This study aimed to design, implement, and evaluate the effectiveness of a ball-based exercise game program that supports the development of motor coordination in early school-aged children. The participants were 2nd-grade students from the Mongolian National University of Education. The experimental program was conducted over 12 weeks. Statistical analysis of the results revealed significant improvements in children’s motor coordination (eye-hand coordination, balance, rhythm) and cognitive abilities (attention concentration, reaction speed).
This article examines the issue of theoretical and methodological coherence and alignment among educational curricula based on the fundamental premise that human development constitutes an integrated system of physical, emotional, and intellectual development. The study analyzes the taxonomy of educational objectives, the concept of holistic competencies, and international as well as national educational policy documents, thereby theoretically substantiating learning as a complex and integrated system. Educational standards oriented on learning inputs and outcomes are explored through the lenses of the principle of dialectical interdependence and systems analysis, and are interpreted as a unified, coherent systemic structure. The findings indicate that, in implementing educational curricula, avoiding the overemphasis of any single component and instead organizing them in terms of their interrelationships and interdependence can significantly enhance the effectiveness and overall efficiency of learning.Keywords: Cognitive Education; Social and Emotional Learning (SEL); Life Competency Education; Input and Outcome-Based Educational Standards); Competency; Curriculum Framework.
The objective of this study is to examine the key issues that arise in the application of European classical vocal techniques—specifically bel canto—to Chinese vocal performance. The research focuses on the tension between technical compatibility and stylistic adaptation, and analyzes the relationship between the phonetic rules of the Chinese language and vocal production techniques.Vocal art is an integrated aesthetic form in which music and language are closely intertwined. European classical singing originated in the Italian vocal tradition of the seventeenth century and began to influence Chinese vocal art in the early twentieth century, gradually shaping modern vocal practice. However, significant differences exist between the Chinese and Italian languages in terms of phonetic structure, vocal emission, and aesthetic traditions.From a technical perspective, bel canto emphasizes resonance balance, cavity coordination, and the continuity of vowel production. In contrast, the tonal variations of the Chinese language and the prominence of initial consonant articulation tend to place greater demands on vocal stability and clarity of pitch. From an aesthetic standpoint, the expressive conventions of Chinese vocal works differ substantially from the dramatic and emotive orientation of European vocal repertoire.Therefore, the application of bel canto techniques to Chinese-language singing and vocal composition necessitates a systematic pedagogical framework that addresses these core contradictions. Such an approach makes it possible to refine training methodologies and performance strategies for Chinese vocal works. This study is based on an analysis of 2,918 relevant research publications retrieved from the CNKI database, combined with practical experimentation and performance-based inquiry.
A diagnostic study of 400 Mongolian students learning Chinese shows that the biggest difficulty is writing Chinese characters, which prevents most learners from writing anything beyond simple sentences. Writing scores in HSK exams are also the lowest due to character errors, poor grammar, and weak sentence structure. Only about one-third can write short compositions or use grammar correctly. Students believe writing skills are essential for their future but feel current teaching methods and support are insufficient. Over half request innovative teaching methods, and most students need better digital tools—such as apps and online platforms—to improve their writing skills.
At a time when higher education planning is required to focus not on inputs but on outputs—namely, on objectives aimed at equipping learners with the knowledge and skills which are necessary to solve real-world problems—this study seeks to identify the integrated competencies for sustainable development of teachers and researchers providing legal higher education, to analyze their level of satisfaction, to identify pressing issues, and to share experiences with other scholars and researchers. A research study has been conducted among lecturers at our university, and selected results are presented here. In order to achieve the research objectives, the study examines and synthesizes the concepts, frameworks, and approaches related to sustainable development, and focuses on analyzing the general level of satisfaction with integrated competencies and how this varies according to teachers’ academic ranks. The study had been involved 28 lecturers teaching at the School of Law of IKH ZASAG University during the 2024–2025 academic year. UNESCO’s “Education for Sustainable Development: Learning Objectives” includes “Integrated problem-solving competency” and identifies a total of eight integrated competencies as key competencies for sustainable education. These have been incorporated into the tiered structure of sustainability competencies proposed by Wiek and others. In this study, these eight integrated competencies were adopted as the theoretical and methodological foundation of the research.Some findings indicate that normative and collaboration competencies has been rated as “good” at the highest level by participants, whereas strategic, anticipatory, and integrated problem-solving competencies has been rated the lowest.
This article aims to examine and elucidate selected ideas on knowledge and education articulated by Socrates, whose philosophical contributions have exerted a lasting influence on the history of Philosophy.As a foundational figure in moral philosophy, Socrates’ central thesis that “virtue is knowledge” underscores the essential role of knowledge and education in the formation of ethical conduct. Furthermore, Socrates emphasizes the importance of self-knowledge and the understanding of others, arguing that individuals can avoid error, misconception, and failure through the recognition and cultivation of their innate capacities and talents. In this respect, his philosophy foregrounds self-examination and education as fundamental conditions for personal development and ethical living.
In a situation where modern technology reduces human mobility, and physical inactivity, overweight, and unhealthy lifestyles are becoming more prevalent, there is a need to implement scientifically based methods to improve physical development and promote health, especially in adults. We conducted a study to discover how regular participation in public ballroom dance classes affects a person's physical, health, and mental health. The study included 310 citizens or adults who practice ballroom dancing, and the questionnaire method was used. Adults who started practicing ballroom dancing reported positive changes such as stabilized blood pressure, decreased excess weight, improved body shape, and reduced stress.
The cultivation of ethical competence among university teachers is not a matter of origin; rather, it is grounded in a rich foundation of ethical theories. This article systematically explains how four classical theories—deontology, virtue ethics, utilitarianism, and care ethics—provide multidimensional theoretical support and practical guidance for enhancing the ethical competence of university teachers. These theories do not negate one another; instead, they complement each other and together form an interrelated theoretical ecosystem that guides teachers to make prudent, responsible, and humane ethical decisions in complex and constantly changing educational contexts. Deontology defines moral boundaries, virtue ethics focuses on the cultivation of inner character, utilitarianism emphasizes the analysis of benefits and consequences, while care ethics is grounded in emotional and relational dimensions. Only by achieving the integration and dynamic balance of multiple ethical perspectives can contemporary ethical challenges in higher education be effectively addressed and comprehensive improvement in teachers’ ethical competence be supported.
Where will artificial intelligence (AI) development go, and what can we do? The AI development strategy of any country competing in terms of speed of development and innovation will take into account human and environmental safety, as well as ways to reduce the associated risks. Will the country's sustainable development continue to be human centred, or will it centred on AI, will it not only seek to resolve the question of whether a country's sustainable development will be human-centred in the future, but also that any development is inherently defined by “speed,” so AI development is also happening at a very rapid pace, but it is clear that it will be human-centred. Based on previous fundamental research, we aim to reemphasise the importance of sustainable education in ensuring human security in the era of artificial intelligence and thereby rethink the direction of human-centred development in education.
The declining output, effectiveness, efficiency, and competitiveness of our country's education system in recent years indicate the need to review the input and operational aspects of the system and conduct empirical research and analysis. In particular, the numerous changes in education policy documents over the past 30 years have exacerbated the issues of policy coherence, continuity, and sustainability, although they are related to social needs.The purpose of this study is to analyze from a coherent perspective how the educational objectives formulated in the Education Law (2002), which has been in force in Mongolia for over 20 years, have been reflected in textbooks without the "intermediate" stage of the curriculum. The study developed seven criteria based on the concepts reflected in the educational goals, and used content analysis to determine the extent to which elements such as topics, exercises, and illustrations that contained these were reflected in four basic education history textbooks for grades 6-9.The analysis found that the content of educational objectives in textbooks varies and is inadequate in most cases. There is also a need to improve the coherence between educational objectives, learning content, and textbooks.
Due to global climate change, natural hazards are happening more often, becoming stronger, lasting longer, and covering wider areas around the world. In Mongolia, more than ten types of weather-related disasters are occurring, and they are causing serious damages to people's lives and local livelihoods. The most common disasters that make the biggest negative impact are drought, dzud (very harsh winter), forest and steppe fires, dust storms, snowstorms, flash floods, heavy rain, and hail. Previously, Mongolia experienced an average of 63 hazardous weather events annually, but this number has risen to approximately 99 per year over the past decade. In this situation of increasing climate-related dangers, it is important to study how secondary schools are making plans for disaster preparedness and how ready they are for emergency conditions. This study aims to determine whether schools are developing disaster protection plans based on the official model and to evaluate whether the measures included adequately ensure effective preparedness.The study found that schools in the research did not follow the “Institutional Disaster Protection Plan Model” that was approved in 2019 by the National Emergency Management Agency (Order No. A/388). Also, the actions written in the plans are too general and not clear or measurable. Because of this, it is necessary to include funding in the right way according to the law, and to involve local governments and emergency organizations with professional support so the plans will have real and useful activities.
The professional practice of electrical engineers is not limited solely to technical solutions, calculations, and design activities; rather, it requires the integration of considerations related to public health, safety, socio-economic factors, environmental impacts, and sustainable development into engineers’ daily activities, planning, and decision-making processes (ENAEE, 2015). Accordingly, electrical engineering education should extend beyond traditional technical knowledge and skills to foster professional ethics, effective communication, and the capacity for lifelong learning, as these competencies constitute fundamental prerequisites for engineers’ contributions to the achievement of the Sustainable Development Goals (IEEE, 2020; UNESCO, 2017). Sustainable development is defined as a development process that meets the needs of the present without compromising the ability of future generations to meet their own needs, and this concept has become a foundational principle underlying contemporary engineering solutions and policymaking (WCED, 1987). Therefore, aligning electrical engineering education with the Sustainable Development Goals is essential for preparing engineers capable of evaluating technological advancements in the energy sector, infrastructure, and industrial enterprises within the context of long-term environmental, ecological, and socio-economic impacts. This study highlights the importance of integrating the Sustainable Development Goals into electrical engineering education and emphasizes the necessity of assessing engineering solutions from the perspective of their long-term socio-economic and environmental sustainability.
In an era of Globalization, balancing national language sovereignty with the need for global participation is a critical challenge. Fang (2025) defines language governance as a social practice where governments, markets, communities, and individuals collaborate to manage language resources effectively. This study examines language governance in Mongolia through policy analysis and qualitative interviews. By upholding Article 8 of its Constitution, Mongolia protects the status of its native language (Монгол Улсын Үндсэн хууль, 1992). Meanwhile, initiatives like "Vision 2050" and the "National Program for Mongolian Script III" work to strengthen cultural unity (Монгол Улсын Их Хурал, 2020a; Монгол Улсын Засгийн газар, 2020). In education, the country follows a "native-first, foreign-use" approach. Through the cooperation of the government, schools, businesses, and families, Mongolia successfully maintains a dynamic balance between protecting its own language and meeting the practical demands of foreign language learning. This research confirms the practical value of the language governance framework.
Problem-solving is a core manifestation of human cognitive development and constitutes a complex process arising from the dynamic interaction of cognitive, psychological, social, and biological factors. This study aims to examine the internal and external factors influencing problem-solving ability from a cognitive-theoretical perspective, integrating insights from classical and contemporary psychological theories.The research draws upon the theoretical frameworks of Piaget, Vygotsky, Bruner, Thorndike, and Newell & Simon, aligning these perspectives with modern findings in cognitive and neuropsychology. The results indicate that problem-solving ability is closely linked to cognitive development, language skills, social interactions, prior experiences, lifestyle, and brain activation patterns. Key determinants of effective problem solving include self-regulation, creative thinking, and emotional regulation.
This is a literature review that conducted content analysis on a total of 35 research articles and reports published between 2014 and 2024, including 10 domestic and 25 international sources. Data were collected from databases such as PubMed and Google Scholar and analyzed by comparing regions, gender, and methodological types.The study found that while ASRH knowledge among adolescents is at a moderate level (50–70%) and attitudes are positive (40–60%), actual practical habits are weak (30–40%). 100% of domestic studies were conducted in the capital and central regions, leaving the Eastern and Gobi regions overlooked. Furthermore, knowledge of contraceptive methods is insufficient (70–75.6%) , and there is an alarming risk of casual sexual intercourse while under the influence of alcohol (32.2%). Although the digital environment has become the primary source of information, quantitative evaluations of its impact remain scarce.
“Baldan Braivun” monastery in former Daichin Jonon vanii Khoshuu, Setsen Khan aimag was started to build in 1764. The Buddhist educational system is renowned for its excellence. A significant part of Buddhism's growth in Mongolia was due to the writings of Mongolian scholars. Having established its autonomous order, it has become a center for cultural and educational exchange. Datsan schools as training facilities for monks who acquired academic degrees and received religious education.
The game is a part of the great heritage of the culture, which is the richness of our people's children and their future generations. Mongolian Folklore is one of the most populous countries in the world. It is a miracle that the people have developed a smart way to educate their future generations and have developed many interesting and fun games for a long time. The game is a real reflection of the environment, and it has evolved from the nature of the country's climate, the peculiarities of the country, the social development, and the civilization. Mongolian folk instruments, such as grass, wood, stone, and animal origin, ankle, cans, mice, and yak bone, tail bone, tail, tail, palm, marrow, cysts, and white peel. Based on the origin of the game and the historical development of the game, the game will be broadly defined. The Games will include the philosophy, mathematic and technical aspects of all ages, which will have a strong influence on the economy and the economy, science and culture awareness, training and education tools. Since then, more than 3,000 games have been discovered since the tradition of traditional games.
In recent years, the world has widely adopted green financing, including green loan products, to mitigate climate change and environmental degradation. In Mongolia, financial institutions have also begun offering green loans to support environmentally friendly and socially responsible projects and activities, but public awareness and understanding of these products remains insufficient. A survey found that 53% of Mongolian citizens are unaware of green credit (Mongolian Sustainable Finance Association, 2023). The results of this study show that the relatively low level of awareness among citizens about green loans can be attributed to the fact that the green financing system in Mongolia is not fully developed.Although the majority of respondents are familiar with the term "Green Loan," they lack a detailed understanding of the loan's purpose, criteria, use, interest terms, and environmental impact.According to the World Bank, buildings and factories financed with green loans have reduced their energy consumption by 20–30% on average (source: Green Building Performance Report 2022, World Bank). The level of financial education and access to information among citizens has been shown to have a major impact on their attitude towards green financial products. International studies and some research sources conducted in Mongolia have concluded as follows.
