A key task for educators is the development of students' conceptual thinking, as it promotes their intellectual growth and mastery of universal cognitive learning activities. This research addresses the problem of developing pedagogical methods and conditions necessary to stimulate the development of conceptual thinking in students. The aim of the research is to reveal the technique of creating metaphors as a tool that contributes to the development of students' conceptual apparatus.An experimental study was conducted to test methods and techniques aimed at improving students' conceptual thinking, including the metaphor creation technique. The experimental group involved 116 school students, while the control group consisted of 119 adolescents and young people from schools in the Moscow Region. The assessment of the development of students' conceptual thinking was determined by the level of formation of their mental experience, which includes cognitive and metacognitive components. This was measured using methodologies such as "Ecological Forecast of the Future Development of the Earth," "The Ideal Computer," and others (by M.A.Kholodnaya).The study proposes a technique for creating metaphors, based on the principle of explaining a metaphor with a subject-predicate structure, and offers various practical tasks (a classification of assignments) aimed at metaphor creation, which constitutes the scientific novelty of the work. The theoretical significance of the research lies in the developed structural model for formulating metaphors. The practical significance is confirmed by the creation of specific examples of metaphor formulation within the content of different academic disciplines.
The transformation of the education system, which is characterized primarily by the process of integrating the educational environment and the digital environment, has become possible thanks to the use of data analytics. Data analytics technologies and tools provide teachers with unprecedented opportunities to manage the educational process in order to optimize it, administrative staff with the opportunity to effectively manage resources, and students with the opportunity to build their own educational strategy and learning trajectory that takes into account their interests and needs. Educational analytics includes the systematic and organized collection of data, its analysis, interpretation, and visualization of the results obtained in accordance with the goals set. To successfully implement analytics in the educational environment, it is necessary to use special technologies and tools: database management systems, data analysis platforms, and tools for data visualization. Modern software systems, such as LMS Moodle, are equipped with a standard set of analytical tools. To effectively implement the analytical tools of Moodle in the real learning process, the participants of the educational process need to apply the methodology of processing educational results using this tool. A study of the Moodle system's capabilities for analyzing participants' activities on the platform has revealed that, despite the extensive range of tools available, the reports provided by the system have several drawbacks. The development and implementation of a new software product will address these issues and significantly improve the management of students' learning activities. The article presents the author's version of the Application, describes the experience of its use in the real educational process, lists the metrics for its successful implementation, identifies the possibilities, and provides recommendations for further scaling.
The research addresses the verification of the Information Theory of Mental Phenomena (ITMP) developed by the author. Theoretically, the theory's coherence is substantiated: its five postulates are shown to be consistent and capable of explaining a wide range of phenomena (from creativity to pathology) without ad hoc assumptions. The focus is on clinical verification as the most accessible and practically significant approach. A three-stage model is proposed, including: 1) reinterpreting disorder symptomatology in ITMP terms; 2) developing novel psychotherapeutic strategies based on this reinterpretation; and 3) introducing objective quantitative criteria for evaluating therapy effectiveness. The model is applied to depression (anhedonia) and obsessive-compulsive disorder. For each disorder, the mechanism of disruption within the psychodynamic information loop is described, specific therapeutic protocols are proposed ("micro-increment of meaning", "guided threat re-signification", "ritual of re-signification"), and corresponding indices (initiative index, imperative index) are introduced to objectify therapeutic dynamics. It is demonstrated that ITMP not only resolves the classical psychophysiological problem but also establishes a new ontology of psychopathology, viewing mental disorders as disturbances of information exchange between levels of mental organization. The work highlights the heuristic and practical potential of the theory, opening prospects for further research and the development of evidence-based psychotherapeutic methods.
The cultivation of problem-solving proficiency is a central goal in contemporary science education, yet traditional methods often fail to bridge the application gap, particularly within Egyptian educational systems characterized by a dualistic curriculum. This investigation adopted a Qualitative Case Study Design to gain an in-depth understanding of the developmental mechanism by which the Socio-Scientific Inquiry-Based Learning (SSIBL) model enhances students' problem-solving proficiency. The study utilized a purposive sample of 35 second-grade preparatory students from an Egyptian institute operating under the dual-curriculum mandate (Al-Azhar). Data were collected via validated Performance Rubrics administered through three repeated measures.It was tracked how students transitioned among four proficiency levels within six core skills. The results demonstrated a clear and consistent improvement: the 'Beginning' level disappeared entirely by the final measure, with asignificant number of students moving successfully into the 'Proficient' and 'Advanced' categories.This profound cognitive shift suggests the SSIBL model effectively resolves the "pedagogical paradox" of integrating scientific rigor with ethical considerations in this specific educational context. We conclude that SSIBL substantially enhances students’ complex reasoning.
The modern educational paradigm is undergoing significant changes under the influence of digitalization processes. Today, traditional feedback forms are complemented by new ones based on digital data analysis. One of the most significant feedback resources is the digital footprint of the student, the study of whose potential actualizes the present study. The aim of the study is to identify the structure and didactic potential of a student's digital footprint as a feedback tool for the subjects at the university's educational process. The scientific relevance of the research results is determined by the formation of anew perspective on the process of exploring the potential of the digital footprint as a feedback tool in the educational process at the university in its qualitative renewal through the analysis and disclosure of didactic possibilities. The theoretical significance of the research results lies in enriching the theory and methodology of vocational education and in identifying and substantiating the didactic possibilities of a student's digital footprint as a feedback tool for the subjects of the university's educational process. The practical significance of the results lies in the possibility of realizing the potential of a student's digital footprint as a feedback tool in shaping the digital competence of a future teacher in the process of scientific research. The concept of a student's digital footprint as a feedback tool is presented. The structuring of the digital footprint as a feedback tool on the nature of data generation is considered. The study presents the experience of unlocking the potential and using the digital footprint of a student as a feedback tool in shaping the digital competence of a future teacher in the process of scientific research. It is revealed that the potential of the digital footprint lies in the personalization of learning; timely pedagogical support based on identified difficulties; the development of self-regulation and reflection in students; improving the effectiveness of educational program management. It allows you to move from episodic, subjective and delayed feedback to a system of continuous, objective and predictive support of the educational process.
The research is devoted to the study of the relevance of V.A. Sukhomlinsky's pedagogical ideas to mathematical education. The aim of the study is to analyze the possibilities of practical implementation of the key principles of a humanist teacher in the context of the implementation of the Federal State Educational Standard (FSES) and to assess their effectiveness in improving the quality of education. The methodological basis was the works of V.A. Sukhomlinsky, in particular his concept of the development of thinking through the connection of learning with life and practical activity. In the course of the work, the methods of theoretical analysis, pedagogical experiment, as well as statistical analysis of the results of the All-Russian Assessment Test in mathematics for students in grades 5-6 using the Wilcoxon criterion were applied. The experiment showed a statistically significant improvement in the results of the Test in question after the introduction of the Sukhomlinsky principles.
The paper is devoted to a comprehensive analysis of the digital technology introduction into modern higher education. The relevance of this issue is due to the need to transform the educational paradigm to meet digital era challenges which require creating flexible, personalized and seamless learning environment. In order to ensure flexibility and continuity in education, a phygital approach is becoming a key tool for creating sustainable and effective educational systems for the future. This study aims to identify and describe key criteria for successful integration of the phygital approach into university practice. As methodology, asystematic approach was used and it allowed the authors to view phygital introduction as a multi-component process. The authors used the methods such as theoretical analysis, synthesis, comparison and modeling. As a result, five groups of criteria were identified and described to implement the phygital approach: 1)infrastructure and technology (availability of digital and physical infrastructure, integration); 2) substance and methodology (curricula adaptation, phygital content development); 3) personnel (teaching staff); 4) organization and management (regulatory support, motivation system); 5) assessment (criteria for effectiveness). Ithas been shown that the success of phygital approach implementation is determined not only by technological equipment but also by systemic work to address all identified criteria. The significance of the research is on the system of criteria that can serve as the basis to create roadmaps for university digital transformation. The prospects for the researchers are related to the further development of standards to design a phygital educational environment.
The contemporary development of the Russian economy, oriented toward technological independence and innovative growth, has necessitated the training of engineering personnel and increased attention to the early engineering professionalization of school students. Engineering professionalization is understood as the purposeful involvement of learners in types of activity that model engineering practices, which requires updating the content of general education and strengthening its practice-oriented character. A special role in this process belongs to mathematical education, as it ensures the development of analytical and engineering thinking, modeling skills, and digital design competencies. The aim of the study is to identify the role of mathematics as apedagogical tool for implementing the engineering professionalization of school students and to formulate the principles of engineering professionalization of school students through mathematics. The research methods included analysis of psychological, pedagogical, and methodological literature; examination of regulatory and legal documents; content analysis of scientific publications; comparative and analytical methods; modeling; and generalization of pedagogical experience. The results of the study made it possible to systematize the directions of engineering professionalization, to identify a contradiction between regulatory requirements and the methodological support of the process, and to determine patterns in its development. Based on the analysis, ten principles of engineering professionalization of school students through mathematics were formulated, reflecting the pedagogical and subject-methodological specificity of the phenomenon. Mathematical education is shown to be a system-forming factor of engineering professionalization, integrating cognitive, activity-based, and value-oriented aspects of preparing school students for engineering activity. The practical significance of the study lies in the possibility of applying the formulated principles in the design of engineering-mathematical class programs and specialized courses.
The research provides the analysis of using authentic materials for better motivation to learn foreign languages. Authentic materials are known to have a lot of advantages, which make their usage necessary in the modern teaching methodology.One of the advantages is their great motivational potentialdue to better possibilities for meeting needs, connected with the basic motives of learning foreign languages. The paper studies the need for information, impressions, and new meanings, the interest in a country, its culture and language in particular. The positive results of the work on authentic materials because of their belonging to the real communicative practice of native speakers can also become the basis for situations of success allowing the students to implement their skills and feel pride for personal achievements. A special attention is also paid to the problem of formation of motivational phase of speech activity, which is considered a necessary condition for mastering speech skills of students. In comparison with artificially created educational materials, authentic ones due to their specifics offer more opportunities to interest students through meeting their cognitive and communicative needs. So, the work on them can give students a valuable experience of really motivated speech activity. The article provides some recommendations for better selection and organization of the work with authentic materials for full realization of their motivational potential.
The paper discusses the problem of pedagogical training of tutors in production sphere in order to organize effective production practice for students of the secondary vocational education system (SVE). The aim of the study is to develop scientifically based recommendations for improving the system of pedagogical training of tutors in production sphere, based on the analysis of the regulatory framework, theoretical approaches, and empirical research data. The relevance of the topic is due to the need to form future specialists who have not only theoretical knowledge, but also practical skills that are in demand in the labor market. The study used a range of methods, including an analysis of the regulatory framework, theoretical approaches, and a questionnaire survey of three key groups: tutors, college teachers, and students. Special attention was paid to the methodological, psychological, and pedagogical aspects of the training of tutors. Recommendations have been developed for the structure of the tutors' training program, which includes regulatory, methodological, psychological, and pedagogical modules, as well as practical modules. The results of the study confirm the need for a systematic approach to the training of tutors, taking into account the requirements of educational standards, the specifics of production, and the characteristics of students' perception. Special attention is paid to the interaction between educational institutions and production sites. The practical significance of the study lies in the proposal of mechanisms for integrating college teachers into the training process of tutors, which ensures continuity between theoretical learning and practical activities. The results of the work can be used to develop tutoring standards in various industries, as well as to improve the training programs for tutors. This study contributes to the development of the secondary vocational education system, improving the quality of vocational training and the demand for graduates in the labor market.
The research examines psychological and pedagogical aspects of the partnership formation between teachers and parents to prevent school life crises, manifested in the difficulties of adapting children to the educational environment, reduced motivation to study, discipline violations, as well as the prevalence of bullying and the need to create a safe psychological space. The relevance of the research is determined by the fact that modern social changes, increasing information burden and the complexity of the educational process require a new level of interaction between family and school, while in the scientific literature there is a lack of elaboration of an integrated approach to acoordinated solution of these problems, therefore, the aim of the work is to identify the psychological and pedagogical aspects and conditions for effective partnership between family and school, aimed at preventing school life crisis. The methodology of the study is based on systematic and personality-oriented approaches that allow us to consider the interaction of family and school as an integrated system, as well as an ecological and psychological approach that focuses on the relationship between various factors of child socialization; the empirical part of the study was implemented using questionnaires from parents (n=60) and teachers (n=40) distributed by age and professional groups, which made it possible to identify specific accents in the perception of school problems. The results of the study showed that crises in school life are both temporary (for example, the adaptive difficulties of younger students) and permanent in nature, associated with persistent features of the educational process (decreased academic motivation, disciplinary violations, bullying phenomenon), while parents often focus on the need to prevent these problems and express willingness to interact. However, they have difficulty building an equal partnership with teachers. Teachers, on the contrary, tend to solve problems on their own, which leads to the formation of barriers in communication. The data obtained allow us to conclude that the achievement of the research aim is ensured by identifying and substantiating the psychological and pedagogical aspects for the formation of family-school partnerships, and they also confirm that relying on the aspects in question and their practical implementation through coordinated recommendations for teachers and parents is a key condition for preventing crises in school life, creating a unified educational environment, and strengthening the psychological safety of students.
The research reveals the role of pedology in the development of domestic and foreign psychological and pedagogical science and practice. Three key stages in the development of pedology as a science are defined: 1) the stage of origin (late 19th – first decade of the 20th century), characterized by scientific and organizational work; 2) heyday (1910s and early 1930s), when empirical data were accumulated and methodological foundations of pedology were constructed; 3) crisis and collapse (mid-late 1930s), manifested in a methodological crisis. A substantive description of each stage is given. It is established that the popularity of pedology was due to the unfulfilled hopes of educational practice for changes that were to occur there in connection with the introduction of knowledge of a fairly young psychological and pedagogical science. It was revealed that direct application of data obtained in experiments on general psychology to solving educational problems allowed to see in a schoolchild the manifestation of only individual mental functions, and in their static state and outside the environment. The main reasons for the "extinction" of the young science within the framework of psychological and pedagogical knowledge are presented.
The article is devoted to the analysis of the role of the regional bank of educational tasks and situations in the formation of functional literacy, as well as meta-subject universal educational activities in students (using the Samara region as an example). The substantive and formal aspects, the algorithm for developing and structuring tasks, assessment models and criteria for filling the bank are considered. The potential of the described methodological tools (regional bank of tasks) for improving the quality of education (functional literacy) is explored, including in the context of conducting all-Russian annual monitoring studies. The article focuses on the relevance of creating such methodological collections, and also indicates some prospects and tasks that this approach can contribute to.
Student autonomy is essential in modern education, promoting engagement, motivation, and critical life skills. This study examines the communication styles of Algerian and Russian students, focusing on their indirectness when requesting permission from teachers. Using a comparative case study design and qualitative methods, 143 students (72 Russian and 71 Algerian) completed discourse completion tests in their native languages, reflecting real-life classroom interactions. Findings reveal that both groups tend to use indirect strategies due to cultural values emphasizing hierarchy, respect, and formality. However, while indirectness is common, Algerian students occasionally employ more direct forms like declaratives, reflecting a shift toward autonomy and independence. Differences in rhetorical strategies highlight how societal and educational norms shape student-teacher communication. The study underscores the importance of cultural awareness in diverse educational settings, suggesting that understanding these communication patterns can enhance teacher-student relationships and create more inclusive, respectful classroom environments that support effective learning and student agency.
One of the tasks of Foreign Language teaching at a creative university is the implementation of an interdisciplinary approach. The article is devoted to the possibility of integrating foreign language teaching with the professional training of specialists in the field of 51.03.02 “Folk art culture”, Directing amateur theater. According to the authors, the basis for such integration can be dramatic performances in foreign language classes. Research methods included the synthesis and analysis of pedagogical experience, which showed that in the vast majority of cases, dramatization technologies are considered in terms of developing students’ speech skills, communication skills, creativity, thinking and increasing motivation for the subject under study. In addition, describing different forms and types of work with dramatic productions, the researchers talk about dramatizations of works written in the language studied. The article describes the experience of staging K.I. Chukovsky’s poem “Fedora’s Grief” by students of the 2nd year of the Theater faculty and the subsequent survey of students regarding the effectiveness of using this form of work in the course of teaching the discipline “Foreign language”. The study reveals the integration of the development of language and speech skills with the formation of professional competencies of an amateur theater director. The novelty, according to the author, lies precisely in the appeal to the text written in Russian. The article describes the stages of work on the stage production, as well as tasks and exercised based on the poem. Conclusion is made that staging of works of Russian classics in a foreign language can serve a basis for the implementation of an interdisciplinary approach to the formation of universal and professional competencies of future directors of amateur theater.
This study investigates Indonesian postgraduate students’ perceptions of an international guest lecture presented online by a Polish professor, with a focus on language and communication hurdles, cultural differences in teaching styles, and technological engagement issues. employing a mixed-method approach with quantitative survey data supplemented by qualitative feedback from over 150 students, the study discovers that, while the majority found the lecturer’s English pronunciation clear and appreciated the adjusted speaking speed, a significant minority encountered difficulties due to accent differences. Students strongly appreciated cultural sensitivity and respect for Indonesian values, which aligned with their learning goals; nonetheless, complications in communication styles, particularly disparities in directness and indirectness, made comprehension difficult. Technological attributes such as platform efficacy and engaging ways were well received, while technical disruptions due to internet access hampered some participants. The findings emphasize the significance of linguistic adaptation, culturally responsive instruction, and a strong technology infrastructure for improving online international education. The study’s findings support existing notions about intercultural competency, culturally responsive teaching, and the important relationship between technology and learner engagement in virtual environments. Practical consequences emphasize the need for international guest speakers to adjust their speaking pace, add cultural understanding, and employ interactive digital tools, while universities must invest in dependable technology and preparation training. Subsequently, the study contributes empirical data to the discussion of globalized higher education by proposing techniques for increasing inclusion and efficacy in virtual foreign guest lectures in order to promote intercultural understanding and academic performance.
The need for a special appeal to the pedagogical heritage of the Russian scientist-educator, historian of pedagogical thought E.N. Medynsky is due to the increased attention to the effectiveness of the principles of organizing supplementary education (the principle of publicity, the principle of general accessibility, free of charge, the principle of systematicity and planning, independence, as well as the principle of district organization) in the context of digital transformation. A scientific understanding of the scientist’s ideas allows us to identify the methodological and practical significance of these principles in the context of the digital transformation of supplementary education for children to open up new opportunities for personal development in mediated learning formats. The International Competition of Scientific Research and Creative Works of Students "In the World of Wise Thoughts of Evgeny N. Medynsky" serves as a practice-oriented tool for mastering historical and pedagogical experience for updating classical pedagogical values in the landscape of supplementary education for children. Involving student youth in the scientific discourse around the ideas of E.N. Medynsky stimulates their research activities in the search for answers to modern problems of transforming extracurricular educational practices in the context of a digital educational environment. The research shows that in Orenburg region, supplementary education for children is becoming a digital platform for various kinds of initiatives aimed at creative development, where digital tools allow personalizing the educational process. The paper presents the position of E.N. Medynsky, according to which supplementary education provides children with the ability to customize their own route for developing media and information literacy, taking into account individual educational needs.
In the modern world, the problem of interpersonal interaction and building effective relationships is a key one for both the educational and professional fields. Empathy is a key factor in building relationships, therefore, the development of this quality among students, including technical specialties, is relevant at the moment. However, empathy is rarely studied among technical specialists, although scientists confirm the importance of the presence and development of this quality among representatives of engineering and other technical professions for interaction with colleagues and customers, as well as for creating a product that meets user requirements. In our study, we set the following goal: to determine the level of empathy among future specialists studying in various technical specialties, in order to understand and justify the need to develop empathy and to take this factor into account when building the educational process. Two methods were used to conduct the study: the method of diagnosing the level of empathic abilities of V.V. Boyko for graduate students and the scale of emotional response of A. Mehrabyan and N. Epstein for undergraduate students. As a result of the study, we found that the average level of empathy prevails among undergraduate students, and empathy is better developed among male students. The second largest group includes undergraduate students with a low level of empathy. The majority of students studying for a master’s degree have a low or very low level of empathy, no one has a high level of empathy, while female students have better developed empathy. If we compare the level of empathy between undergraduate and graduate students, then graduate students have a lower level of empathy. These results suggest the need for work to develop students’ skills such as empathy and conduct further research in this area.
The relevance of the research topic is due to the role of cognitive activity in the effectiveness of educational activity, personal development, and self-realization of students in the modern world. Based on the analysis of the scientific literature, the concept of "cognitive activity" is characterized, and information on the structure of cognitive activity (motivational, operational, volitional components) and conditions (organizational, psychological, social, methodological) that contribute to its increase is presented. The results of the theoretical study formed the basis for the preparation and implementation of a system of work to stimulate cognitive activity in terms of motivational support of educational activities, which determines the practical significance of the study. The pedagogical principle of the integrity of the educational process, a communicative approach to learning, determined the content, forms and methods of work aimed at increasing cognitive activity. The article considers the following pedagogical conditions: organizational (stage of lesson, duration, forms of assessment), psychological (nature of communication), social (forms of organization of interaction), methodological (communication-speech, analytical, analytical-constructive tasks, nature of didactic material, requirement of a variety of teaching methods). Extensive illustrative material for the 18 classes is also presented. The results of the study are of practical importance for teachers interested in stimulating the cognitive activity of students, in the aspect of designing their own work system, the possibility of using individual methods of organizing the activities of students.
The paper explores the concept of educational and professional motivation among chemistry students as a psychological and pedagogical phenomenon. It provides a review of current domestic and international research, identifies the components of the motivational structure, and analyzes the stages and pedagogical conditions for fostering motivation. The necessity of a comprehensive approach to developing motivation through practice-oriented learning, reflection, and digital educational resources is substantiated. Key factors influencing motivation, as well as strategies for its diagnosis and development, are presented. The article argues for the need for a comprehensive approach to providing motivational support for the training of future chemistry specialists. The authors substantiate that successful online chemistry education requires an integrated approach focused on maintaining high academic motivation among students. They argue that the use of interactive elements, effective assessment methods, feedback, and a personalized learning approach are key to achieving high results in the remote mastery of this important subject. The presented conclusions can be used in designing educational programs and motivation-enhancing methodologies.
