Zone Of Development Research Articles

Investment attractiveness of the Russian Arctic through the prism of international cooperation and development of transport corridors

The Russian Arctic has numerous resources, infrastructure facilities that are important for international relations, and therefore is potentially very attractive to investors. Nevertheless, there are a number of objective reasons hindering its development, which require international cooperation, investment and updating of the regulatory framework for the process of foreign investments inflow into the region, with an emphasis on its specifics. The purpose of the article is to study the attractiveness and investment potential of the Arctic zone of the Russian Federation (AZRF) in the new geopolitical realities, to identify the most promising areas of foreign investments. It is concluded that the Arctic can offer resources and opportunities for development and cooperation. It is open for investment, and the Russian government is trying to implement as many projects as possible, including those in which the BRICS countries participate, that will contribute to the development of this region. One of the key areas of foreign investments application is the zone of development of the transport and logistics potential of the Arctic through transport corridors, which will simultaneously lead to infrastructural connectivity of the entire Eurasian continent and will promote cooperation in the Eurasian arena of the CIS countries.

Citizens of Russia on hybrid socio-political reality in the country

The strategic intent of the current U.S. administration to win a geopolitical victory over Russia with the help of Ukraine’s nationalist elite is becoming a catastrophic reality, as the Russian Federation’s special military operation and a series of failed “offensives” by Ukraine’s armed forces evolve. Existential threat has forced the Russian state and civil society to mobilize in the shortest possible time armed forces, economy and military-industrial complex to repel the Western military proxy intervention. The scientific sociological information about the socio-political potential and reserves of the Russian society, its readiness, nature and degree of motivation for the defense of the Fatherland are of crucial importance for an effective management of the current disposition along Russia’s western borders. The Scientific-analytical and informational work is complicated by the fact that the picture of the hybrid socio-political reality of the country’s life is purposefully distorted by the enemy by means and channels of mass propaganda and communication in order to disinform the population and the armed forces. The empirical basis of the article is the data of sociological monitoring “How are you Russia?” about the current aspects of civil society life, based on the analysis of which conclusions are drawn about feasible resources and trends in the development of the socio-political situation in our country and the world. Sociological measurements in 2023, compared with data from previous years, allow us to conclude that Russian society has a high resource for socio-political stability and consolidation. Thus, an analysis of the structure of current anxiety showed that SVO did not have a critically destabilizing effect on the life of any group of Russian society. The share of those who believe that the political system needs to be radically changed decreased in 2023 to a minimum (16%) over the last 30 years of measurements. The overwhelming majority (73%) of Russians believe that the main threats to Russia come from abroad. The index of socio-political sustainability returned in 2023 to the zone of stable and sustainable development, reaching its highest value in 30 years of monitoring measurements. The noted positive trends show that Russia successfully continues the searching for a balance and symphony of interests in the modern hybrid social reality.

An In-Depth Examination of the Sociocultural Framework-Informed Practical Model of Scaffolded Feedback in Enhancing Senior High School English Writing Instruction

This study deeply analyzes the application of scaffolded feedback in senior high school English writing instruction under the framework of sociocultural theory. Based on Vygotsky’s Zone of Proximal Development (ZPD) concept and Lantof’s 13-level Regulatory scale, this paper constructs a scaffolded feedback model to improve students’ writing ability through personalized instruction. This paper argues that under the framework of this model, teachers should follow the principles of negotiation, graduation and contingency when providing scaffolded feedback to ensure that students gradually transition from dependence on external adjustment to self-adjustment. In conclusion, the research finds that scaffolded feedback model can effectively promote the development of students’ self-correction ability and stimulate their independent learning and critical thinking. And the research can also provide theoretical basis and practical guidance for English writing teaching in high school.

Navigating the Zone: The Impact of Small Teaching Tactics

ABSTRACT This research delves into the impact of small teaching tactics, which represent subtle adjustments in course design and teaching methods. Employing a randomized experimental approach, we explored the efficacy of the small teaching tactic of introducing peer examples within a structured query learning activity. Over five semesters, 163 students participated in the study. Leveraging Vygotsky’s Zone of Proximal Development, we introduced varying levels of peer examples (basic and advanced) and a control group to assess their effects on performance. Students assigned to the advanced-examples group outperformed their basic-example counterparts in code complexity performance. The control group did not exhibit statistically significant differences in performance compared to the advanced and basic groups. These findings suggest that small teaching tactics via peer examples may only be effective when they push students to be within their Zone of Proximal Development.

Pedagogy in Legal Terminology Translation: A Corpus-based Approach

This paper explores effective pedagogical practices to train high-end foreign legal professionals in China’s Greater Bay Area by answering two research questions. First, can corpus-based teaching be applied as a productive pedagogical method? Second, how can beginner professionals be cultivated in legal translation capabilities in the legal domain? The paper proposes a module entitled “Introduction to Legal Terminology Translation,” which includes sessions on legal systems and legalese, corpus approach, and group presentation. A sequential mixed-method survey was conducted using qualitative methods, such as focus groups and interviews, followed by quantitative research using a questionnaire. A preliminary pilot study involved a focus group, questionnaire, and interview. Two identical questionnaires were distributed to two groups of students: one control and one experimental. In the ten-student experiment group, an instructor taught legalese and distributed a follow-up questionnaire. In the twenty-two-student control group, the instructor (more knowledgeable other) did not teach legalese but used a corpus-based questionnaire to assess student entry into the zone of proximal development. In the questionnaire, entry-level Latin legalese examples were provided. During interviews, junior university students preferred a mixture of all three pedagogical methods, while senior university students preferred the corpus approach due to its enhanced efficiency and accuracy.

The investigative learning and its daily applicability

This paper compares the effectiveness of collaborative teaching methods with traditional expository approaches in high school physics classes. Through bibliographical review, it discusses the definitions and differences between collaboration and cooperation to establish clear terminology. Initially, the paper examines the limitations of expository teaching methods and the benefits of collaborative teaching, drawing on Vygotsky’s concepts such as the Zone of Proximal Development (ZPD) and the idea of the most capable pair. It also looks at how these concepts are recommended for classroom use according to official Brazilian documents, like the National Common Core Curriculum (BNCC) and the Law of Guidelines and Bases of National Education (LDB 9394/96). Collaborative teaching through investigative methods significantly improves learning quality and helps students become more employable. Lastly, the paper compares investigative methodologies with approaches from other fields, such as group therapy and pair programming, to highlight their advantages and applicability.

Applying Vygotsky's Zone of Proximal Development in Modern Classroom Settings: A Call for Social Learning in the Digital Age

This research paper examines how Lev Vygotsky's Zone of Proximal Development (ZPD) can be used in today's educational environments. The belief that learning inherently involves social interactions is central to Vygotsky's ideas. The paper explores ways educators might employ the ZPD model to enhance collaborative learning, especially in tech-heavy classrooms. A broad range of existing literature is reviewed, shedding light on both the theoretical foundations and the real-world implementation of the ZPD. This discussion leads to understanding how ZPD-guided strategies can deepen students' learning experiences and boost their social skills. In summary, this research underscores the significant advantages that ZPD-focused teaching can bring to educational practices. It also points out promising directions for future studies, particularly regarding how emerging technological tools could mesh with ZPD concepts to innovate learning methodologies further.

Research on Teacher Education Support Strategies in Kindergarten Science Activities Based on Eagle Frame Theory

In order to optimize teacher education support strategies in scientific activities in kindergartens, this article studies the support methods of teachers based on the scaffolding theory. By analyzing the core essence of the scaffolding theory, strategies such as grasping the zone of proximal development of young children, emphasizing the dynamic adjustment of scaffolding, creating real situations, and strengthening teacher child interaction are proposed, in order to provide theoretical guidance and practical reference for the development of scientific activities in kindergartens.

Mock Wards: Incorporating a Theoretical Framework to Create a Blended Virtual and In-Person Clinical Reasoning Education Platform.

Introduction The coronavirus 2019 pandemic highlighted virtual learning (VL) as a promising tool for medical education, yet its effectiveness in teaching clinical reasoning (CR) remains underexplored. Past studies have suggested VL can effectively prepare students for clinical settings. Informed by the Milestones of Observable Behaviours for CR (MOBCR) and whole-case theoretical frameworks, the Mock Wards (MW) program was created using a novel blended in-person learning (IPL) and VL platform. MW consisted of case-based small-group formats for medical students interested in learning approaches and differentials to commonly encountered presenting symptoms and diagnoses in internal medicine. This study sought to use MW's blended design to qualitatively analyze CR development and compare its utility between VL and IPL. Methods Qualitative analysis was conducted using in-depth semi-structured interviews with first-year pre-clerkship medical students (n = 8) who completed the MW program and participated in the study. The interview guide was informed by the MOBCR framework. Interview transcripts were analyzed using a directed qualitative content analysis approach. Translational coding and HyperRESEARCHTM (Researchware, Inc., Randolph, MA) software-generated mind maps guided the theme development. Results Three overarching themes were constructed: (1) tailoring pedagogical frameworks to learning modalities, (2) learning through interactivity, and (3) balancing accessibility with learner engagement. Participants emphasized that teaching CR skills is modality-specific and not fully interchangeable, with IPL being superior in facilitating social cohesion, non-verbal communication, and feedback. In contrast, VL required structured approaches and relied more on verbal communication and pre-made digital materials. IPL also enhanced interactivity, peer relationships, and spontaneous communication, whereas VL faced challenges such as social awkwardness and technological constraints hindering effective collaboration. VL provided superior accessibility to facilitate distributed learning and management of concurrent academic obligations. Conclusion The MW-blended platform highlights the importance of focusing on modality-tailored pedagogies, emphasizing group interactability, and balancing VL accessibility against decreased engagement within the IPL environment when teaching CR skills. Blended education models may benefit from a scaffolding approach, using IPL as a prerequisite to VL to improve CR development and alignment within a learner's zone of proximal development.

The Power of ZPD: Enhancing Teaching and Learning

The purpose of this research is to examine the educational implications of Vygotsky's (1978) notion of the Zone of Proximal Development, originally developed to account for the learning potential of children, and investigate ZPD applications in teaching and learning. Literature-based approach is used to gather the data. This research review represents the meaning of ZPD (Zone of Proximal Development), discusses the implications of ZPD for teaching and learning, and then classroom strategies. This paper presented the diverse applications of the ZPD in academic settings, highlighting its capacity to enhance instructional strategies and promote the development of learners. To create inclusive learning environments where every student can reach their full potential, educators are advised to use formative assessment practices, scaffolding techniques, peer collaboration promotion, differentiation of instruction, and technology tool integration.

Investigating Teachers and Students’ Views on Debate Activities as a Tool to Improve English Speaking Skills: A Case of Rulindo District, Rwanda

This research is entitled ‘investigating teachers and students’ views on debate activities as a tool to improve English-speaking skills. Its main objective was to examine the role of debate activities in the English-speaking proficiency of lower-level secondary school students in Rulindo District. The study was guided by the theory of Vygotsky, titled Zone of Proximal Development (ZPD). To achieve the current study’s objective, a technique of questionnaires that contains open-ended and closed-ended questions was used to gather needed information. The research design used was a descriptive research design with a mixed method of data interpretation. The target population was 598, including students, teachers, and school authorities. For the learners’ sampling technique, we purposefully chose all students who participated in debate activities who were equal to 57 students. In this regard, 72 respondents (4 school leaders, 11 teachers, and 57 students) were surveyed. Findings revealed different benefits of participating in debates, including but not limited to acquiring speaking skills, improving critical thinking skills, and enhancing teamwork skills and collaboration. In addition, some challenges are faced, such as anxiety, nervousness, and limited language proficiency. Some strategies to improve oral skills in English, as proposed by the surveyed respondents, include providing practice opportunities and offering constructive feedback. Students were recommended to give value to English, the medium of instruction, and the official language and make efforts to practice through different techniques to learn and improve their oral skills in English. Teachers were recommended to define clear learning objectives for debate activities in English learning and help students make real-world connections through debate.

Why, When, and for Whom Does Career Education in Secondary Schools Work? A Qualitative Study of Stakeholders’ Perspectives in The Netherlands

Career education in secondary schools plays a pivotal role in supporting students as they navigate the complex decision-making process involved in the transition to higher education. However, the evidence base regarding the effectiveness of career education is limited and fragmented, with a distinct lack of clarity regarding the underlying mechanisms. This study aimed to identify the best practices and underlying mechanisms of career education within Dutch secondary education. Based on focus group interviews with stakeholders with diverse interests and positions (N = 25), we identified five categories of best practice activities alongside a framework consisting of ten mediators, eight moderators, a meta-moderator, and four contextual factors. This framework, while reinforcing some previous identified mechanisms, brings new elements into focus, distinguishing additional mechanisms and their categorisation as mediators, moderators, and contextual factors. These findings may serve as a foundational framework for future research and can support schools in enhancing their career education curricula. It is crucial that career education activities align with the students’ current capacities and potential for growth, ensuring that these programs are responsive to students’ developmental stages and their zone of proximal development.

Clinical experiences of intervention of neurodevelopmental disorders and difficulties in school learning from historical-cultural neuropsychology

Cultural–historical (CH) neuropsychology proposes the qualitative analysis of neurodevelopmental disorders and learning difficulties through the identification of the neuropsychological factor (NF) that underlies the symptoms and difficulties that arise in cognition and academic performance. The objective of this study is to present clinical experiences of the neuropsychological intervention of unique cases of varying degrees of initial education. Qualitative assessment is a process that reveals the strengths and weaknesses in child development, as well as the possibilities of what children will be able to do for themselves. It assesses their zone of proximal development, not just the zone of current development. Neurodevelopmental and learning disorders present particular manifestations during life, so a qualitative analysis can account for their subtle changes during the course of life and schooling. The use of the principles of intervention constitutes the methodological axis for the elaboration of the programs; these programs will be shaped according to the needs of the children. The case study strengthens the expertise of clinical knowledge by contributing to the empirical field on the possibilities and proposals of neuropsychological intervention.

Peer Instruction Integrated with Process Writing in EFL Writing Sessions: A Classroom Observation

This study investigated how peer instruction integrated with process writing influences EFL (English as a Foreign Language) students’ writing competence in a Chinese university. It randomly chose one intact class of non-English majors to implement the peer instruction and process writing approaches. The researcher divided the class into seven sub-groups to fulfill the writing tasks smoothly. Employing a qualitative research design, this study utilized observation methods to collect data. Three non-participant observers were invited with the researcher to observe the writing sessions among the sub-groups in the intact class. Thematic analysis of observation data showed that students effectively used peer instruction skills during all stages of process writing: planning, generating ideas, translating, editing, and revising. Integrating peer instruction with process writing served as a positive catalyst, motivating EFL students. Following Vygotsky’s Zone of Proximal Development (ZPD) principle, this integration significantly broadened students’ ZPD. By working within this zone, students unlocked their full developmental potential, surpassing their current abilities, leading to a more efficient and effective writing process.

Child’s artistic creativity – zone of immediate development – trajectories of abilities

Artistic creativity of a child, as it is known, is a proper form of expression, communication,and the development of abilities. It is a necessary condition for the child’s developmentto proceed wholly and to educate a healthy and mentally balanced person. Looking at thechild’s artistic creativity as a process, I adopt a psychological approach to the pedagogy ofa child’s creativity, which emphasises the dynamics and development of the child’s cognitiveprocesses and is even more promising in explaining the mechanisms of children’sartistic creativity. The approach to drawing children as a developmental process allowedme to adopt the thesis of Lev S. Vygotsky (1989) on the ‘developmental point of view’to explain the drawing process and its moments and the ‘zone of the child’s proximaldevelopment’. Based on my previous research (Szuścik, 2006) on the formation of thesphere of meaning in a child’s drawing and its complexity, I will present a proposal for anapproach to the analysis of a child’s artistic creativity in the context of the concept of L.S.Vygotsky’s zone of proximal development and the trajectory of abilities. I present a modelfor developing a child’s artistic creativity, considering the zone of proximal development.

Vital Skills Needed for Vocational Training of Adults with Special Needs

The main purpose of the study was to explore the skills description, skills needed and the problems encountered of parents, SPED educators and store managers towards vital skills needed for vocational training of adults with special needs specifically in housekeeping, massage & spa and food & beverage services to obtain recommendations for the improvement of Individualized Education Plan for transition program to vocational training to achieve the required skills for employment. The study was anchored on the theory of Zone of Proximal Development (ZPD) by Lev Vygotsky. A descriptive phenomenological method was used to analyze and interpret the data from the purposely selected 20 participants through online interviews that were transcribed, coded, clustered and formed themes. The emerged themes for housekeeping services are: household chores skills, work ethics and safety measure skills, prerequisite skills and consistent monitoring of skills. For massage and spa service: fine motor skills, knowledge of equipment, dos and don’ts at work and socio-emotional and communication skills. For food and beverage service: food preparation, functional academics, safety measures and sanitation and behavioral and socio-emotional skills. Practicing household chores, process of food preparation and work attitude skills such as time awareness, money literacy and academic functioning are vital skills needed for vocational training of Adults with Special Needs (ASN). Developing prerequisite skills through their developmental domains such as cognitive skills, socio-emotional skills, behavoral skills, communication skills and fine motor skills are necessary to be trained earlier in catering their needs in special education. Safety measures and sanitation skills are to be trainied for ASN’s vocational training since it is important to have knowledge of equipment, safety in the work procedure and sanitation in workplace. It is highlighted to establish strong support system and collaboration of home-school-community to bridge the skills from a workplace to be trained at school and home. Teachers should also be trained with vocational skills first so they can teach the skills appropriately. Finally, future researchers to conduct research linked in the field of special education to broaden the idea in the vocational training of skills to ASN for the full access to employment and equal opportunities.

Social Constructivism in Learning Islamic Religious Education in State Senior High Schools in Palu City, Indonesia

This study explores the perspectives and implementation of social constructivism in the context of Islamic Education learning in State Senior High Schools in Palu City. The research method applied is a qualitative multi-case study. Data was gathered through direct observation, in-depth interviews, and written document analysis. Interviews involve two school principals and fifteen Islamic education teachers from two State Senior High Schools. The data was then analyzed using thematic analysis. This study found that the paradigm of the school principals demonstrates an understanding and support that needs improvement to delve into and precisely support the theory of social constructivism in the teaching of Islamic religious education. Nonetheless, the school principals also exhibit awareness of the significance of applying the principles of social constructivism in the context of Islamic education. In both schools, the teachers still need to understand social constructivism thoroughly. The teaching practices still rely on lecture methods as the primary approach, leading to the teacher's role primarily focused on imparting information, with collaborative learning implemented as question-and-answer sessions and group discussions. Limitations in assigning collaborative tasks and projects result in the potential for developing the Zone of Proximal Development (ZPD) among students, which needs to be fully optimized. The concept of scaffolding is only provided to students who inquire; thus, the principles of social constructivism in learning still need to be fully optimized. This study concluded that academics have the opportunity to enrich their knowledge, education practitioners can improve teaching skills, and policymakers can design more effective educational strategies and programs. Joint efforts are needed to enhance the understanding and implementation of social constructivism in Islamic Education learning in State Senior High Schools in Palu City.

Student Assessment in Formal Education: Nepali Community School Teachers’ Perspectives

The present secondary level English curriculum of Grade 9 and 10 in Nepal has made the provision of 25 marks internal assessment system as part of summative evaluation. In this context, this study examines the existing internal assessment practices adopted by the English language teachers in the Secondary Education Examination of the community schools in Nepal. Employing the qualitative phenomenological research design, five secondary level English language teachers were selected purposively as research participants. Semi-structured interviews and participant observation were used as tools for collecting data. The data were analyzed inductively as content analysis using the internal assessment criteria of participation, listening, speaking, and score from terminal examinations as determined by the curriculum as part of summative evaluation. The result was interpreted through the perspective of Vygotsky’s (1978) zone of proximal development and the theory of scaffolding in relation to the assessment for learning, assessment as learning, and assessment of learning. The prominence of assessment of learning as the dominant practice has resulted in the marginalization of the other two purposes of assessment. The findings of the study highlight the need for a more balanced approach that encompasses assessment for learning and assessment as learning, ensuring a comprehensive and holistic evaluation of students’ progress and development.

CONTRIBUTIONS OF VYGOTSKY'S HISTORICAL-CULTURAL THEORY TO SPECIAL AND INCLUSIVE EDUCATION

This article examines how Lev Vygotsky's historical-cultural theory can be applied to the education of children with Autism Spectrum Disorder (ASD). With an emphasis on concepts such as the Zone of Proximal Development (ZPD), mediated learning, social interaction, adaptation of teaching material and a focus on children's abilities and individuality, the study proposes methodological adaptations that can significantly benefit the inclusion and educational development of these children. students

An Exploration of Cognitive Diagnosis in Medical Education: Constructing Comprehensive Feedback for Enhanced Student Learning.

Feedback stands as a cornerstone in facilitating knowledge and skill acquisition, particularly in the realm of self-directed learning. Drawing from Vygotskian theory, which posits learning as an apprenticeship process within the zone of proximal development (ZPD), effective feedback becomes a crucial scaffold for students navigating their educational journey. This article delves into the significance of feedback, guided by Hattie and Timperley's three pivotal questions. While clinical environments recognize the importance of feedback in patient care, its application during the formative preclerkship years often remains overlooked.