Introduction. This article presents a review of publications in cognitive psychology, cognitive linguistics, and neuroscience on the problem of identifying and describing the essence of the cognitive approach and its implementation in scientific research and education. The goal is to identify the cognitive (mental) structures that represent the essence of the cognitive approach and to justify its application to the development of predictive competence in university students. Materials and Methods. The methodological basis of the study was a systems-oriented approach, ensuring a complete and systematic description of the research object, and a contextual approach, allowing for an understanding of the relationship of the results with existing concepts. Research methods included theoretical and methodological analysis of scholarly literature, content and comparative analyses, abstraction, and interpretation. Results. A theoretical analysis of over two hundred research papers in cognitive psychology, psycholinguistics, and neuroscience was conducted. As a result, the authors substantiated the structure of cognitive activity and identified the cognitive abilities that determine the success of predictive activity. It was established that the cognitive approach is one of the fundamental approaches to the study of cognitive activity, particularly predictive activity. It was found that the development of predictive competence occurs in three stages, which correspond to the logic of cognitive activity: perception, transformation, and reproduction of knowledge. Conclusions. The authors concluded that a cognitive approach, as a methodological foundation for developing predictive competence, provides researchers with the opportunity for a more complete and profound understanding of human predictive activity. Developments in cognitive psychology and cognitive linguistics have shown that predicting the future is inextricably linked to mental activity, and mental activity, as the study showed, is determined by how a person predicts (constructs) future events based on conscious mental search. It has been proven that the ability to predict is a fundamental property of the psyche and can be fulfilled as a result of the “launch” of cognitive mechanisms and their functioning.
Introduction. The article studies the problem of forming a proactive position of an individual to the activities they perform, and in relation to the social environment where this activity is carried out. The purpose of the study is to identify the features of developing youth social engagement as a manifestation of the subjective position based on a value assessment of their involvement in socially significant activities Materials and Methods. The study is based on the activity, axiological and systematic approaches that allow the author to reveal the main characteristics of the problem of social engagement from the perspective of activities and their specifics; leading significance in the implementation of individual personal strategies; the main elements and relationships between them, to form a constructive interrelated image of the problem of social engagement of the individual. Results. The concept and main research directions of the phenomenon of social engagement are given. Engagement is clarified as an activity characterized by complete immersion in the process, on the one hand, and participation in social events, on the other hand. Involvement in socially significant activities is described as an indicator of the development of civil society. The main components and their impact on social engagement are identified. The article reveals the specifics of involvement in activities, taking into account motivation; the communicative aspect of social engagement; mechanisms and methods of adjustment to changes for the formation of social engagement. It is noted that with the development of the information space and its capabilities, in an environment where Internet services occupy most of students’ time, it becomes important to search for mechanisms for adjustment to digital changes in the digital cultural environment. Conclusions. The study has identified and clarified the specifics of social engagement in modern conditions of digitalization of the education system.
Introduction. The authors focus on the modern specifics of defining the content of global problems and their impact on social life (medicine, education). The purpose of the study is to identify whether the agenda of research investigations on global problems in education coincides in Russia and international countries with the focus on the period of 1988-2023. Materials and Methods. In order to achieve the purpose of the review, 970 publications on the research topic were analyzed and five of the most referred works from the USA, Great Britain, Australia and Russia were selected for a comparative analysis of international and Russian scientific discourse. A qualitative content analysis of the most cited documents (1988-2023) was carried out to identify the main directions of the research agenda in the world and in individual countries. The results were summarized in the logic of comparative and cultural-historical approaches. Results. The article presents a quantitative and qualitative analysis of research directions in the field of global problems and challenges in education based on the material of the most referred research publications from the USA, the United Kingdom, Australia (the largest number of research studies on the topic) and Russia (the 15th in the number of studies). Despite the general focus of research in the leading countries of the world and in Russia, there is an asynchronous (not coincident in time with other countries) attention of Russian researchers to a particular topic, which is accompanied by a more general approach to the study, since the topic has not yet been studied in the country. Research on the issues of various minorities remains relevant (primarily as a globalization issue). Researchers are interested in equal rights to education (inclusion, in particular) as a global issue, distance education (especially due to the COVID-19 pandemic), and educational exchanges. Research on the advantages and disadvantages of transnational approaches to the educational content (curricula, programs) formation is a summary of the experience we have had so far. Conclusions. The research agenda, being uniform for countries, is determined by the level of development of the sphere (inclusive, online education) and is determined by the state as the main player in educational policies. Researchers have not come to a consensus on whether the openness of educational institutions, guaranteed by unified curricula, is worth the loss of their cultural identity, which has been preserved by the efforts of the educational environment and insists on constant monitoring of continuous results. The influence of objective global circumstances (pandemics) on changes in the research agenda, considering climate, demography and healthcare issues is also traced.
Introduction. This article explores the integration of artificial intelligence (AI) into the educational process at a university. The article aims to identify attitudes toward AI (technophobia/technophilia) based on cognitive flexibility of university students majoring in different fields. Materials and Methods. The methodological basis of the study was the concept of personality development, emphasizing the individual’s active involvement in their own transformation and development, as well as their engagement with the external environment (E. F. Zeer, A. N. Leontiev, et al.). Changes in the external environment are reflected in the transformation of personality structure. The digital environment plays a key role, determining the direction, content, and nature of personality development, especially among students. Empirical methods included psychological assessment techniques and methods of mathematical statistics. The sample included 146 full-time students majoring in various fields of study. Results. The results show that students majoring in various fields use generative AI models in learning. A comparative analysis revealed that students majoring in Education have the highest degree of technophobia toward AI technologies, specifically the belief that digital technologies will replace humans. Students majoring in Psychological sciences demonstrate cognitive adaptability and perceive difficult situations as controllable. Students majoring in Information Technologies have a more positive attitude toward digital technologies. A correlation was found between technophobia/technophilia and cognitive flexibility among students of different majors. Conclusions. The authors concluded that attitudes towards AI (technophobia/technophilia) depend on cognitive flexibility; a positive attitude towards AI integration demonstrates cognitive adaptability, while cognitive rigidity is combined with fear and anxiety.
Introduction. In today’s world, characterized by rapid digitalization, political polarization, military conflicts, environmental crises, and uncertainty about the future, the issue of shaping students’ value orientations is a global challenge. Therefore, it is crucial to consider humanistic values as the foundation for the moral education of the younger generation. Aesthetic education holds significant potential for shaping individuals’ value orientations. However, the effectiveness of educational efforts depends on the professionalism, experience, and competence of educators. The purpose of this study is to identify the features of nurturing children’s value orientations in the context of supplementary education, based on evaluating the impact of teachers’ academic and professional background. Materials and Methods. The research was conducted on the basis of axiological, ethno-pedagogical, and reflexive-activity approaches. The design is based on a combination of quantitative and qualitative, theoretical and empirical methods. Diagnostics and experimental work with teachers (N=380), questionnaires, observation, formative experiment with children (N=754), monitoring of the dynamics of the results were carried out. Correlation analysis using the Pearson method was used to identify statistically significant relationships. Results. The initial diagnostics revealed low indicators in the motivational and value component and in the level of professional reflection among newly-qualified teachers and specialists who do not hold academic degrees in education. As a result of targeted support for the professional development of teachers, including professional development courses, mentoring, professional interaction in online communities, project activities, systematic monitoring, individual projects, and individual professional development programs, positive dynamics were achieved. The correlation analysis revealed statistically significant relationships between the level of teachers’ professional competence and the value orientations of students. Conclusions. The following features of nurturing children’s value orientations in the context of supplementary education have been identified: 1. Children’s value orientations are developed in close connection with their emotional and artistic activities, inclusion in ethno-cultural practices, and interaction with significant adults. 2. A supplementary education teacher acts as a mediator of cultural meanings, an organizer of the educational environment, and a model of value-based behavior. 3. In order to effectively achieve the objectives of supplementary education, it is necessary to ensure targeted teachers preparation. The authors have proven that interaction with a purposefully trained teacher significantly enhances children’s interest in their native culture, develops their aesthetic perception, increases their willingness to engage in creative collaboration, and nurtures their sense of civic responsibility and respect for tradition.
