This study examines how content-focused, values-based decision-making activities can promote deeper learning and improve content retention in high school U.S. history classes. Social studies often receive less emphasis in educational settings focused on high-stakes testing and strict accountability, which limits opportunities for inquiry-based teaching and student engagement with complex historical topics. This research addresses that issue by exploring an alternative instructional method rooted in decision-making and historical empathy. This approach encourages students to think critically, connect the past to the present, and consider multiple perspectives. This paper investigates the impact of values-based decision-making activities, grounded in the Casteel-Stahl model, on content retention in the World War II curriculum for American History students.
Recent studies highlight museums’ role in fostering art literacy, shaping public imagery, and reinforcing local identity. However, the impact of participatory museum experiences on undergraduate students’ visual art appreciation and engagement in local art remains a neglected and under-researched topic. This study examines a participatory art history course co-designed by university faculty and museum staff in Kaohsiung, a city in southern Taiwan.. Using a quantitative approach, the research compares a treatment group enrolled in an art history course with museum-based projects to a control group in an urban transportation course. Independent and paired sample t-tests assess performance differences and changes over time. Results show the museum-integrated course significantly enhances students’ visual art literacy and boosts engagement in local artistic activities despite a limited impact on place attachment. These findings underscore the value of museum-based participatory learning as an active teaching method, amplifying the social impact of art history education and fostering connections with local cultural activities.
In the article, the author presents her experience of using a contrastive@ comparative analysis as a tool of forming lingvoculturological competence in the process of teaching the English language to Turkish-speaking students from Central Asia on the trilingual basis. The author emphasizes the significance of applying the method of interference of Russian and native social culture of foreign students in the process of intercultural communication. The benefits of the described method are supremely important for developing analytical thinking, facilitating elimination of consequences of сlip thinking. The algorithm of using contrastive-comparative analysis method in the process of students’ independent scientific research under teacher’s guidance is described in detail on the example of investigating sayings and proverbs on the topic “Hospitality”. The results of the investigation may be applied not only in the process of realizing sociocultural adaptation of Turkish-speaking students from Central Asia, but also while teaching English to foreign students whose native languages belong to other language families.
The article offers a comprehensive look at the problems of stress in the sphere of medical education and is devoted to the identification of the main stressful factors in the educational environment. Special attention is paid to the analysis of difficulties faced by teachers during teaching; the factors that provoke the occurrence of educational stress in medical students are investigated; the results of an empirical study are presented, including data from a survey of teachers and students using standardized psychological techniques; a comparative analysis of the perception of stressful factors by various participants in the educational process is carried out; strategies for overcoming stressful factors for both groups of participants and methods for optimizing the educational environment of a medical university are proposed.
Pedagogical internship is a mandatory component of professional teacher training. During this course, students apply theoretical knowledge in real-world settings, which contributes to the development of key professional competencies and professionally significant personal qualities. Pedagogical internship is a key link in the professional development chain, transforming academic knowledge into competence-based readiness for effective teaching. The result of this process is an increase in the qualifications of graduates and their readiness for professional teaching.
The article presents the results of a study on the effectiveness of drawing therapy as a means of reducing anxiety in mothers raising children with autism spectrum disorders (ASD). The study involved 22 women divided into experimental and control groups. A set of methods assessing various types of anxiety was used for diagnosis. A three-month drawing therapy program was developed and implemented for the experimental group. Statistical analysis of the differences revealed a significant decrease in the experimental group in the indicators of general personal anxiety level, reactive anxiety, family anxiety, family tension, and emotional distress. At the same time, no significant changes were found in parameters such as parental anxiety and feelings of guilt. The obtained results indicate that drawing therapy is an effective tool for correcting predominantly situational and family-related aspects of anxiety.
The problem of teaching foreign languages to the adult generation has been considered in the article. In the course of study the authors summarized the similarities and differences between such areas of education as pedagogy and andragogy. Within the framework of the methodology of teaching foreign languages, the article discusses the basic principles of linguistic andragogy. The authors analyzed the existing pedagogical experience of working with adult audiences, and also presented their own results of adapting the approaches used in foreign language classes to the conditions of adult education. The article examines the effectiveness of using modern pedagogical approaches (such as microlearning, storytelling, and gamification) to develop foreign language communication competence. The authors not only describe the possibilities of using various methods of teaching foreign languages, but also highlight both the advantages and disadvantages of each method when working with adults. The results of the study revealed that it is necessary to combine various methods and integrate modern approaches and innovative technologies into a traditional educational format in order to improve the quality and ensure the productivity of the educational process as a whole.
The article focuses on the importance of developing digital competence among future teachers. In the context of the rapid digitalization of society, the active introduction of digital technologies and the creation of a digital educational environment, it is becoming urgent to eliminate the gap between the need for teachers with a high level of digital competence and their insufficient training in this field to effectively use digital tools in their work. The development of digital competence is possible within the framework of higher education programs, as well as professional development and retraining programs. The purpose of this work is to assess the current level of digital competence of teachers by analyzing data obtained during a survey of practicing teachers and students of pedagogical fields related to the use of digital technologies in teaching. For this purpose, based on the analysis of the list of relevant digital competencies in education, questions for the questionnaire were developed. The analysis of the survey results confirms the need for further development of effective online communication skills in the educational process, organization of productive feedback with students using digital tools, formation of critical thinking and correction of students' actions in the digital environment, control of independent performance of tasks, use of digital footprint analysis to identify and eliminate knowledge gaps, as well as the use of digital tools for organizing group and project work. Pedagogical methods for the formation of teachers' digital competence are proposed.
This article examines the role of digital tools in developing soft skills among scientific and educational personnel amid the rapid digitalization of education and the transition to hybrid and remote learning formats. An analytical review of contemporary approaches to integrating online platforms, didactic games, project environments, VR/AR technologies, and adaptive courses into the educational process is conducted, exploring their potential to cultivate key soft skills such as communication, critical thinking, teamwork, creativity, and self-organization. Based on both international and domestic research, the main advantages of digital tools are identified - interactivity, personalization, opportunities for safe skills practice, and real-time feedback - as well as typical barriers to their implementation (organizational, pedagogical, and cultural). The need for a systematic approach to integrating soft skills across all disciplines, enhancing teacher motivation, and improving curricula is highlighted. It is concluded that only through comprehensive use of digital tools can synergy be achieved, enabling future scientific and educational personnel to become not only carriers of professional knowledge but also flexible, competitive specialists.
The article examines the role of museum practices as a comprehensive pedagogical means of forming the artistic and figurative thinking of students in artistic specialties, for whom systematically organized activity within the museum environment functions not only as a source of expanding cultural horizons, but also as a mechanism for the development of emotional and perceptual, associative and interpretative, and creative components of professional thinking. The study focuses on understanding the museum as an active educational space in which the perception of authentic works of art is combined with analytical, interpretative, and creative activities of students. The empirical part of the research included diagnostic work conducted in September 2024 and December 2025 and was based on the application of the Test of Artistic and Emotional Perception and the Torrance Test of Creative Thinking, which made it possible to identify the dynamics of the development of artistic and figurative thinking under conditions of systematic involvement of students in museum practices. The analysis of the results demonstrated a moderate but stable increase in indicators of emotional differentiation, figurative interpretation, and divergent thinking, which indicates the cumulative nature of the influence of museum activities on the professional development of students. The obtained data confirm that museum practices ensure the integration of historical and artistic experience into the individual system of artistic thinking and contribute to the formation of the professional identity of future artists of decorative and applied arts.
The article is devoted to the theoretical analysis and systematization of negative factors (barriers) to the formation of professional independence in higher education students. The relevance of the research is determined by the contradiction between the requirements of federal state educational standards for the development of universal competencies of self-organization and self-development and the actual level of professional independence among university graduates. Digitalization of the educational environment creates additional risks of developing dependence on ready-made solutions, weakening critical thinking, and reducing tolerance for intellectual effort. Based on a meta-analysis of 47 Russian and foreign sources from 2016-2024, an integrative five-level classification of barriers has been developed: systemic-institutional, environmental, personal, technological, and social. The methodological basis of the study is A. A. Verbitsky's contextual approach, integrated with the concepts of self-regulated learning and learner autonomy. The scientific novelty lies in integrating the concept of contradictions in traditional education with modern international classifications of student autonomy barriers. The intensification of the negative impact of technological factors in the post-pandemic period is shown. The practical significance of the results lies in the possibility of their use in designing educational programs aimed at overcoming identified barriers through quasi-professional activities.
This article discusses the development of communication skills in gifted children in the educational and developmental process of a preschool educational institution. The article defines the main concepts: "communication skills," "giftedness," and "regime moments in a preschool educational institution." The article identifies the difficulties that arise in the work of a teacher with gifted children and suggests ways to overcome them. The authors also provide the main aspects and effective methods for developing the communication skills of gifted children, as well as the areas of work and various methods, techniques, technologies, and games aimed at improving the effectiveness of this process. The main areas of work that contribute to the development of communication skills in gifted preschool children have been identified, including the teacher's personal example, creating situations for communication among preschoolers, encouragement and support, individualized approaches in the educational process, and working with parents, among others.
The article develops and substantiates pedagogical conditions for the formation of research competence in future PR specialists. Modern universities place an emphasis on creating a practice-oriented digital environment in professional training, where theory is inextricably linked to the application of knowledge in practice. Based on a theoretical analysis of scientific literature and pedagogical experience, the article analyzes the pedagogical conditions for training future public relations specialists. These conditions include the use of comprehensive information analysis technologies for preparing management decisions, the creation of a practice-oriented digital environment, and the modeling of pedagogical situations for developing critical thinking, emotional intelligence, and stress resistance.
With the mechanical engineering industry rapidly developing and the demands on the professional training of future specialists constantly increasing, developing students' creative abilities in addition to professional knowledge is becoming a pressing task. Traditional teaching methods, based on the "mechanical reproduction" of knowledge and standardized approaches, are increasingly inadequate to meet the challenges posed by rapid technological progress and the digitalization of production. Therefore, the implementation of modern pedagogical technologies focused on the active development of creative engineering thinking is of particular importance. Combining heuristic methods with digital technologies such as virtual and augmented reality, artificial intelligence systems, and online simulators creates a promising approach that enhances student motivation and the quality of professional training. The use of platforms for modeling, design, and testing, as well as creating conditions for teamwork and experience sharing, fosters student independence, initiative, and systems thinking.
At the new stage of life, students will have to make independent decisions, starting with choosing a future profession, educational institution, and the amount of necessary knowledge, and procrastination can become a negative factor that will affect students in the process of educational and professional activities, disrupt self-regulation and slow down the formation of an effective individual style of activity. The theoretical analysis shows the importance of the formation of an individual style for the development of motivation, thinking, scientific and methodological competencies throughout life, contributes to success in the labor market. An empirical study conducted among college and university students showed significant differences in the studied indicators among students with different levels of procrastination from educational institutions of different levels. It is shown that, in general, individual styles of activity and methods of self-regulation used by university students are more effective. The result obtained is explained by the specifics of educational standards at the levels of secondary and higher education, as well as the peculiarities of the educational environment, which in colleges is characterized by a greater orientation towards education.
Modern education is in search of effective educational technologies that not only increase the rapid achievement of pedagogical goals, but also increase the cognitive motivation and professionalization of the educational process. This provision is also relevant for the education of foreign students at Russian universities in the context of expanding the export of educational services. The article focuses on the interactive technologies used in Russian as a Foreign Language (FL) classes. The study presents the principles of interactive education and role-playing games used in Russian as a foreign language classes, which serve as a basis for further career guidance for students and a platform for general and professional communication. The study describes specific methods and techniques for activating students' cognitive interest in the educational process, as well as situations where interactive learning technologies are applied.
The study of psychological and pedagogical support for the professional development of students with different levels of emotional intelligence is relevant today, as it helps to improve the quality of training for future teachers and create a more effective educational environment conducive to student development. Psychological and pedagogical support for the professional development of pedagogical students, taking into account their level of emotional intelligence, allows us to identify the individual needs and difficulties of each student, as well as develop effective strategies to support their development. Statistical analysis of the data using the Pearson correlation revealed significant positive links between the general level of emotional intelligence and professional motives, internality in the field of industrial relations, autonomy and self-understanding. The results confirm the effectiveness of targeted psychological and pedagogical support focused on the development of emotional intelligence as a resource for the professional development of future teachers. The scientific novelty of the work consists in a comprehensive analysis of the structural components of professional development and their relationship with the emotional sphere of students.
During the Covid pandemic, academic institutions were compelled to abruptly embrace e-teaching, as they were elsewhere as well. This pioneer study intends to examine the challenges of e-teaching and its shortcomings as perceived by students.The research findings indicate the need for a thorough discussion that should and must be conducted among leaders of higher education and academic institutions concerning the new and effective designation of lecturers in academia, the distinction between the virtual and the substantive in teaching, learning, and student evaluation, and the challenges and ways of dealing with the new reality.
The CRPD Committee, the monitoring mechanism for the UN’s Convention on the Rights of Persons with Disabilities , periodically reviews the progress of State Parties that have ratified the treaty and issues sets of Concluding Observations for each substantive article. This paper presents a broad survey of the Committee’s concerns and recommendations explicit to Article 24 drawn from 91 sets of Concluding Observations issued between 2011 and 2022. Multiple citations of the Committee’s dialogue to individual State Parties across a range of nations detail current concerns about the global inclusive schooling agenda; recommendations pinpoint ways to improve performance and progressively attain the goals of Article 24. Although inclusive schooling is on the move, the accumulated evidence shows a stark gap between the CRPD Committee’s aspirational text and the realities of local and national contexts. It suggests that the Committee’s vision for inclusive schooling is struggling to find substantial policy traction on the global stage.
This article examines the far-reaching consequences of the mainstreaming of the Christian Dominionist philosophy on public schools all across the United States of America. Under the guise of “school choice,” and the ever-growing influence and legacy of its most vocal proponent, R.J. Rushdoony, the American right has declared an all-out war on public education, public schools, and the men and women who staff these institutions. For the purposes of this paper, the term “school choice” encompasses both the efforts to use public money to support private, religious education as well as the move to dramatically expand the number of children and youth who are home schooled. This article examines both the history and dangers of the homeschool movement and the vouchers-for-religious schools scheme, with particular attention to the philosophy and words of its most renowned advocate, the missionary Rousas John Rushdoony.
