organization, will hang.

Exploring English language Related Anxiety in Higher Education Context of Pakistan: Teachers’ Perspective

Language-related anxiety is a psychological phenomenon that occurs either during the process of language acquisition or the academic process of an individual’s life. The usage of English as the medium of instruction leads to this anxiety in higher education context of Pakistan. Students’ poor performance and heightened anxiety remain significant concerns in the field of language education. This qualitative paper through in-depth interviews from the faculty members investigates the manifestations of English language anxiety in classroom settings, particularly focusing on variations across educational streams, distinguishing between students from the matriculation and those educated in the Cambridge system. The findings reveal a multifaceted landscape of language anxiety, influenced by educational backgrounds, unfamiliar teaching methodologies, fear of evaluation and educational trajectories. Moreover, the research identifies recommendations and steps taken by faculty to lessen this anxiety. The findings support the importance of tailoring conducive mechanisms to address these disparities. This may result in the facilitation of a more inclusive educational environment that empowers students to overcome language anxiety and excel academically.

ПОДХОДЫ ФОРМИРОВАНИЯ МОТИВАЦИИ К ВЕДЕНИЮ ЗОЖ И ПРОВЕДЕНИЮ ПРОФИЛАКТИЧЕСКИХ МЕРОПРИЯТИЙ ПО УКРЕПЛЕНИЮ ЗДОРОВЬЯ У СТУДЕНТОВ МЕДИЦИНСКИХ УНИВЕРСИТЕТОВ

The priority direction of educational policy within the framework of the Priority 2030 academic strategic leadership program is to provide the country's healthcare with qualified and motivated medical personnel, in connection with which the requirements for clinical knowledge and skills, as well as for the skills of a modern doctor, are growing. Research, innovation and project activities become mandatory elements of educational programs, which are implemented through an individual educational trajectory to train specialists who meet a high standard of competencies. One of the directions of the individual educational trajectory is the creation of additional educational programs that expand the opportunities for students to obtain additional competencies. Purpose. On the basis of a sociological survey, to study students' satisfaction with the additional educational program aimed at the formation of professional competencies for training doctors to perform new labor functions in the formation of preventive programs, maintaining a healthy lifestyle and giving up bad habits. Materials and methods. The study includes the development of an additional professional program "Strengthening Public Health" using digital technologies in the field of preserving and strengthening public health, for the training of health professionals. Based on the results of the course of the additional professional program, a sociological survey was conducted in an online format through the Google Forms resource. A link to the survey was sent via email and WhatsApp messenger. Results. The data obtained in the course of the study allow us to see the problem of motivation of students who adhere or do not adhere to a healthy lifestyle and to develop measures aimed at attracting medical university students to physical education, sports and the formation of a healthy lifestyle. Conclusion. The formation of motivation for a healthy lifestyle among students of medical universities is one of the most significant areas of professional training of medical specialists.

Primary school attainment outcomes in children with neurodisability: Protocol for a population-based cohort study using linked education and hospital data from England

Background Neurodisability describes a broad range of heterogenous conditions affecting the brain and/or the neuromuscular system that result in functional limitations including cognitive, sensory, and motor impairments. Children with neurodisability have complex health and educational needs. They are likely to achieve below-expected levels in measures of school attainment and require special educational needs provision. While the educational outcomes of children with specific conditions under neurodisability have been investigated previously, there is little evidence on the collective outcomes of population or the progression of their attainment throughout primary school. This study aims to describe educational attainment and attainment trajectories by the end of primary school for children in England with neurodisability recorded in hospital records, compared to their peers. Methods We will use the Education and Child Health Insights from Linked Data (ECHILD) database, which links educational and health records across England. We will define a primary school cohort of children who were born in National Health Service funded hospitals in England between 1st September 2003 and 31st August 2008, who were enrolled in reception of a state-funded primary school at age 4/5 years. Children with neurodisability will be identified using diagnostic and procedure codes recorded from birth to the end of primary school (age 11) in hospital admission records. We will describe educational outcomes at reception (Early Years Foundation Stage Profile, age 4/5), year two (key stage one, age 6/7), and year six (key stage two, age 10/11) for three groups of children: those with an indicator of neurodisability first recorded before the beginning of primary school, those with an indicator of neurodisability first recorded during primary school, and those without a record of neurodisability before the end of primary school. We will additionally explore the variation in educational outcomes between these groups, accounting for socioeconomic and demographic characteristics.

Networked learning and utopia

The corporate infrastructures and policy trajectories of contemporary digital education are rarely seen as utopian. To a significant extent they are extractive, utilitarian, colonising and homogenising. At a historical moment of multiple, intersecting crises, scholarship in networked learning can contribute new methods for imagining and re-building digital education – unpicking its histories, imagining better futures and – ultimately – maintaining hope.This paper uses Levitas’s (2013) ‘Utopia as Method’ as a way to approach this challenge, applying its three-part analytical sequence – archaeology, ontology and architecture – to networked learning and digital education.

ЗАБЕЗПЕЧЕННЯ НЕОБХІДНИМИ РЕСУРСАМИ ЗДОБУВАЧІВ ВИЩОЇ ОСВІТИ ПІД ЧАС ВИВЧЕННЯ НАВЧАЛЬНОЇ ДИСЦИПЛІНИ «ПСИХОЛОГІЯ» В УМОВАХ ВОЄННОГО СТАНУ

The article examines the use of educational approaches, digital technologies, software products and sources of information support for the study of the educational discipline “Psychology” in modern conditions. The purpose of the article is to review the resources for ensuring the study of the educational discipline “Psychology” and to systematize approaches that contribute to the organization of the development of individual educational trajectory of higher education students. Methodology of the article. The use of distance learning tools that ensure the development of communicative, analytical, leadership and other competencies of higher education seekers is considered. Approaches that contribute to the formation of the individual educational trajectory of a higher education students are disclosed. It has been established that practical, individual creative tasks, methodical and didactic materials, as well as where they are placed and how current and final knowledge and skills testing is organized, influence the effectiveness of the educational process in remote mode. Ways to liquidate current debt (crediting the results of non-formal education, participating in extracurricular activities, etc.) are demonstrated. Achieving program learning outcomes during the study of the academic discipline “Psychology” is presented through the introduction of interactive methods and technologies, cases, videos, presentations, including the organization of independent work. The results. Resources presented affect the formation of the individual educational trajectory of higher education seekers through: providing them with opportunities to choose the topic of qualification and coursepaper according to individual interests; implementation of academic mobility; organization of independent work using modern educational approaches, digital technologies, software products and sources of information support; completion of pre-diploma practice in accordance with individual professional interests and requests of stakeholders; participation in scientific and practical conferences, round tables, forums, open lectures, webinars. It has been proven that the placement of methodical and didactic materials in Google Classroom or Google Drive with shared access, the organization of discussions in practical classes, which affects the development of analytical, communicative, and diagnostic competencies, is effective in the process of studying psychology. The practical significance of the obtained results is that it allows to use the necessary resources for the formation of the individual learning trajectory of higher education students during the study of the educational discipline “Psychology”, taking into account the problems caused by the martial law. Key words: distance learning tools, program learning outcomes, liquidation of current debt, knowledge and skill testing, independent work, stakeholders.

Pedagogical support of technical college students during professional training

Relevance. The training of future specialists, especially in technical fields, is highly relevant today. This priority for pedagogical research involves analysing current methods and effective approaches for supporting future specialists. The urgency is heightened by socio-political changes and the informatisation of the educational environment. Purpose. This study aims to examine the features of pedagogical support during the educational and professional training of students at a technical college. Methodology. The study employs various scientific methodological tools, including functional and dialectical approaches, and methods of analysis, synthesis, comparison, and generalisation. Results. The study explores the concept of pedagogical support, detailing its theoretical characteristics and practical application. Based on an analysis of Kostanay Polytechnic Higher College, identifies key methods such as personalized learning paths, integration of technology, and continuous assessment. These methods address the specific needs of students, enhancing their professional competence and readiness for the workforce. Conclusions. The research confirms the effectiveness of pedagogical support in technical colleges, showing that well-implemented support significantly enhances professional training quality. The findings offer insights for developing programmes to improve educational outcomes through individualized learning strategies and technology use. The complexity of the subject suggests ongoing research is needed, especially in optimizing individual educational trajectories to further refine training processes and outcomes in technical education. Keywords: professional establishment; individual trajectory; educational process; development

Unveiling Socioeconomic Disparities: Understanding Pregnancy Awareness and Family Well-being among Middle-Late Adolescent Mothers across Diverse Socioeconomic Strata in Urban Manila, Philippines

This research study examines the real-life experiences of adolescent mothers within the age group of 13-17 years old (middle adolescence) to 18-21 years old (late adolescence), coming from middle and low socioeconomic backgrounds. Using different qualitative research techniques, this study aims to uncover unique obstacles, coping strategies, and support networks encountered by teenage mothers from different economic strata. A total of 6 teenage mothers from middle-class (n=3) and low-income (n=3) settings is conducted to gather their stories and perspectives. Thematic analysis is employed to discern common threads and distinctions between the two groups, creating themes to categorize the similarities between their responses. The outcomes of this inquiry offer valuable insights into how socioeconomic status intersects with teenage parenthood, underscoring four significant factors that emerged through the data analysis: Support Systems, Educational and Career Trajectory, Family Dynamics and Expectations, and Awareness and Perception. Having identified these themes can design a path towards creating customized interventions and support mechanisms for both vulnerable demographics while advocating for more inclusive and educational programs in raising awareness and removing the stereotypes about teenage pregnancy. For future researchers interested in studying the real-life experiences of adolescent mothers from different economic backgrounds, it is essential to consider the myriad of factors that shape their lives. These factors include race, culture, and geographical location, all of which intersect with their socioeconomic status to influence their experiences.

Teacher value-added and gender gaps in educational outcomes

This paper uses rich administrative data from Chile to estimate teacher value added (TVA) on test scores and on an educational attainment index. We allow each teacher to have a different TVA for male and female students and show that differences in TVA explain an important part of the gender gaps we observe in test scores and postsecondary education trajectories. The gaps in gender-specific teaching effectiveness are especially pronounced in mathematics. Indeed, eliminating within-teacher differences in math test score VA would reduce the gender gap in math performance by 67%. We explore what could be behind these gaps in gender-specific TVA and find no significant differences in what makes teachers effective for male and female students. We do find, however, significant associations between teacher characteristics—e.g., gender and performance in the college admission exam—and practices—e.g., paying attention to low-performing students, congratulating students who improve, and having a good relationship with students—with teacher effectiveness. Finally, we also show that math teachers tend to be biased in favor of male students and that teachers with smaller gender biases are more effective for both, male and female students.

User-centric avatar design: A cognitive walkthrough approach for metaverse in virtual education

Metaverse, once a concept confined to science fiction, has emerged as a transformative reality during the digital era. As this immersive virtual world gains prominence, the role of avatars and the digital representations of users in shaping educational experiences within a metaverse becomes increasingly crucial. This study examined the design of avatars and their effectiveness in virtual education. Using the cognitive walkthrough (CW) method, a well-established user-centric assessment approach, this study examined how users engage in avatar design in virtual educational settings, highlighting their cognitive processes. Through the CW approach, this study identified usability issues and learning challenges, providing valuable insights into the user experience. The investigation focuses on the VRoid platform for avatar design, selected for its user-friendly interface and robust customization features. Participants (n ​= ​12; six men and six women) from diverse educational backgrounds were carefully selected to offer a comprehensive range of perspectives. They performed avatar design tasks that closely mirrored the learning environment of the metaverse, followed by in-depth post-exercise interviews. The findings of this study highlight the essential role of avatar design in enhancing user engagement and improving the learning outcomes of virtual education. Furthermore, we provide practical recommendations for educators and designers to effectively leverage avatar innovation. In a continuously evolving era of metaverse, this research contributes significantly to the ongoing discourse on user-centered design in educational settings, thereby influencing the future trajectory of virtual education.

DEVELOPMENT OF UNIVERSITY EDUCATION IN WESTERN UKRAINE: SOCIAL AND ECONOMIC ASPECTS

The primary objective of the article is to provide a substantive basis for recommendations concerning the advancement of university education in Western Ukraine in connection with specific factors of regional socioeconomic development. A retrospective analysis of the socioeconomic landscape in Western Ukraine has been conducted as a foundational step toward the subsequent evolution of university education. Furthermore, through a combination of theoretical exploration and the analysis of pertinent statistical data, a comprehensive retrospective evaluation of the state of university education in the region has been undertaken, with the aim of elucidating its alignment or divergence in relation to the prevailing circumstances precipitated by the Russian war of aggression.Recommendations for the enhancement of university education have been formulated, guided by the imperative to address the unique exigencies of the region comprehensively. The proposed recommendations, if implemented, are anticipated to satisfy the educational requirements of the region.An analysis of socioeconomic factors and contemporary trends in the development of Western Ukraine, which serves as a prerequisite for the exploration of the trajectory of university education in the region, is presented in the article. The article also delves into an examination of the research and educational potential, the current developmental status, and the competitive standing of university education within the region. It was stated that the ongoing evolution of university education in Western Ukraine must be attributed to a number of socio-economic factors stemming from the Russian war of aggression. These factors encompass the escalating significance of the region as a transit zone for internally displaced persons and migrants, the relocation of enterprises and companies, the fortification of cross-border cooperation, alterations in the employment landscape, and augmented demand for professions in construction, renewable energy, and the IT sector.

The significance of elective courses in teaching foreign languages

The educational system of our country is developing year by year. On the basis of these developments, we can point to the presidential decrees and the newly adopted law on education [1]. Introduction of digital technologies and modern teaching methods to higher education processes in the "Concept of the development of the higher education system of the Republic of Uzbekistan until 2030" approved by the Decree of the President of the Republic of Uzbekistan No. PF-5847 of October 8, 2019, young people wide involvement in scientific activities, combating corruption, increasing the share of students studying in engineering and technical education, introducing the credit-module system, increasing the share of practical training in specialized subjects aimed at increasing practical skills in curricula specific tasks for improvement are defined [2]. On the basis of the tasks specified in these decrees, the credit-module system of teaching in higher education institutions of our country was gradually introduced. Certainly, since this is a new system, a deep study of the new features of the system is required. In our research, we arc working on the formation of the educational trajectory of students, and in this article, we want to describe the elective courses in the curriculum.

Educational trajectories for residential care experienced young people are complex. A lived experience perspective from a PhD study in Scotland

PurposeResearch highlights that residential care experienced children and young people in Scotland have poorer educational outcomes than their peers within the wider population. Despite this, poor educational attainment is not inevitable, and further research is needed to increase the understanding of long-term trajectories. This paper aims to address a gap in contemporary literature that is of benefit to practitioners, academics and policymakers. Despite experiencing adversity, attachment, separation and loss, school attainment data on leaving care only reflects part of the educational journey.Design/methodology/approachUsing a mixed methodology and social constructionist theoretical framework, a practitioner-led PhD study gathered data from questionnaires and qualitative information from 13 semi-structured interviews with young people who had experienced residential care in Scotland. Recruitment was through a gatekeeper within a national third-sector organisation. The educational trajectories for young people with experience of residential care in Scotland are complex. A lived experience perspective from a PhD study illustrates that statistical data only captures part of the journey and the author needs to reconsider how success is measured.FindingsOf the 13 participants in the study, 12 achieved success educationally, although for the majority of those interviewed, attainment continued after leaving compulsory education. Barriers to greater success included placement uncertainty and movement, stigma, low expectations, pressure to not become a statistic, procedural obstacles and inconsistency or poor relationships.Research limitations/implicationsSupportive relationships and stable placements can create circumstances conducive to effective learning, but evidence reflects that support is necessary throughout the life course if children, young people and adults with care experience are to reach their full academic potential.Originality/valueResearch into the educational outcomes for those with experience of residential care in Scotland is limited. This paper, from a PhD, provides lived experience accounts from a practitioner-led study.

Cambodia’s Inclusive Education Development from 1953 to 2024: A Literature Review

Cambodia, like many other nations globally, has instituted policies for inclusive education and crafted an educational strategic plan to foster advanced knowledge and professional ethics among individuals with disabilities. The evolution of Cambodia's inclusive and special educational institutions has been influenced by colonization, political ideologies, and global economic trends. This paper thoroughly examines the trajectory of inclusive education across six phases of political change, assessing the achievements and shortcomings of each regime in implementing inclusive education as a driver for national development. Drawing on a comprehensive review of scholarly articles, the research is a valuable resource for scholars, educators, and policymakers aiming to enhance their understanding of Cambodia's history in special and inclusive education. It emphasizes the need for reforms to ensure equal educational opportunities and academic success for students with disabilities.

Rosbercon Girls' Grammar School: the adoption of innovative educational practices in early 20th century Australia

PurposeThis paper explores the context within which experimental, pedagogically progressive schools were established in Australia during the first decades of the 20th century.Design/methodology/approachThe paper presents a case study of the establishment of Rosbercon Girls’ Grammar School. It draws on educator accounts, archival documents and contemporary literature to provide a brief narrative of the events leading to the opening of the school; to sketch the family of educators who were pivotal in making it a reality; and to identify key aspects of the social and legislative context that made such an initiative possible.FindingsRosbercon was established at a time when a modest school could be established relatively easily by a small group of educators with a shared vision. The early 20th century was a moment of national optimism in Australia, where an appetite for new educational ideas created a climate in which innovative educators found fertile soil for their pedagogical experiments and adaptation of emerging ideas from around the world. Their efforts were facilitated by an emerging global network of personal interactions, professional learning, professional associations and educational literature.Originality/valueThis paper addresses the relative lack of scholarly examination of the origins of Rosbercon Girls’ Grammar School, an institution that previous authors have identified as Australia’s oldest experimental school. The case study also contributes to a broader appreciation of the trajectory of progressive education during the early 20th century.

Racismo indígena en la escuela. Hacia un estado del arte

Racism is a social and historical matrix made up of discriminatory practices, prejudiced attitudes, stereotyped representations, feelings of contempt, and forms of physical and symbolic violence. It is a system of hierarchies built because of social origin, skin color, descent or national origin, indigenous status, and religion. There are as many racisms as there are groups that need to justify their superiority and the exercise of relations of domination. One of the most serious consequences is inequality in access to fundamental rights such as education, health, employment, and housing. This article proposes to elaborate a state of the art on the manifestations of indigenous racism in the school environment. Academic productions of theoretical and empirical base framed in a socio-educational perspective developed by national and international organizations, by research teams from universities or specialized institutes and postgraduate theses are recovered and systematized. Systematized studies focus on the various expressions of indigenous racism in schools, particularly in institutional practices, in daily interactions, and in the curriculum. They note the effects of this phenomenon on feelings of shame and fear, on prolonged and interrupted educational trajectories, and on processes of exclusion and self-exclusion.

Climbing the ivory tower: agency, reflexivity and the career pathways of care-experienced academics in higher education

AbstractThere has been increasing interest in understanding the higher education experiences of students who spent time ‘in care’ as children, who tend to have to overcome strong barriers to educational success. Care-experienced students often thrive in higher education, although little is currently known about those who build on this success to pursue their own academic career. This study sought to explore the educational trajectories and working lives of care-experienced academics in the UK for the first time. We used an online survey to identify potential interview participants, leading to 21 semi-structured online interviews. This article reports the findings from five of the eight themes developed through thematic analysis, focusing primarily on the diverse pathways into and through academic careers. We used Archer’s concepts of reflexivity and the ‘internal conversation’ to explore agency, enablements and constraints. Most participants highlighted the disrupted nature of their schooling, although school was a place of safety and success for some. Pathways into higher education were heterogeneous, including a group who had used their ‘expertise through experience’ to forge academic careers in disciplines like social work and psychology. Career precarity was common and particularly challenging without family ‘safety nets’. Our participants tended to show high levels of self-reliance and/or willingness to seek help, coupled with a scepticism around long-term planning. We argue that these factors are shaped by early lives and lead to specific forms of reflexivity, concluding that universities need to recognise care experience as a status deserving of additional career support.

Teenage Pregnancy and Education: An Analysis of Dropout Rates in Selected Public Schools in Kabwe District, Zambia

This study used a mixed-methods case descriptive design to investigate the impact of teenage pregnancy on dropout rates in public schools in Kabwe District, Zambia. The study aimed to determine the prevalence of teenage pregnancy and its effects on dropout patterns, identify socioeconomic and cultural factors contributing to educational attrition among pregnant teenagers, assess long-term consequences of teenage pregnancy on educational trajectories, and propose evidence-based recommendations. Data collection methods included interviews, questionnaires, and document analysis. Key findings were that guidance teachers and parents can significantly reduce teenage pregnancy, but more joint efforts are needed. Detrimental impacts on schooling included dropout, delayed completion, lack of concentration, and psychological consequences. It is crucial for all stakeholders to work collaboratively in supporting young women's education and empowerment. The study provides insights into these complex issues in Zambia and recommends comprehensive multi-sectoral approaches to address teenage pregnancy and promote sustainable education.

Student`s innovative professional competence in the context of the implementation of an individual educational trajectory

The problem of student`s innovative professional formation in the context of the implementation of an individual educational trajectory in a higher educational organization is considered in the paper. The relevance of the study is determined by the transformation of the conditions of functioning of higher education in the knowledge society; an increase in need of employers for graduates with a set of necessary beliefs, knowledge, skills and abilities for the development and implementation of innovations, taking into account existing features and changing trends of the professional environment. The main research methods are the analysis and synthesis of scientific data, research results in the fields of transformation of higher educational institutions and individualization of the learning process; generalization and systematization of scientific facts and statements. As a result of the research, the authors have revealed the concept of student`s innovative professional competence and proposed the structure in the context of the implementation of an individual educational trajectory, integrating value-motivational, instrumental-technological, research, creative-reflective, interactive-communication and academic-entrepreneurial components. The indicators highlighted by the authors in the competence structure will allow assessing the formation of each of the components for their further development.

The Influence of Psychosocial Factors on the Successful Formal Education Trajectories of Young Spanish People in Vulnerable Situations.

Young people in vulnerable situations tend to have more difficulties realizing successful formal education trajectories. It is extremely important to conduct studies that explore the key dimensions that can help young people overcome the conditioning of vulnerable situations, assisting in the achievement of academic success. According to the existing literature, one of these key dimensions is psychosocial well-being. Thus, this qualitative research aims to identify and analyze psychosocial factors that favor successful school pathways among young people in vulnerable situations. Through a case study approach, 12 in-depth interviews were carried out with 12 young Spanish people who not only have a vulnerable background but also successful formal education trajectories. The data were explored through qualitative content analysis-NVivo11. The results revealed that young people generally associate their successful educational trajectory with the positive impact of psychosocial factors, such as the following: positive caregivers' valuation of formal education and positive school experiences and support networks. Young people also point to many negative school experiences that have been overcome via positive attitudes and individual protective factors. The youngsters suggest changes in the educational system and teachers' skills in order to improve the levels of psychosocial support in formal education contexts. The study's implications and limitations and recommendations for future research are discussed.