The transition to independent living presents substantial challenges to social adaptation for orphanage graduates, necessitating effective socio-psychological support. Focusing on the diagnosis and potential of key psychological personality resources-such as hardiness and its associated activity self-organization and volitional self-regulation-represents a novel contribution to research addressing this issue. The aim of this study is to examine the characteristics of activity self-organization and volitional self-regulation among orphanage graduates exhibiting varying levels of hardiness, and to identify the interrelationships between these factors and social adaptation during the post-institutional period. The study involved 140 graduates of orphanage institutions. The following assessment tools were used: Hardiness Survey by S. Maddi (adapted by D.A. Leontiev and E.I. Rasskazova); Activity Self-Organization Questionnaire by E.Yu. Mandrikova; Volitional Self-Regulation Questionnaire by A.G. Zverkov and E.V. Eidman. Statistical analysis was conducted using the one-sample Kolmogorov-Smirnov test, Mann-Whitney U-test, and Spearman's rank correlation coefficient (IBM SPSS Statistics 27.0). Orphanage graduates exhibited low to moderate levels of hardiness. They demonstrated a balanced profile of activity self-organization, characterized by average levels of planfulness, goal-directedness, persistence, and fixation. Graduates with moderate hardiness showed more pronounced self-organization abilities, while those with low hardiness displayed a present-oriented focus. Volitional self-regulation indices in both groups fell within the above-average range. Significant correlations were found between hardiness levels, components of self-organization, and volitional self-regulation indices, indicating the integrative nature of psychological mechanisms underlying social adaptation among orphanage graduates during the post-institutional period. The study demonstrates that hardiness serves as a system-forming psychological resource, integrating processes of activity self-organization and volitional regulation during the post-institutional sociopsychological adaptation of orphanage graduates.
Self-regulated learning capabilities determine academic success in higher education, yet traditional instruction shows limited effectiveness in developing these essential competencies. This quasi-experimental study investigated how intelligent AI agents influence SRL development in 384 university students across three Polish institutions during the 2022-2023 academic year. We assigned 196 students to an intervention group using an integrated AI system with adaptive pathways, metacognitive scaffolding, analytics dashboards, and automated feedback, while 188 controls received conventional instruction. Both groups completed the Motivated Strategies for Learning Questionnaire before and after the 16-week intervention, with behavioral data continuously logged throughout. Results showed the intervention group achieved 34.7 % higher metacognitive awareness (Cohen's d = 1.23, p < 0.001), demonstrating students became substantially better at reflecting on and directing their learning processes. Self-monitoring behaviors improved by 41.2 % (d = 1.38, p < 0.001), meaning students tracked their progress and adjusted strategies more effectively. Goal-setting effectiveness rose 28.9 % (d = 0.97, p < 0.001), indicating clearer learning objectives and better planning. Learning analytics revealed intervention students visited the platform 2.3 times more frequently and accessed 2.3-fold more diverse resources than controls. Multiple regression showed that AI-mediated metacognitive support predicted nearly half the variance in academic achievement (R2 = 0.473, F(4,379) = 85.42, p < 0.001). However, cluster analysis identified concerning dependency patterns in 23.6 % of intervention participants who over-relied on AI guidance despite receiving the same intervention as more autonomous peers. These findings demonstrate intelligent agents can powerfully enhance self-regulatory capacities while highlighting the need for designs that prevent maladaptive dependency and maintain student agency.
The purpose of this study is to analyse the educational performance of 85 Russian regions in 2024 using the index method, in the context of the new economic reality. The object of the study comprises 85 regions of the country. The subject of the study is the economic activity type "Education". To conduct the research, data on the amount of tax revenues and the number of labor resources engaged in this sector were used. The scientific novelty of the study lies in applying the index method to address the comparative analysis of regions in the context of the new economic reality, where education acts as a crucial factor in ensuring the sovereign development of the Russian economy. A ranking of regional performance in the area of education has been compiled. An assessment of interregional imbalances in the education sector for 2024 has been carried out. The Lorenz coefficient has been calculated and the Lorenz curve has been plotted. It is concluded that the distribution of entities in the reviewed sector is uneven, but very close to a uniform distribution. This fact is also confirmed by the range of variation of the indicator calculated for the education sector, which is one of the lowest compared to other sectors considered. Moscow demonstrates the highest performance in the education sector, while the Republic of Dagestan shows the lowest. Regions where underdevelopment in the field of education is presumably acting as a constraining factor for economic growth have been identified. A strong correlation between the education and healthcare sectors has been revealed.
Mental toughness-resilience, is a key factor influencing athletic performance. Its development is an integral part of athletes' mental preparation, contributing to stress management, emotion regulation and more effective overcoming of failure. The aim of this study was to analyze the level of mental resilience of Slovak elite athletes depending on gender and type of sport activity, to find out the preference of specific cognitive-emotional coping strategies and to analyze the predictive influence of cognitive emotion regulation on their mental resilience. The research population consisted of 208 Slovak elite athletes (AM = 24.5; SD = 4.18) aged 18-39 years from different sport industries. Resilience was measured with the standardized CD-RISC questionnaire (Connor, Davidson, 2003), with the overall score reaching average values. Results indicated significant gender differences in favor of males in the overall resilience score as well as in the Hardiness and Self-efficacy factors. Significantly higher levels of resilience were found in individual athletes and the assumption of a positive association between duration of sport activity and resilience was confirmed (rs = .389; p = .032). The highest average scores in cognitive regulation were found in athletes, and the lowest in karate athletes. Gender differences were evident in significantly higher preference for Self-Blame and Acceptance strategies in female athletes. The overall rate of cognitive emotion regulation was significantly higher in athletes engaged in group sports, in contrast to the higher preference for positive restructuring by individual athletes. Regression analysis confirmed that cognitive emotion regulation is a significant predictor of the overall level of mental resilience in elite athletes. The proposed model explained 32.3 % of the variability in resilience, confirming the important role of cognitive strategies in building athletes' mental resilience. The results of this study provide valuable insights into the psychological factors influencing the performance of elite athletes and establish a foundation for further research in this area.
Although digital tools are increasingly integrated into professional education, their structured impact on the development of student competencies requires further empirical validation. Web quests offer a guided inquiry format in which students work with selected online resources to solve professionally oriented tasks. By organizing the search and processing of information, this approach supports the integration of theoretical knowledge with practical application. The aim of this study was to examine the effectiveness of web-quest technology in professional education, with a particular focus on its influence on the development of key student competencies. The experimental group (n = 40) completed learning tasks using the web-quest format, whereas the control group (n = 42) followed traditional instructional methods. Data was collected through structured classroom observations and a teachers' survey. The results were then analyzed statistically to determine whether there were any performance differences between the two groups. The study clarifies the fundamental concept of "web quest" and presents the results of an empirical study evaluating the usefulness of this method in professional education, utilizing survey methods and pedagogical observation. The results showed that using webquests during learning improves student performance. This includes not only student competencies but also problem-solving skills, teamwork, and also increases motivation and developing time management skills. The authors predict that webquests can be an effective technology for stimulating student engagement and improving educational outcomes.
We examined whether analyzing controversial contemporary Chinese commercial literature develops critical thinking and intercultural competence more effectively than traditional approaches using canonical texts. During the 2023-2024 academic year, 156 undergraduate students across three Russian universities participated in a quasi-experimental study comparing structured three-phase analytical framework with conventional lecture-based instruction. Pre-post testing using Watson-Glaser Critical Thinking Appraisal showed experimental group gains of 8.3 points (Cohen's d = 0.73) versus control group gains of 2.1 points (d = 0.31), with interaction effects revealing differentiated impact based on students' initial analytical competencies. Qualitative analysis of 81 reflective essays totaling 128,778 words identified three cognitive shifts: recognition of implicit ideological positioning through close textual examination (66 of 81 essays), development of analytical distance enabling evaluation beyond personal reaction (56 essays), and enhanced capacity for identifying narrative manipulation strategies (62 essays). Focus groups with 36 participants revealed that materialistic content in Guo Jingming's "Tiny Times" trilogy generated productive cognitive dissonance, forcing explicit consideration of value systems typically taken for granted in canonical literature study. Mixed-effects modeling controlling for university site and prior coursework demonstrated significant main effect of instructional approach (F(1,152) = 18.94, p < 0.001) alongside interaction between approach and initial critical thinking quartile (F(3,152) = 6.27, p < 0.001), suggesting structured engagement with ideologically provocative texts benefits students across competency levels while producing particularly strong effects for mid-range students. Findings challenge assumptions about pedagogically appropriate texts and demonstrate that commercial popular literature, when paired with explicit analytical scaffolding, serves as powerful resource for developing evaluative thinking capacities central to 21st-century literacy.
The present research paper investigates the issue of foreign language anxiety among translation students in Russia and suggests the way to diminish it by developing learner autonomy. The authors conducted an experiment during the second semester of 2023-2024 academic year, (117 participants) and found out that female students are more anxious than their male counterparts, undergraduate students are more prone to foreign language anxiety compared to younger students since they have to take state exams and defend their diploma papers. Junior students are more concerned about interpersonal communication, whereas undergraduates have more problems with negative assessment and test anxiety. By developing learner autonomy, it has become possible to diminish foreign language anxiety and at the same time make students more responsible and motivated. Personal and competence-based components of learner autonomy primarily contribute to lower foreign language anxiety.
Effective learning within modern programs focuses on ensuring that students possess motivation to achieve success. The aim of this study is to examine the influence of intrinsic and extrinsic motivation among philology students on the effectiveness of learning English in a remote format. Materials and Methods. The study involved 100 philology students divided into two groups based on their predominant type of motivation. Both qualitative (semi-structured interviews with teachers) and quantitative methods (student surveys, tests) were used. Quantitative data were analyzed using correlation analysis. Results. The study revealed that intrinsic motivation significantly enhances academic performance, classroom activity, and depth of understanding compared to extrinsic motivation, as evidenced by various non-parametric statistical tests (p < 0.001). Intrinsically motivated students also demonstrated greater adaptability, initiative, and satisfaction in learning; their motivation levels increased by mid-semester and remained stable, unlike the decline observed among extrinsically motivated students. Correlation analysis further confirmed strong positive relationships between intrinsic motivation and key learning outcomes, emphasizing its critical role in effective remote English language education. Conclusion. The findings of the study suggest the need to incorporate methods in educational programs that gradually transform extrinsic motivation into intrinsic motivation.
Choosing an efficient technique for teaching vocabulary in second language acquisition is one of the most important aspects of language learning, and without it, communication is impossible. This topic is the subject of extensive investigation today. This study investigates the impact of nursery rhymes on vocabulary acquisition and motivation among young Turkish EFL learners, exploring potential gender-based differences in vocabulary performance. A sample of 40 non-randomly selected learners was divided into two groups: one using a traditional teaching method and the other nursery rhymes, with each group containing male and female participants. A pre-test ensured homogeneity between groups. After twelve weeks of instruction, with five sessions per week, an independent t-test was used to assess differences in vocabulary performance between the nursery rhyme and control group. Results indicated a significant positive effect of nursery rhymes on vocabulary acquisition and motivation, although no statistically significant gender differences were observed.
In the Philippines, the Alternative Learning System (ALS) provides a practical option to the existing formal instruction. When an individual does not have or cannot afford to access formal education, ALS is an alternate or ancillary. Nevertheless, ALS teachers experience difficulties like restricted ability or resources to deliver lesson effectively and handling learners with different characteristics, abilities, and learning needs. The study is anchored on Lazarus and Folkman's Theory of Stress and Coping (1984), which focused to the level of challenges by the ALS teachers, the coping mechanisms, and how these relates to demographic profiles (age, teaching experience, and educational attainment). Data were gathered from 48 ALS teachers using descriptive-correlational design through the Coping Strategies Inventory (CSI) and Perceived Stress Scale (PSS). It was revealed that ALS teachers experienced moderate challenges (M = 3.15) and employed adaptive coping mechanisms (M = 4.06) in most instances. Differences in the challenges encountered by the ALS teachers were tested using analysis of variance (ANOVA), with age, educational attainment and sex as independent variables. Some coping strategies (i.e., promoting collaboration between community and adaptive teaching) were directly related to low levels of perceived stress. Such findings underscore the need for targeted interventions by demographic factors, specifically target professional development and systemic support. And by tackling these challenges, they empower teachers to strengthen their resilience and learner outcomes and, as a result, equitable education for everyone.
A business environment is regarded as a space where people usually engage in intercultural communication where diverse linguistic and/or cultural interactions take place. That gave rise to the interest and research in "English as a Business Lingua Franca" and it has become a well-established phenomenon worldwide, but it has just recently become a topic of interest in Bosnia and Herzegovina. Therefore, this study aims to investigate BELF as a neutral communication code, in addition to building rapport, managing cultural and linguistic differences, and identifying business and linguistic skills that affect the day-to-day IT work environment. The qualitative research method was used to collect data through 11 interviews from IT companies in Bosnia and Herzegovina using a snowball sampling method. The results indicate that BELF is used as a neutral communication code without which business would be impossible to conduct, and also as a medium for various intercultural interactions, considering the limitations of the study. Even though it is difficult to make generalizations, and additional either quantitative or mixed research has to be done, the findings of this study can be beneficial to IT companies, educators, and intercultural researchers, especially in terms of maintaining effective communication, providing high-quality feedback, and building rapport.
Critical thinking is a core priority of modern education, yet its effective support in schools continues to pose significant challenges. The aim of this study was to identify, through students' self-assessment, the attributes of critical thinking in which students would welcome teacher support during instruction. The study was conducted on a sample of 104 final-year students from Slovak vocational secondary schools, with the Critical Thinking Questionnaire (CThQ) as the primary data collection tool. The results indicate that students most frequently identify memory as a significant weakness, which may limit the development of higher-order critical thinking skills such as analysis, evaluation, and creation. Based on these findings, we recommend placing greater emphasis on supporting memory processes and linking them to the application of acquired knowledge in more complex cognitive operations. Furthermore, our analysis suggests that aligning students' and teachers' perceptions of learning needs represents a key factor for the effective development of critical thinking in the educational process.
The aim of this study is to explore the potential and limitations of artificial intelligence (AI) in psychological counseling. A comparative method was used, based on assessing the differences in interpretation between psychology students and AI systems. Specifically, the phenomenon of overinterpretation, in which conclusions lack sufficient empirical support in the source material, was analyzed. This article utilized a mixed-methods approach. Specifically, the theoretical part included a literature review on AI counseling across five parameters: methodological commitment, emotional support, therapeutic alliance, ethical considerations, and accessibility. The empirical part involved a pilot pedagogical experiment in which psychology students (N = 44) and the Claude 3.5 Sonnet system independently analyzed identical psychological interviews (N = 22). The resulting analytical texts (N = 66) were subjected to discourse analysis based on the identified markers. For a more indepth analysis, an independent expert review was used. A theoretical review found that AI is effective within structured protocols (e.g., cognitive behavioral therapy). However, AI has several limitations in establishing a therapeutic alliance and interpreting deep emotional experiences. An empirical study identified stylistic differences between student-produced texts and AI-generated texts. Specifically, student-produced texts were more than three times more likely to contain markers of epistemic caution (3.84 versus 1.20 per 1,000 words). AI-generated texts showed a twofold increase in markers of causality (4.58 versus 1.92) and recommendations (3.61versus 1.60). Furthermore, AI was more likely to overinterpret type A texts, drawing categorical conclusions based on the absence of information in the original text. Thus, integrating AI into psychology education requires the development of a new professional competency, the essence of which lies in the ability to critically evaluate AI-generated content. Also important is the ability to identify interpretive errors and apply strict evidence boundaries. Artificial intelligence can serve as an effective didactic tool for developing critical thinking, provided it is used as a supplementary educational resource. Using artificial intelligence as a standard for professional analysis is not pedagogically incorrect.
In China's multi-ethnic regions, English education remains a significant challenge. For ethnic minority students like the Yi, social support networks are critical for academic achievement and buffering learning stress. While qualitative studies suggest a "compensatory support hierarchy" exists due to limited family-based cultural and linguistic capital, this model has not been quantitatively examined. This study aims to fill this empirical gap. Adopting a quantitative, single-case study design, this study surveyed junior high school students (N = 40) in Mabian Yi Autonomous County. Data were analyzed using descriptive statistics, paired-samples t-tests (with Cohen's d), and multiple linear regression. The findings reveal: (1) A significant support hierarchy exists, with Teacher Support (M = 4.38) rated significantly higher than Peer and Parent Support. (2) Multiple regression confirmed that Teacher Support was the only significant unique predictor for both higher English achievement (13 = .384) and lower learning stress (13 =-.403), while both Peer and Parent Support showed no significant predictive power. (3) Students with higher English achievement (p = .016) and lower stress levels (p = .030) perceived significantly more teacher support, suggesting a "Matthew Effect" driven by accumulative capital dynamics. This study concludes that in a context of limited family cultural and linguistic capital, the teacher acts as the primary institutional conduit for compensatory support serving as a key driver of, and buffer for, students' English learning.
The modern stage of Russian education is characterized by the development of a system of specialized training for students. An important innovation is the introduction of specialized classes in Russian schools. This fact makes the presentation of the materials in this article particularly relevant. The aim of this publication is to present the results of an experimental study on the use of digital educational content in the psychological training of students in specialized profile classes in schools of the Tula region. The authors conclude that digital educational content for the elective course 'Basics of Psychology' contributes to the effective study, understanding and mastery of the educational material and makes the learning process interactive and engaging for schoolchildren. The article presents the results of an empirical study conducted by the research team of Lev Tolstoy University as part of a government assignment. It introduces the authors' version of an online platform for the course 'Basics of Psychology' and provides an analysis of a survey conducted among school students (n = 84) studying this course. The questionnaires developed by the authors were used as diagnostic materials. Content analysis, descriptive statistics, and correlation analysis methods were applied for data processing. The research results confirm the appropriateness of including digital educational content in the process of specialized training for school students.
In remote learning, students make use of social media and advanced technologies that help with learning, interactions among students, sharing of information, and replication of the face-to-face learning experience as much as possible. How each student experiences remote learning depends on different characteristics that affect different areas of learning. The present study explored how trust and need for achievement might explain information and knowledge sharing among students in remote learning. Three questionnaires were used - addressing trust, need for achievement, and information sharing - to examine levels of these characteristics among students. In addition, students were asked sociodemographic questions. Participants were 444 undergraduate students studying at various academic institutions who answered online questionnaires using a Google Docs file sent to their mobile phone. The findings show positive relationships between trust and sharing knowledge with others and between trust and receiving knowledge from others. In addition, a positive relationship was found between students' level of achievement and sharing knowledge and information with others, but no relationship was found between level of achievement and receiving knowledge and information from others. Hence, the research findings emphasize the importance of building trust in remote learning and its benefits regarding sharing information in remote learning.
With the rapid development of information technology, Digital Educational Resources (DER) have been widely used in higher education. This study takes SWOT analysis method as the core to explore the current practice of DER in higher education and its potential value. The study firstly sorted out the concept, characteristics and advantages of DER, and combined with relevant research results at home and abroad to clarify the theoretical basis and practical significance of the study. It also analyzes the keyword co-occurrence, clustering and time evolution of DER literature in the Web of Science (WOS) database in the past five years through VOS Viewer to reveal the research focus and development trend of digital resources in higher education. It is found that DER have a significant role in improving teaching quality and promoting educational equity, but they also face problems such as insufficient technical facilities, lack of teachers' skills and data security. Based on the results of SWOT analysis, this study puts forward a number of targeted recommendations, including strengthening the quality management of DER, improving the teacher training system, and optimizing the policy support environment. In addition, it also looks forward to the future development trend of DER, pointing out that it will play an important role in promoting the digital transformation of higher education. This study provides scientific decision-making references for university administrators, educators and relevant decision-makers, and helps to better utilize DER to realize the innovative development of higher education.
Relevance: The integration of Science, Technology, Engineering, Art, Mathematics (STEAM) education in primary schools aims to foster students' technical thinking and creativity, and establish foundations for success in technology fields. A bibliometric analysis of Scopus research shows a growing interest in STEAM education in primary schools, identifying trends and key authors. Method: This study presents a bibliometric analysis of 1364 scientific publications on STEAM education, primary education, and technical thinking development based on Scopus data from 2014 to 2025. The focus was on how STEAM approaches are integrated into primary education to promote critical and technical thinking. Results: Since 2018, publication activities have increased, indicating growing global interest in interdisciplinary learning models. Conclusions: Most studies were conducted in developed countries including the United States, South Korea, China, and Spain. Four main thematic clusters emerged: STEAM curriculum integration, cognitive and problem-solving skills development, digital tools and robotics use, and teacher training.
Microlearning has gained increasing attention as an instructional approach that enhances memorisation and long-term retention in foreign language acquisition. Despite its growing use, empirical evidence on its effectiveness across educational contexts remains limited. This study aims to investigate the impact of microlearning on the memorisation and retention of focal grammar and vocabulary in foreign language learners from different cultural environments. Three methods were employed: (1) a systematic literature review of scholarly works on microlearning design and pedagogy; (2) practice-based case studies in real-world classroom settings; and (3) comparative experiments with control and experimental groups. The interventions were guided by neurodidactic principles of microlearning such as content minimisation, focused delivery, spaced repetition and retrieval practice. Case Study 1 involved English learners in Turkey, and Case Study 2 involved Turkish learners in Russia. Microlearning was implemented in the experimental groups, while the control groups followed the standard curriculum. In Case Study 1 (Turkey), the experimental group demonstrated consistently higher vocabulary retention across all three tests compared to the control group. The most significant difference was observed in Test 2, where the experimental group recalled 37.7 % of the target vocabulary versus 13.8 % in the control group. These results highlight microlearning's ability to reinforce memory and reduce forgetting shortly after exposure. In Case Study 2 (Russia), the experimental group also outperformed the control group, showing an average improvement of 20.24 %, with the final test score being 30 % higher. This outcome reflects the effectiveness of neurodidactic microlearning strategies in guiding student attention toward key elements, enhancing comprehension and long-term retention. Additionally, microlearning promoted attentional control by helping learners focus on essential information, recognise patterns, and form meaningful associations. This study demonstrates the effectiveness of neurodidactic microlearning in enhancing memorisation and attention in foreign language learning across diverse cultural contexts. The consistent improvements suggest flexible microlearning designs can meet varied learner needs. Further research is needed to optimise and expand its pedagogical use. The obtained results enrich the methodological foundation of microlearning and can be applied by language instructors to improve students' academic performance.
Educational sustainability demands empirical understanding of pedagogical evolution patterns to inform future model development. This longitudinal study analyzed teaching method transitions across 23 countries (1950-2023) to establish foundations for sustainable educational frameworks. Mixed-methods approach combined systematic review of 847 peer-reviewed articles with quantitative analysis of educational outcome data from national databases. Analysis identified four pedagogical transition phases: traditional instruction dominance (1950-1970), constructivist emergence (1971-1990), technology integration (1991-2010), and adaptive-sustainable models (2011-2023). Statistical modeling revealed significant correlations between historical pedagogical patterns and contemporary sustainability indicators (r = 0.73, p < 0.001). Countries implementing gradual pedagogical transitions demonstrated 34 % higher educational sustainability scores compared to rapid-change systems. Regression analysis identified critical sustainability predictors: adaptive curriculum design (beta = 0.67, p < 0.001), cultural responsiveness (beta = 0.52, p < 0.01), and resource optimization (beta = 0.41, p < 0.05). Longitudinal data demonstrated that educational systems incorporating historical pedagogical wisdom achieved superior long-term viability metrics. Countries with highest sustainability rankings integrated traditional pedagogical principles with contemporary innovation rather than abandoning historical approaches. Findings establish empirical framework linking pedagogical evolution with sustainable model design, contributing data-driven approach to educational sustainability discourse. Research provides practical guidelines for educational policymakers developing sustainable frameworks. Historical-pedagogical analysis emerges as essential tool for sustainable educational design, offering evidence-based alternative to trend-driven approaches that lack empirical foundation.
