Shelekhov Igor Lvovich MOTHER-CHILD RELATIONSHIP DIAGNOSTICS AND ASSESSMENT. Education & Pedagogy Journal. 2021;1(1):36-46. DOI:

The images presented in this work clearly illustrate the variety of experiences of motherhood. The material in this article supplements the existing epistemological ideas about the problem of determining the norms and deviations in psychological studies of motherhood. The author presents a system of diagnostic criteria and assessment of the mother-child relationship. The article explains the term “deviant motherhood” and indicates various degrees of severity of behavioral disorders. There are four main modes of the functioning of the “mother-child” system, reflecting the main variants of motherhood: normative and relatively normative motherhood, deviant mother-child relationship, pathological motherhood (antisocial form), and pathological motherhood (prosocial form).

Keywords: science, psychology, methodology, system, psyche, personality, woman, motherhood, mother, child, relationship, assessment, norm, deviation, pathology

Grebennikova Elena Vladimirovna, Shelekhov Igor Lvovich, Filimonova Elena Anatolyevna PSYCHOLOGY OF ADOLESCENTS WITH INTELLECTUAL DISABILITY COMPLICATED BY VISUAL IMPAIRMENT: FEATURES OF INTERPERSONAL RELATIONS. Education & Pedagogy Journal. 2021;2(2):68-75. DOI:

It is customary to consider interpersonal relationships as a significant factor influencing the development of individual mental processes and personality. In recent years, studies that reveal the specifics of interpersonal relationships in persons with different types of dysontogenesis, including those with intellectual disabilities, have been of particular interest to specialists. This article presents the results of studying the interpersonal relationships of adolescents with intellectual disabilities (ID), complicated by visual impairment. When it comes to comparing the interpersonal relations in adolescents with intellectual disabilities, complicated by visual impairment and their peers with uncomplicated intellectual disabilities, the results of the study show that there are features which are general to both groups and features which are specific to only one group. In the surveyed groups, only one-third of adolescents consider their mother and father as a parental couple. More often than not, they communicate with their mother and refuse to communicate with their father. The adolescents of both groups are characterized by the following: low involvement in terms of interaction with peers; the presence of emotionally deficient or emotionally excessive reactions (with a predominance of the emotionally deficient type); poor decision-making, the desire to shift responsibility to others; lack of interest to become a leader; frequent conflicts with peers and inability to resolve them constructively. In addition, adolescents in the surveyed groups often demonstrate reactions to frustration in an active-aggressive or a passive-suffering manner. Moreover, in adolescents with uncomplicated ID, reactions of an active-aggressive type dominate, and in adolescents with ID complicated by visual impairment, reactions of a passive-suffering type are dominant. It is important to note that adolescents with ID complicated by visual impairment tend to be isolated from their peers and show high affection for home and their families.

Keywords: interpersonal relations, adolescent, intellect, intellectual disabilities, intellectual disabilities, visual impairment

Sirotkina Irina Evgenevna AGAINST EPISTEMOLOGICAL HIERARCHIES: ON THE VALUE OF FORMING BODILY KNOWLEDGE. Education & Pedagogy Journal. 2021;1(1):5-20. DOI:

The article reveals such concepts as “metis,” “body techniques,” “practical skill,” “kinesthetic intelligence,” and “movement skill.” These concepts are united by the fact that the accumulation of knowledge is presented as a largely unconscious process in which muscles play the same role as the brain. The essence of these concepts can be expressed in the term “bodily knowledge,” which contrasts itself in the epistemological sense with codified practical knowledge, instructions, and rules – techne. Bodily knowledge is based on movements and muscle sensations. Russian physiologist I.M. Sechenov called this sensation “dark,” pointing out that such sensations are almost impossible to comprehend, describe, and analyze. However, such feelings cannot be entirely opposed to thought. This “smart skill,” as poet and writer Varlam Shalamov called it, can be considered a separate type of cognition. This article is an attempt to comprehensively discuss the concept of “body knowledge.”

Keywords: metis, techne, skill, movement skill, kinesthetic intelligence, body techniques

Domansky Valeriy Andreyevich I.S. TURGENEV IN A MODERN SCHOOL. Education & Pedagogy Journal. 2021;1(1):87-103. DOI:

Introduction. The article’s relevance is determined by the need to find new ways to study Russian classics in a modern school setting. As studies show, students’ quality of classics perception decreases every year, explained by socio-cultural conditions and methodological aspects. This problem requires special attention in connection with the past and upcoming 200th anniversaries of the most significant canonical writers: I.A. Goncharov, M.Yu. Lermontov, I.S. Turgenev, A.A. Fet, N.A. Nekrasov, A.N. Ostrovsky, F.M. Dostoevsky, L.N. Tolstoy. The author believes that literary anniversaries are a good incentive to revive the most influential classical literature and include students in their country’s cultural life. And the literature teacher might benefit from knowing the anniversaries mentioned above and whether there are any events dedicated to these anniversaries. Teachers should also contribute to a philological environment in the school and continuously improve literary and methodological competence. The study is based on the biography and works by Turgenev, whose 200th anniversary was widely celebrated in 2018. We want to share the experience of teaching the creative heritage of an outstanding Russian writer in a modern school; we identified the difficulties that literature teachers face and outlined productive ways to overcome psychological and pedagogical contradictions in the theory and practice of literary education, which happens primarily due to the gap between the scientific and pedagogical studies of Turgenev’s works. Materials and methods. The study hypothetically formulated the problem, which was confirmed during the analysis of scientific and methodological works and while evaluating students’ residual knowledge. Results and discussion. Stereotypes of students’ perception of the writer’s personality and his creative work are revealed. Productive ways and forms of acquaintance with the author’s personality, new genres of creating a biographical sketch are considered. Particular attention is paid to Turgenev’s concept of nature and love, their aesthetic and philosophical essence. New methods of enhancing the reading activity are proposed, particularly methods to create intertextuality (based on the appeal to the landscapes by the artists from the Barbizon school). The ways of acquainting students with the writer’s manor texts in the context of the Russian manor culture are presented. Specific recommendations are given to include the “Home of the Gentry” novel in the 10th-grade literature class. New approaches to the study of the “Fathers and Sons” novel are revealed, the comparison teaching method of the television series based on the writer’s work “Bazarov’s Mistake” by Avdotya Smirnova is proposed. Conclusion. To actualize the students’ perception of Turgenev’s novel, a model of a lesson dialogue is developed with the involvement of works of modern Literature (Vera Tchaikovskaya’s remake “New under the Sun”). In general, the study showed that it is possible to teach further methodological improvement of Turgenev’s creative work at school by relying on established traditions and using new forms and methods of the reading activity organization, and by increasing the philological competence of the literature teacher.

Keywords: updating the Russian classical Literature, I.S. Turgenev in the modern school, traditions and innovation, stereotypes of the writer’s world perception, knowledge evaluation, Turgenev’s concept of nature and love, manor texts, methods of reading activity enhancement, methods to create intertextuality, intermodality in a literature class

Zakharova Olga Olegovna INTERNET MEMES AS A WAY OF DEVELOPING FUTURE ENGINEERS’ MOTIVATION TO STUDY A FOREIGN LANGUAGE IN THEIR PROFESSIONAL ACTIVITY. Education & Pedagogy Journal. 2021;2(2):57-67. DOI:

Introduction The article considers the issue of increasing the motivation of technical university students to study a foreign language using English-language Internet memes, which are considered to be significant material for teaching Generation Z students. The purpose of the article is to theoretically substantiate and experimentally test the memes’ effectiveness in building motivation to study a foreign language. The research’s scientific novelty is identifying ways of organizing future engineers’ work with memes based on a variable methodological apparatus. Materials and methods The author analyses the literature on the study of the motivational processes among students of a non-linguistic university studying the English language and using creolized texts to organize their English language-learning process. The research material comprises memes taken from the Internet that correspond to the sections of their discipline program. Results and discussion A workflow for increasing students’ motivation to learn English based on their work with memes has been designed, including methodological and technological, content-motivational, and reflexive-evaluative modules. A methodological experiment has been carried out to test the proposed methods of increasing students’ motivation. An example of organizing the work with memes is given. Conclusion. The results of the methodological experiment conducted at the Trekhgorny Technological Institute confirmed the effectiveness of the proposed methods of developing students’ motivation. It was revealed that memes could become a powerful teaching material that helps to increase the motivation of future engineers to learn English.

Keywords: Internet memes, creolized text, motivation to learn English, students of a technical university

Ardashkin Igor Borisovich, Borovinskaya Daria N., Surovtsev Valery Aleksandrovich THE EPISTEMOLOGY OF SMART TECHNOLOGIES: IS SMART EPISTEMOLOGY DERIVED FROM SMART EDUCATION?. Education & Pedagogy Journal. 2021;1(1):21-35. DOI:

The paper deals with the impact of smart technologies on cognitive and educational activities and assesses the role of smart education in education and cognition from semiotics and epistemology. The authors of the article consider smart-technologies as modern information technologies of various profiles, developed mainly for the performance of the semiotic and epistemological functions of the person with its maximum possible replacement in different areas of life. The article notes that when evaluating smart technologies, some criteria are often overlooked, while the importance of others is exaggerated. In general, quantitative scenarios for the use of smart technologies prevail over qualitative ones. This situation leads to the fact that the main characteristics of smart technologies are replaced by secondary ones, causing overestimated expectations. For example, the authors examined the misconception that a student who studies a subject as part of online learning using smart technology begins to participate in an epistemological situation from a semiotic perspective. It is because online learning makes students “discover” knowledge independently, without the necessary methodology and teacher support. An overwhelming amount of research sees this situation as an achievement, and the authors consider it to be a negative factor. However, according to the assessment of the consequences of smart learning, the best results are shown by students who already possess some methodological knowledge. At the same time, the vast majority of students show a decline in their performance in online education. The authors of the article note that from an epistemological point of view, such a property of smart technologies as a functional substitution of the subject is very consonant with some constructivist trends in epistemology and cognitive sciences, admitting “cognition without a subject.” These smart technologies’ parameters in education and epistemology allow some studies to voice ideas about the possibility of forming smart education and smart epistemology as non-subject ways of knowledge and cognition. The article demonstrated that this situation is permissible if one does not distinguish between the concepts of “information” and “knowledge” and the processes of cognition and informing. It is shown that if this condition is ignored, then the concepts of “knowledge” and “cognition” lose their meaning since the process of cognition is a way of relating knowledge and information, and it is impossible without a subject. The authors conclude that smart technologies should be considered an additional tool used for similar, but not heuristic, creative and primary actions prioritizing the subject in education and epistemology.

Keywords: education, cognition, smart-technologies, person, epistemology

Ivanova Elena Vladimirovna, Vinogradova Irina Anatolyevna, Nesterova Oksana Valeryevna QUALITY OF THE SECONDARY SCHOOL EDUCATIONAL ENVIRONMENT: A COMPARATIVE STUDY USING THE SACERS RATING SCALE. Education & Pedagogy Journal. 2021;2(2):5-17. DOI:

The quality of education is the main priority in most states’ policy, and Russia is no exception. Russia pays much attention to the accessibility of quality education for all citizens regardless of their place of residence and social status. The quality of education is considered a complex characteristic of educational activity and students’ training. We will consider it within the framework of this article in the context of the assessment and development of the school educational environment. The quality of the educational environment is provided by the following factors: content components relating to the interaction between participants of an educational relationship; organization of the educational process; conditions for professional staff growth and comfortable environment for exceptional children. The study using the SACERS rating scale revealed that schools in different districts of the metropolitan area differ in terms of providing students with equal conditions in their educational environment. The most significant differences were revealed in the following components of the educational environment: the creation of organizational conditions for extracurricular activities and additional education; interior solutions to ensure privacy, the comfort of communication, and motor activity; conditions for the learning and development of students with special educational needs. The study showed that schools with a higher quality index of the educational environment have quite homogeneous educational conditions. They provide relatively equal access to quality education compared to a group of structural units with a lower quality index. The differences in the compared educational organizations specifying the heterogeneity of educational conditions are related to characteristics such as the variability or uniformity in the use of resources, resource availability or its active use, whether it is a systematic or fragmented working process, and the focus on control norms or development.

Keywords: variability and use of school resources, quality of the educational environment, heterogeneity of educational conditions, educational environment, equal access to quality education, SACERS rating scale, schools with different educational environment quality indices

Tomtosova Elena Afansyevna, Yakushkina Marina Sergeyevna EVENT-DRIVEN EDUCATION OF NORTHERNERS IN THE NOMADIC ARCTIC REGION. Education & Pedagogy Journal. 2021;1(1):64-74. DOI:

Introduction. The nomadic peoples of the North, belonging to the Arctic world, can be regarded as a unique result of the development dynamics of world civilization. For many centuries, they managed to preserve a distinctive way of life and a nomadic lifestyle as the basis for the evolution of Arctic culture. Today, specialists are concerned about the traditional cultural norms, values, and ethnic characteristics of the northern territory peoples, established for centuries and which have now been partly lost. The goal is to characterize the educational process in the modern nomadic Arctic region. Materials and methods. Pedagogical literature analysis, the study of normative documentation regarding the education, systematization of the experience and practice from preschool and basic educational organizations in Yakutia, participant observation, questionnaire survey, expert assessment, use of the obtained results in the pedagogical practice. Results and Discussion. This study was carried out based on the following: regional educational space monitoring (the Republic of Sakha (Yakutia)), community and family education surveys, the study of the relevance of national holidays, and the demand for nomadic educational structures. The study of inherent upbringing processes among the peoples of the northern territories expands the existing ideas about the variety of means and forms of upbringing and new opportunities for individuality and subjectivity formation among Northerners in the harsh conditions of the Arctic region. The intertwining of cultures among the peoples inhabiting modern Yakutia pushes us to study the educational traditions using ethnocultural experience. Ethnocultural traditions are passed from generation to generation and are considered to be historically formed and transmitted through behavior patterns and folk-education practices, which include behavioral rules of everyday life, lifestyle, occupation traditions, social environment, systems of value orientations, spirituality, and language. Creating preschool educational space in a nomadic structure and a nomadic basic education organization in the Arctic region with nomadic settlements is analyzed. It is substantiated that a nomadic preschool’s educational space is considered an environment where self-organization is the value-oriented meetings between a teacher and a child, pedagogical events with the participation of children and parents, and other adults who are significant for the child. The study of the upbringing history among the peoples of the northern territories expands the understanding of the diversity in upbringing practices. The intertwining of cultures pushes us to update the ethnocultural experience. The choice of the language of communication between subjects of the educational space plays an important role and affects the formation of labor skills, and guarantees the development of traditional folk crafts in the Arctic territories with harsh local climatic conditions. The study revealed original upbringing practices associated with the use, for example, of the Even traditional calendar, folklore texts, ditties (keinairsya), riddles (tumta), sayings (bodu), myths, and songs (Balyh). Conclusion. The upbringing process of the northerner schoolchild can be represented by a logical sequence, expressed in the form of a chain: family, community, preschool, and basic school upbringing. The chain can be disseminated into different territorial entities. The nomadic way of life being revived today must have legal legitimacy justified by the current state legislation and be recognized as a free choice of the Northerner’s life path.

Keywords: education, educational space, nomadism, Arctic conditions, folk traditions, preschoolers, schoolchildren, cultural values, events, ethnopedagogy, nomadic educational organization, children and adults community

Vakhitova Galiya Khamitovna, Leontyev Eduard Petrovich, Batsuuri Ajrakhgui PRESCHOOL EDUCATION IN RUSSIA AND MONGOLIA (ANALYTICAL ASPECT OF THE MODERN STATE). Education & Pedagogy Journal. 2022;1(3):31-40. DOI:

The state of modern preschool education in Russia and Mongolia is discussed in this paper. It is pointed out that preschool education is an integral and full-fledged part of the state general education system in both countries. This paper notes that preschool education aims not only to prepare five- to six-year-old children for school education but also, more importantly, to develop a healthy personality and self-esteem in preschool children. It is concluded that the system of preschool education in Mongolia is still at a developing stage, while Russia has enough experience to expand and enrich the education system as a whole.

Keywords: preschool childhood, preschool education, school preparation, preschool institutions of Mongolia, Russian education system, education through playing and gaming

McNeilly Elena REDESIGNING AN UNDERGRADUATE RUSSIAN LANGUAGE UNIT: REFLECTIONS ON ALIGNING DEPARTMENTAL PEDAGOGIC OBJECTIVES WITH THE NEW TEACHING PROGRAMME AND ASSESSMENT. Education & Pedagogy Journal. 2021;2(2):45-56. DOI:

In this paper, we look into how the new structure of the final-year undergraduate language assessment introduced by the School of Modern Languages (SML) at the University of Bristol (UoB) has affected the teaching on the final-year programme in the Department of Russian. This paper tests whether the intended learning outcomes, the content of the course, teaching on the individual modules, the learning resources and the new assessment can be considered as ‘constructively aligned’, i.e., whether the Russian language teaching team working on the new course design succeeded in ensuring that “the learning objectives, the learning processes and the assessment mode and criteria relate systematically to each other”. We will also explore whether the new blended synchronous and asynchronous teaching fits into the redesigned curriculum and whether the teaching programme continues to address the development of students’ discipline-related and transferable employability skills linked to the three areas of the Bristol Skills Network: knowledge and intellectual abilities; engagement and influence; personal effectiveness and wellbeing. The key element of this research is the analysis of the anonymous student feedback questionnaire (SFQ) which includes qualitative questions related to all three written modules taught on the redesigned final year Russian language unit: the students were given an opportunity to analyse the quality and effectiveness of their learning on this unit.

Keywords: learning, teaching, and assessing; learning objectives; intended learning outcomes, unit and programme design; constructive alignment; blended learning, quality assurance; peer-assessment; feedback; discipline-related skills, transferable employability skills

Spiridonova Natalya Ivanovna PEDAGOGICAL CONDITIONS FOR FORMING BILINGUAL MATHEMATICAL COMPETENCE IN BASIC SCHOOL STUDENTS. Education & Pedagogy Journal. 2021;1(1):75-86. DOI:

Introduction. In the process of bilingual education, schoolchildren must not only qualitatively master the content of the subject but also overcome language difficulties. There is a connection between speech and mathematical activities. The essence and structure of bilingual mathematical competence are based on this relationship, allowing bilingual students to effectively acquire knowledge in the conditions of national-Russian bilingualism. We have also proposed ways of forming bilingual mathematical competence focused on developing mathematical speech culture and teaching schoolchildren to use multicultural knowledge. Aim. The article aims to characterize the pedagogical conditions directed at the emergence of bilingual mathematical competence among basic school students (grades 5 to 9) within national-Russian bilingualism. Material and methods. The study relies on theoretical methods of comparative analysis, synthesis, and generalization provided by the scientific and methodological literature on the researched topic. Results and discussion. Works indicating a clear relationship between the language of instruction and the subject of Mathematics were analyzed. The need to take into account the mother tongue of schoolchildren in bilingual education was established. In addition, it was found that the degree of native and Russian language proficiency affects the mathematics achievement of bilingual students. According to the analysis, bilingual education should lead to the emergence of competencies distinguished by a high level of language proficiency and high-quality mastering of the subject. Conclusion. The concept of “bilingual mathematical competence” got a detailed description in the course of the research. This concept combines components of a school subject, languages ( native and Russian), and a component of intercultural communication. The following pedagogical components were described: 1) tasks aimed at mastering terminology, symbols, and graphic images; verbal and logical constructions of the mathematical language; written educational texts; 2) illustrated Yakut-Russian, Russian-Yakut terminological dictionary in mathematics for the 5th and 6th grades, which includes 349 terms and set phrases; 3) bilingual strategies aimed at reducing the linguistic complexity of mathematical problems (by replacing unfamiliar or rare words; changing the passive voice to active verb forms; reducing long names and indications; highlighting individual conditional sentences, or changing the order of the conditional and main sentences; replacing complex questions to simple ones; clarification of abstractions using more specific information); 4) methods and techniques of bilingual teaching of mathematics (consecutive translation, visual aids, immersion teaching, semantization); 5) tasks that contain historical, ethnocultural, and local history materials.

Keywords: bilingual mathematical competence, instruction language, bilingualism, bilingual student, bitext, the culture of mathematical speech, bilingual student

Melnik Yuliya Vladimirovna PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR AN EXCEPTIONAL CHILD IN AN INCLUSIVE CLASS: COMPARISON OF WESTERN AND RUSSIAN REFLECTION. Education & Pedagogy Journal. 2021;1(1):47-55. DOI:

A comparative analysis of theoretical and conceptual ideas in the organization and further implementation of psychological and pedagogical support for an exceptional student in an inclusive educational process is carried out. Psychological and pedagogical methods for emphatic comfort initiation for each child in an inclusive educational environment are highlighted. Practical examples of such techniques are creating social success situations for an exceptional person in an inclusive group, introducing elements of creativity to solve possible issues. The principles of psychological and pedagogical support that contribute to the success of an exceptional child in an inclusive class are the following: resistance, cooperation between all participants, reliance on the potential of the student’s personality, and others. Pedagogical modifications that optimize the process of inclusive learning are the following: change of motives for inclusive education, consolidation of positive behavioral forms of communication in an inclusive group, and other modifications. The types of adaptability formed due to effective psychological and pedagogical support of an exceptional child in an inclusive environment are considered: epistemological, perceptual, sociocommunicative, and semiotic adaptation.

Keywords: psychological and pedagogical support, inclusive education, exceptional child, exceptionality, educational psychologist

Polonnikov Aleksandr Andreyevich, Korchalova Natalya Dmitriyevna, Korol Dmitriy Yuryevich VISUALIZATION OF CULTURE: EDUCATIONAL IMPLICATIONS. Education & Pedagogy Journal. 2021;2(2):18-35. DOI:

The authors of the article focus on changes related to education. Education is considered as a communicative construct arising from the process of symbolic interaction between individuals who establish meanings when coordinating their statements. The communicative generation of situations and orders of knowledge is interpreted as educational semiosis. Analyzed is the discourse of modern humanities which are competing with each other in determining the current socio-cultural situation. Highlighted is the research tendency, asserting the point of changing the cultural morphogenesis by means of its visualization processes. Based on this, the hypothesis of a gap between culture and education is put forward. According to this hypothesis, cultural relations are increasingly mediated by figurative participation, while educational practices appeal to verbal and textual forms of the situational mediation. Within the relations between actors in education, this is reflected in the dominance of legitimate (metanarrative) samples, the transmission model of educational knowledge, the communicative preference for orderliness, the desire for unambiguity, the clarity and completeness of logocentric forms of thinking, and so on. The change of the mediation form in the organization of educational interaction and the transition from the verbocentric order to the ocular-centric one, is suggested as a step in the development of modern education. It must affect the way educational relations (educational communication) function, the way words (speech) and images (vision) are inter-related, the principles of students’ orientation in their attitudes to the sign-symbolic world, their partners in interaction, and to themselves. In the first case, the point is to organize educational communication based on the principles of paradoxicality, paralogicality, and disproportionality of statements and images of the situation. Here the most important educational objective is to make the participants of the educational interaction consider their differences in their interpretations of the world, their styles of utterance, and their discursive positioning. In the second case, the educational objective is the liberalization of vision, which emerges in the course of perceptual work emancipated from the primary procedures of interpretation and comprehension of the visible and relying on the action of the image as the context of the statement. The third case is about worldview constants, radical changes in the position of the educational subject, acquiring the experience of self-detachment in learning. In the final analysis, this provides an opportunity for differentiation and diversification of the worlds of human presence.

Keywords: visualization of culture, orders of culture and education, sign-symbolic mediation of educational relations, educational semiosis, communicative design of educational interaction

Apressyan Ruben Grantovich VALUE PARADIGMS OF CHARACTER EDUCATION. Education & Pedagogy Journal. 2022;1(3):5-12. DOI:

When speaking about the value component of character education, one usually means, first and foremost, the value content of education associated with educational goals. A look at the current network resources only confirms this impression. For example, the authors of online publications deal mainly with the problems of patriotic, civic, ecological, and democratic education; to a lesser extent, also with moral (which is often reduced to patriotic and civic education) and esthetic (artistic, musical); there are also publications on Christian, especially Orthodox education. There is no reason to believe that diversified education can be effective. However, as a preparatory intellectual elaboration on ideologically heterogeneous content to be incorporated into character education, such an approach, analogous to subject-differentiated learning, may have practical significance. The relationship between values and character education has two aspects. One concerns the value content of character education. Here, it is appropriate to discuss the values of education programs. The other concerns the value bases, the value component of the educational activity itself, and the ethos of education. The theme of the value paradigms of character education, mentioned in the title of this article, emerges here. The educator implements a specific value system in their activity. However, the particular educational activity is not always directed at forming the underlying value system.

Nikitin Aleksandr Aleksandrovich, Nikitina Olga Aleksandrovna THE CONCEPT OF TEACHING MATHEMATICS IN THE 1ST GRADE OF A GENERAL EDUCATION SCHOOL. Education & Pedagogy Journal. 2021;2(2):88-100. DOI:

The teaching of mathematics should reflect the global trends in the development of mathematical and pedagogical scientific thought. The authors develop guidelines for studying mathematics in the 1st grade based on the Federal State Educational Standard. Thus, the structure and the form of the textbook content are described by chapter. The theoretical part should allow students to complete screening questions, univariate and multivariate tests, problems, and exercises. Each chapter of the developed textbook is divided into paragraphs, and each paragraph is divided into items. One item of theoretical material contains either a new idea to study or a set of interrelated concepts that define a new idea. According to this, it is possible to form mathematical knowledge trajectories. So, there are broad opportunities to transform knowledge elements into multimedia forms, including presentations, videos, test modules, and other newly emerging means of representation and visualization, using the achievements of artificial intelligence. It is possible to define main themes such as natural numbers counting, acquaintance with geometric shapes, comparison of objects in the value and quantity, acquaintance with a squared paper and measurement standards, the study of objects position, the sets consideration, introduction to the algorithm concept can. The authors’ conceptual directions of teaching mathematics in the 1st grade provide the foundation for mathematical education in general education schools for all the years of study.

Keywords: primary education, general education, teaching, mathematics, knowledge element

Rudin Ilya Vladimirovich SPEECH DISORDERS OF GENETIC ORIGIN IN TEACHING PRACTICE. Education & Pedagogy Journal. 2021;1(1):56-63. DOI:

In recent years, there has been a significant increase in children with various speech disorders. Also, identifying the factors causing these disorders early and providing proper support is increasingly important. If the steps to correct such speech disorders are not taken quickly, secondary issues, such as communication, socialization, and educational problems, are observed. Training and corrective measures should be carried out while considering both the individual’s psychological and physiological characteristics. Identifying the cause and symptoms of a speech disorder plays an important role when developing a plan for a child’s education, upbringing, and development. These measures are crucial to providing the most suitable help to children with such disorders. The signs identified during diagnosis and those revealing the causes of the speech disorders are vital for outlining a pathogenetic description of the disorder and prescribing a set of corrective measures. Speech disorders indicate the intactness of a large part of the central nervous system, including motor and sensory areas. Moreover, they have diagnostic applications in cases of organic brain damage, malfunctions in the development of the nervous system, and mental retardation of various origins. The pedagogical process must include a full examination, as well as the proper combined support by speech disorder specialists. It is possible to carry out differential diagnoses of speech function disorders using the results of genetic studies and prepare correctional programs tailored to the identified disorders.

Keywords: speech disorders, early diagnosis, genetic syndromes, correction of speech disorders

Plotnikova Elena Yuryevna THEORETICAL ASPECTS OF CIVIC POSITION FORMATION IN PEDAGOGICAL SCIENCE AND PRACTICE. Education & Pedagogy Journal. 2021;2(2):36-44. DOI:

The problems of the civic position formation of an individual are rooted in multiple factors. These include a challenging stage in the development of Russian society, social, cultural, economic, and political problems, rethinking the country’s past, and unclear value references. All these factors can lead to moral disorientation and a loss of ideals. At the present stage, the formation of civic position is an interesting subject of research for many scientists. They reveal the essence of Citizenship as a concept and describe civic position formation’s psychological aspects. Moreover, citizenship is considered a social phenomenon, the formation of which depends on social relations and the organization of the educational process. During the last decade, there has been an increased interest in research on the problem of citizenship formation at an adolescent age. In pedagogy, the following types of positions are distinguished: lifestyle, social, and internal. The similarity of the concepts of Internal Position and Attitude is emphasized, and it is explained that Attitude defines Position as a unified system of individual-personal relations between a person and their surrounding reality. Objective and subjective factors under the influence of which a person’s civic position is formed are also explained. The objective factors refer to socio-political conditions. Meanwhile, subjective factors refer to the interests of the individual, their needs, abilities, and values. On this basis, the following components, which are most often highlighted by scientists in the study and generalization of a person’s civic position, and contribution to its formation, are listed: cognitive (knowledge of citizenship, civic position, civil rights and responsibilities), motivational-valuable (a humanistic feature of a person’s relationship to society, work, people and themselves, civic value orientations), and activity (ability to fulfill one’s civil rights and duties, comply with social and legal standards, carry out socially significant activities for the public good). Three levels of formation of a person’s civic position are distinguished and described (low, average, high). The relationship and differences of such concepts as Patriotism, Citizenship, Civic Position, as well as Patriot and Citizen are emphasized, and their essence is revealed. By Patriotism, we mean the feeling of love and attachment to a country and alliance with other citizens who share the same sentiment to create a feeling of oneness among the people. As part of the study of the civic position formation, the concept of Civic activity is touched upon, which is explained and classified by the following types: official (electoral process) and unofficial (participation in socially significant activities). The manifestation forms of a person’s civic position affecting their formation are outlined (passive, active, conformist (consumer), rebellious (protest), constructive). At the same time, emphasis is placed on an active civic position, in which society and the state are interested. The conclusion clarifies the definition of Civic Position, which is explained as a system of positive value orientations that an individual may possess in relation to the state, law, civil society, themselves as an active citizen, carrying out socially important activities, and a focus on the public good. The analysis of the studied topic allows us to state its undoubted theoretical and practical significance since this problem is relevant and not fully solved at the present stage of the socio-political development of Russia.

Keywords: civic position, attitudes, inner position, social position, attitude, cognitive component, motivational-valuable component, activity component, citizenship, citizen, patriotism, patriot, civic activity, official civic activity, unofficial civic activity, active civic position

Egorov Konstantin Borisovich, Zakharova Vera Anatolievna EXTERNAL EVALUATION OF SELF-DIRECTED LEARNING SKILLS: ONLINE EDUCATION. Education & Pedagogy Journal. 2022;1(3):41-55. DOI:

Self-isolation measures implemented during the Covid-19 pandemic resulted in a quick transition to online instruction. As a result, teachers and students must master online learning tools and technologies in educational institutions. In addition, the problems with online education are frequently reported in scholarly sources. Many participants in the educational process faced difficulties during this period. In our opinion, many difficulties in online education were caused by insufficient training of self- directed learning skills in students and corresponding skills in teachers. At the same time, this group of universal learning skills is a mandatory part of education in Russian schools. The skills of self-organization and self-control are included in the Russian federal state educational standards requirements. A considerable number of scientific publications are devoted to the formation of assessment skills in school children. At the same time, the problem of training self-directed learning skills in online classes has not been sufficiently studied. This article examines the results of an independent assessment of self-directed learning skills and training in online classes for both primary school students and primary school teachers. As a result of the study, the following skills were identified as important for teaching primary school online learners: Planning, Self-Monitoring, Self-assessment, and selecting effective approaches for online learning. Empirical data were collected as part of the study. From this, the following points can be made: Primary school teachers are not prepared for online teaching; time demands on teachers have increased due to the specifics of teacher self-monitoring under the new conditions. Consequently, students need to learn the following skills during online teaching: self-monitoring, use of automated assessment and monitoring tools, self- and peer-assessment in the digital educational environment, and planning. The empirical data obtained show the importance of training self-monitoring skills for online teaching. Therefore, the proposed recommendations for improving teacher training education programs in pedagogical universities and in the teacher professional development system have practical relevance and can be implemented through appropriate educational programs.

Keywords: self-direction, self-control, planning skills, independent assessment in teaching, online learning, online teaching, online education, teacher education, primary school, functional literacy

Arshinskaya Elena Leonidovna, Korytova Galina Stepanovna, Korytova Alena Igorevna PROGNOSTIC PARAMETERS AND RISKS OF STUDY OVERLOAD IN ADOLESCENT STUDENTS. Education & Pedagogy Journal. 2021;2(2):76-87. DOI:

The paper presents the results of an empirical study on study overload in adolescent students. The theoretical and methodological grounding of the study is given. The objective relevance of the problem of study overload for the modern system of general education is shown. The nature and manifestations of study overload in the educational process were studied through cause-effect relations. Psychodiagnostic data was subjected to mathematical and statistical processing (correlation analysis, multiple regression analysis), classified, summarized, and interpreted. The results obtained in the empirical study allowed us to understand the prognosis and risks of study overload formation on psychological well-being in adolescence. The conclusion is given that study overload is caused not at the expense of the students’ main study load but as a result of attending additional types of educational classes. The results obtained concluded that one in five adolescent students have a significant, often maximum, pronounced excess of study load. Moreover, one in four students experience the presence of moderate study overload. To prevent study overload, we state that one should focus not only on the normative regulation of certain types of educational activities but also on the students’ subjective state. Recommendations of possible directions of preventive work with students on psychological prevention of study overload are outlined.

Keywords: students’ health, optimum study load, study overload, psycho-hygiene of educational activity, psychological prevention of study overload

Pigarev Aleksandr Yuryevich ADDRESSING DIFFICULTIES IN TEACHING MATHEMATICS TO STUDENTS WITH MATHEMATICAL LEARNING DISABILITIES. Education & Pedagogy Journal. 2022;1(3):75-83. DOI:

The essence and reason for the inability to master mathematics are described as a lack of working memory. This paper describes two main approaches to solving the problem of teaching mathematics to students with learning difficulties in mathematics (MLD): (1) training working memory and (2) reducing the load on working memory in the instructional process. It was found that the results of the first approach are ambiguous: Training working memory leads to its improvement, which is confirmed by the test results but may not lead to improvement of the mathematical learning process associated with the student’s working memory. This justifies the primacy of the second approach. Both previously known methods for reducing the load on working memory in mathematics instruction are presented. A computer-based mathematics learning system developed by the author aims at automating basic computational skills (arithmetics, trigonometry, geometry). It is explained how to work with the developed computer-assisted learning system, which is based on the method of interval repetitions, and empirical data on the results of the system implementation are given.

Keywords: mathematical skills, mathematics education, working memory, computer-assisted mathematics learning, interval repetitions, learning anxiety in mathematics

Yaritsa Lyudmila Ivanovna, Narmandakh Battsetseg MODERN ASPECTS OF STUDYING RUSSIAN TERMINOLOGY BY INTERNATIONAL STUDENTS AT THE PREPARATORY DEPARTMENT IN A TECHNICAL UNIVERSITY. Education & Pedagogy Journal. 2022;1(3):64-74. DOI:

In this study, one of the aspects of teaching Russian as an international language, namely the teaching of mathematical terms in the preparatory department of a technical university in Russia, is considered. The relevance of this subject has arisen due to the growing number of international students in Russian universities and the need for them to master the Russian language as soon as possible to continue their studies at Russian universities. This work aims to describe the learning process of Russian scientific vocabulary and terminology of technical disciplines, especially the language of mathematics, by international students from the countries of the former Soviet Union studying at the Preparatory Department of Tomsk State University of Architecture and Civil Engineering. The complexity of mastering scientific vocabulary in Russian arises from the characteristic differences between Russian and Turkic languages. A linguistic experiment was conducted in which students heard and wrote down scientific terms, words, and phrases in Russian. Students were given a dictation test rich in scientific vocabulary. The results have been gathered, and numerous errors in spelling scientific terms have been pointed out. Studies in Russian universities take place mainly in Russian, with active use of scientific vocabulary, which is extremely difficult for people who are just beginning to learn Russian. After correcting the mistakes and explaining the correct spelling of the words, the dictation is repeated. The results obtained are compared. The features of deviations from the norm are identified, described, and structured, and options for working on the implementation of a program for the development of normative writing skills in international students are suggested. For example, it is quite challenging to determine the boundaries of a word, to identify differences between prefixes and prepositions, the normative spelling of vowels in the endings of nouns, adjectives, and verbs, and the spelling of fricative consonants.

Keywords: higher education in Russia, teaching international students, Russian as a foreign language, scientific language style, scientific terminology, language of mathematics

Chervonnyy Mikhail Aleksandrovich SEMIOTIC POTENTIAL OF TEACHER EDUCATION. Education & Pedagogy Journal. 2022;1(3):13-22. DOI:

Abstract. Despite the considerable number of studies dealing with the semiotic aspects of education, none show the full semiotic potential of pedagogical education. This study presents the hierarchies of sign systems and their application in the training and development of future teachers. The use of A.B. Solomonik’s pyramid of sign systems to determine the semiotic potential of pedagogical education is particularly relevant. In this context, two goals of pedagogical training are considered. The first one is to use the sign systems of the given classification to identify the contents of the subject mastered by future teachers and use them for pedagogical interaction. In this case, semiotic research is developed in three directions: the semiotics of visualization of the content of school subjects; semiotics of visualization of the teaching process based on modern possibilities of technical means of education and information and communication technologies; and semiotics of pedagogical communication (internal and external). The second goal defines the prospects for using the presented semiotic pyramid for cultivating a general professional culture for student teachers. However, as a science, education does not have formalized first and second-order systems within the given classification. In this study, stereotypes (perceptions, images, behaviors) that determine the dynamics of a future teacher’s education and development function as units of sign systems. The development of stereotypes of pedagogical culture in future teachers determines their professional and personal progress, and the emergence and dynamics of innovative solutions. The characteristics of the four-level sign systems are given 1) Natural Sign Systems. These are elementary representations of interaction between student and teacher, reflecting life experiences made before the beginning of professional education. 2) Image Systems. These are stereotypes about the school education system held by applicants to the pedagogical universities. Stereotypes have both positive and negative characteristics. 3) Linguistic Systems. Verbal texts contain theoretical information about a particular area of professional culture and presuppose that each student acquires it individually (lecture material, traditional learning assignments, homework). A semiotic model of learning is manifested. The teacher gives a theoretical introduction to pedagogical paradigms – meta stereotypes of pedagogical perceptions and behaviors through language systems. 4) Writing systems. This level of sign systems includes written texts (documents) reflecting pedagogical systems and technologies, educational programs, and standards. A certain role in the formation of stereotypes among teachers is played at this level by the lists of competencies and professional functions defined by educational and professional standards. A different approach to personal and professional development implies a practice-oriented educational system developed through the continuous exercise of job-related tasks. In this sense, teacher training should reflect professional activity with the broader perspectives of synergy.

Keywords: sign systems, training of teachers, semiotics of pedagogy, image of professional future, general professional culture of teachers, stereotype

Yakushkina Marina Sergeyevna, Ilakavichus Marina Rimantasovna EVENT NETWORKS OF NON-FORMAL EDUCATION AS A RESULT OF SELF-ORGANIZATION OF ALL AGE COMMUNITIES. Education & Pedagogy Journal. 2022;1(3):56-63. DOI:

Introduction. The life of a modern person today is characterized by a constant renewal of the educational path, which allows one to quickly solve problems in both professional and personal development. The countries of Eurasia are no exception. The prioritized form of continuous education in the 21st century is non-formal education. It is democratic and makes exceptional use of the resources of civil society. Leading the development of non-formal education are self-organized communities of all ages, whose members create educational, cultural, and recreational activities in the network mode. In order to promote the educational activities of these communities, normative support is required, based on the provisions of the sciences of the interdisciplinary humanities field. The aim of the article. Describe the features of all age communities’ self-organization that form event networks. Research methods. Research methods include analyzing domestic and foreign studies, identifying scientific works whose results can be interpreted as possible solutions to the problems identified in this development, modeling methods, analysis and generalization of pedagogical experiences, pedagogical surveys, interviews, participant observation, and publicly speaking initiated and organized expertise. Results and Discussion. Rationale. To realize the developmental potential of non-formal practices in a formal educational setting, conditions must be created that attract a community of all ages (especially children and adults). Effective forms of self-organization of non-formal educational communities of all ages include the following: school communities for informal communication (CAS activities, music, sports, extracurricular academic subjects), families (family education and leisure), reading clubs, religious communities, travel groups, and city tour communities. This includes the active use of pedagogical practices of non-formal education: play and project activities, independent creative group activities, crowdsourcing, and participation in social networks. All age communities create networks of events of different types and forms, which make it possible to attract new members to the communities. Conclusion. In order to realize the development potential of non-formal education for all age communities, those responsible for formal educational institutions must create the conditions for the development of event networks: provide a venue and methodological support.

Keywords: continuing education, adult education, non-formal education, network of educational events, all-age communities

Kalinyuk Yuriy Vladimirovich, Smyslyaeva Larisa Germanovna, Matveev Dmitriy Mikhaylovich CLUSTER-BASED TRANSFORMATION OF REGIONAL EDUCATION. Education & Pedagogy Journal. 2022;1(3):23-30. DOI:

Abstract. The article deals with the development trends of the modern Russian system of secondary vocational education (SVE). The current state of SVE in the Tomsk region is described. Regional peculiarities and strategic goals of transformation of SVE in the context of socioeconomic development of the region are presented. A theoretical rationale for the cluster approach to the development of the SVE system is provided. The need for productivity changes in the regional SVE system using the cluster approach is demonstrated. A project for updating the SVE infrastructure in the Tomsk region, reflecting the principles and mechanisms of cluster policy, is proposed. The basic characteristics of two clusters – educational clusters and educational-industrial clusters – are presented. Scientifically justified hypotheses about the regularities and the effective functioning of these clusters are formulated. Cluster-driven organizational and pedagogical methods of integrating SVE practices and continuous professional development of the current personnel of the real economic sector are pointed out. Methods, management tools, and conditions for successful integration are mentioned. Conditions for the realization of pedagogical interaction between subjects participating in industrial cluster communities are presented. The existing practical experience of the Tomsk region with clusters in SVE transformation is summarized. Socioeconomic and pedagogical prospects of interaction between clusters and networks in SVE for solving urgent and future tasks at the regional level are predicted. The materials of the article are based on the results of educational design and research methods of theoretical analysis, survey, and expert method.

Keywords: socioeconomic development of the region, secondary vocational education, cluster approach, cluster policy, cluster-network interaction, education-industry cluster

Balyakin Artem Aleksandrovich, Mamonov Mikhail Viktorovich, Nurbina Marina Vitalyevna, Taranenko Sergey Borisovich DIGITAL FOOTPRINT TO SOLVE EDUCATIONAL PROBLEMS. Education & Pedagogy Journal. 2022;2(4):5-14. DOI:

Some aspects of using the digital footprint in education are described. The connection of this approach with the use of expert systems and Big Data technologies is shown. Current trends are described, and the risks and challenges of using digital technologies in education are outlined. It is shown that the role of society and government institutions will only increase. The important role of a priori algorithms and expert judgments in processing digital footprints is demonstrated. Finally, the authors argue that expectations about the prospects for using digital footprints to optimize management decisions in education must be tempered. They suggest focusing on developing digital culture, democratizing digital technologies, and the widespread acceptance of ethics in using Big Data.

Keywords: digital footprint, Big Data, education, digitization, digitalization, expert systems

Grekova Olga Konstantinovna INTEGRATIVE AND ASSOCIATIVE METHODS FOR TEACHING THE VOCABULARY OF LANGUAGE FOR DIFFERENT MAJORS. Education & Pedagogy Journal. 2023;1(5):61-81. DOI:

Introduction. The article is devoted to the modern methods for teaching the vocabulary of language for “Philology: Linguistics & Literary Studies” Major and considers two methods tested in practice – the Integrative and the Associative. The Integrative Method is related to the multi-channel presentation of the teaching material and shows its organizing principles. Such a program is based on a listening course using only authentic lecture fragments. The lecture glossaries, which serve as a basis for revising the main patterns of Russian pronunciation that are difficult for foreigners, also expose the content of the discipline. The result is a compact, multipurpose course that covers phonetics, accentuation, rhythmics, vocabulary, grammar, logic, composition, rhetoric, analysis of spoken and written texts, and speech development. Since the typology of tasks for each lecture is extensive and reproduced in the course several times, students have the opportunity to look at each topic from different angles and understand its unity and contradictions. The Associative Method aims to anchor large amounts of specialized vocabulary in the students’ memory. The operative activity of the students is connected with close, distant, and complicated associations to a stimulus word from the lecture lexicon. The goal of this article is not only to describe the teaching material presented in integrative and associative forms but also to present various concrete ways in which students acquire knowledge and skills through the process of similar training courses. Materials and Methods. The main research method was a comparative analysis of real and hypothetical ways of combining different goals, tasks, and types of speaking activities within a unified training course for teaching Russian as a Foreign Language. Results and Discussion. It was found that the goals and tasks of forming competencies, different in their essence, are compatible in a unified training course. Listening as a type of speaking activity can be the basis for such a course. The mental actions practiced in the discussed three-part training complex (extracting information from different sources offered on different vehicles, comparing phenomena, recognizing the essence, composing a whole from different elements, formulating general and specific problems, and estimating aspects of the problem) constitute a certain way of thinking necessary not only for students of Philology (Linguistics & Literary Studies) but also of other specialized fields. Conclusion. Integrative and Associative teaching courses provide a holistic system that engages students in mental and speech activities simultaneously. In this way, accelerated formation of dominant, professional communicative competence is achieved.

Keywords: russian as a foreign language, integrative method, associative method, vocabulary teaching, philology major

Chernikova Tamara Vasil'evna, Sokalskiy Eduard Aleksandrovich, Boluchevskaya Valentina Viktorovna, Shutova Olga Igorevna SOCIOCULTURAL ADAPTATION OF INTERNATIONAL STUDENTS FROM NEIGHBORING AND DISTANT COUNTRIES: INTEGRATING ANALYTICAL CONTEXTS. Education & Pedagogy Journal. 2022;2(4):65-77. DOI:

This article presents a comparative study of the sociocultural adaptation of international students coming to Russia from neighboring (former Soviet republics) and distant countries and studying at the universities of the South Russian region. The preliminary overview of the studies reflects the different contexts in which the problem of adaptation is studied: economic, political, ethno-cultural-differential, and socio-identitarian. It is noted that the Russian approach to the organization of the educational process in groups of international students is characterized by its integrative nature. The implementation of educational tasks includes communicative opportunities for adaptation. This increases the well-being of international students in everyday life. At the same time, concern for the quality of the educational process and advanced teaching technologies affects the prestige and, consequently, the economic competitiveness of the university and the international status of Russian higher education. The study of various aspects of international students’ adaptation – psychological (resources) and sociocultural (expression) – was conducted on a group of 397 individuals, mainly from countries with Eastern culture, 247 men and 150 women. Among them, 110 were from distant countries, and 287 were from neighboring countries. We used an express diagnosis method developed based on an adapted version of the method “Self-assessment of psychological adaptability” by A.L. Svensitsky and the scales “Social commitment to the country” and “Cultural commitment to the country” from the questionnaire by S.V. Frolova. Spearman rank correlation coefficient was used for statistical analysis of the obtained data. The psychological and sociocultural adaptation of respondents from both subgroups showed a similar correlation between adaptation resources and their expressions at p 0.01. At the same time, significant differences between the samples were found in the indicators. The students who came to study from distant countries (Asian and African countries) showed low psychological (active and communicative) potential for successful sociocultural adaptation, while they had high expectations for successful adaptation. Improving their adaptation potential through educational means can be achieved by combining academic work with problem-solving activities in the educational, vocational, social, and communication domains. Students from neighboring countries (former Soviet republics) based their claims of successful adaptation on the social ties between the countries but simultaneously showed a distance from Russian cultural values. In this case, the work of educators would be effective if they continued to develop positive dynamics for intercultural relations and incorporate the traditions of interethnic good neighborliness on the territory of the southern region of Russia.

Keywords: analytical context, academic adaptation, ethnocultural characteristics, international students, psychological adaptability, sociocultural adaptation

Mtaho Adam Basigie THE IMPACT OF COMBINING FOLLOW-UP QUESTIONS AND WORKED EXAMPLES IN PROGRAM VISUALIZATION TOOL ON IMPROVING STUDENTS’ HELD MENTAL MODELS OF POINTERS’ VALUE AND ADDRESS ASSIGNMENT. Education & Pedagogy Journal. 2022;2(4):53-64. DOI:

Previous studies have shown that the lack of a useful mental model of pointers is one of the reasons why many novice programmers fail the data structures course. This study had two main objectives: to analyze the status of mental models of pointers (focusing on value and address assignment); and to evaluate the impact of combining worked-examples and follow-up questions in CeliotM program visualization (PV) tool in the learning of pointers. The subjects of the study were sixty-two second-year undergraduate students taking a course on data structures (PMT 221) at the College of Natural and Mathematical Sciences (CNMS) of the University of Dodoma. Data were collected using pretest and posttest questionnaires. The collected data were analyzed using descriptive statistics. The results showed that 56.5% of the students had incorrect mental models of pointers. The results also showed that using the proposed strategy improved the students’ mental models of pointers from 56.5% to 87.1%. These results contribute to our understanding of the most common misconceptions that novice students may have when learning pointers. The findings of this study confirm previous studies that when the new innovative teaching strategies are used in combination with PV tools in teaching and learning programming can help improve students’ programming comprehension.

Keywords: programming, program visualization, threshold concept, pointers, mental model, follow-up questions

Polonnikov Aleksandr Andreyevich, Korchalova Natalya Dmitriyevna PEDAGOGICAL EDUCATION AND SELF-DETERMINATION: REDEFINITION OF BOUNDARIES. Education & Pedagogy Journal. 2022;2(4):15-41. DOI:

The initial thesis of this article is to consider the contemporary cultural situation as hyperdynamic, transterritorial, and formed by a multiplicity of mutually disproportionate worlds specifying a person’s position in them, together with the totality of their inherent meanings, visions, relations, behavioral patterns and possibilities of self-determination. Such a situational definition is a challenge to established educational practice, prompting it to dynamize and diversify the connections and relationships at work within it and to reorganize the forms of educational semiosis and the sign-symbolic mediators that support them, including texts specifically designed to orient students. After a critical evaluation of mapping as a constructive basis for the formation of students’ orientation competence (leading to a discursive unification and homogenization of educational practices), the authors attempt to develop an instrument of orientation mediation that highlights the multidimensionality of pedagogical positions and is subject to several key requirements. These are as follows: Orientation to the qualitative differences in educational relations in the processes of pedagogical self-organization; abandonment of the position of an absolute subject with the ability to perceive the educational environment panoptically; the incorporation of the student’s self-organization techniques that allow him/her to build moving and transforming coordinate systems and actions relevant to them in the orientation process. The semiotic construction of the mediator, designed by the authors to ensure the variability of the configurations of educational reality, aims analytically, above all, to explain and differentiate the political images of the production of educational subjects in the minds of students. Therefore, each of these policies is considered a discursive construction aimed at establishing and reproducing a model of a certain anthropological type in the educational environment. This means that this environment is an area of symbolic struggle of different pedagogical forms, which necessarily involve the consciousness and self-consciousness of their bearers in their structure. Thus, their self-reference or self-referentiality becomes the basic condition for constructing and reorganizing orientation systems. The form of mediation support for students’ orientation proposed by the authors uses the fundamental distinction between humanistic (pedagogical, anti-pedagogical) and posthumanistic policies of the genealogy of educational subjects, emphasizing their ontological specificity and epistemological incommensurability. The design of the text is based on posthumanist (postmodernist) concepts in search of a positive educational project that “creates new possibilities for development” rather than on critical engagement with the dominant discourses in education. The authors’ textual experiment raises a number of new research and practice questions, including those of textual exposition of ontologically heterogeneous forms of education, overcoming the effects of sign-symbolic reification of educational statements due to educational reproduction, clarifying the self-referential psychological and pedagogical conditions of the pedagogical self-determination subject.

Keywords: educational semiosis, self-referentiality, plurality, counter-text

Gelfman Emanuila Grigoryevna, Kholodnaya Marina Aleksandrovna, Podstrigich Anna Gennadyevna PSYCHODIDACTIC APPROACH TO THE CREATION OF TEXTBOOK TEXTS FOR THE PROMOTION OF INTELLECTUAL DEVELOPMENT OF STUDENTS (ON THE EXAMPLE OF SCHOOL MATHEMATICS). Education & Pedagogy Journal. 2022;2(4):88-97. DOI:

Introduction. The most important factor for students’ intellectual development is the teaching content. A textbook text is a didactic unit of teaching content. Therefore, the question arises about the requirements for modern textbook texts in the framework of the psycho-didactic approach. Materials and Methods. The study was conducted based on an analysis of the psychological features of the intellectual development of students within the psycho-didactic approach, which is based on the psychological and pedagogical rationale of the multifunctionality of modern mathematics teaching materials. Results and Discussion. The concept of development-focused educational text, which should be constructed as a multidimensional semantic space (hypertext), is introduced. Classification of development-focused educational texts is presented (using school mathematics as an example) based on the ontological theory of intelligence, targeting the enrichment of the main components of students’ mental experience – cognitive, conceptual, metacognitive, and intensional experience. Typology of pedagogical developmental texts of different types in teaching mathematics in middle school is given. Conclusion. The use of developmental textbook texts contributes to understanding mathematical material and developing students’ intellectual resources.

Keywords: educational content, textbook text, psycho-didactic approach, intellectual development, comprehension, mental experience, typology of development-focused educational texts

Azbel Anastasiya Anatolyevna, Ilyushin Leonid Sergeyevich, Samoylova Evgenija Sergeevna VALUES AND MEANINGS THAT THE INTERIOR OF A SCHOOL CONVEYS TO A STUDENT. Education & Pedagogy Journal. 2022;2(4):42-52. DOI:

The article is devoted to the analysis of the elements of visual communication presented in the interiors of schools. The lack of textual solutions that meet the emotional and value-based requirements of modern students in the visual space of the school is investigated. Texts in the educational space of the school are a flexible and multifunctional tool that can be used not only to increase the school’s attractiveness but also to create an educational dialog with students and their families. Texts can promote the rules of interaction between people and society, the value of ecological behavior, the effective use of resources, respect for others, and a subjective position in educational activities. Materials and Methods. Photographs and video recordings of the visual environment of modern Russian schools served as material for study. The data was collected not only in classrooms but also in all common spaces of the school – corridors, gymnasiums, canteens, museums, libraries, staircases, and entrance areas. In some cases, the object of analysis included images and texts conveying a specific meaning. Qualitative and quantitative analysis are the main methods used in studying text solutions in educational institutions. The article proposes a classification of visual solutions used in schools (8 types of texts) and describes the group interview method as a research tool for visual solutions in schools. Fixation and attribution of school texts were conducted in interaction with adolescent students. Results and Discussion. The study reveals the content and stylistics of interior elements in modern Russian schools. The article justifies the use of School Texts to develop students’ Flexible Skills. The modern visual environment of Russian schools is largely focused on the preservation of the traditional school system. It conveys a formalized idea of school, in which learning is the main focus rather than other aspects of students’ lives and personal development. Conclusion. In order to develop and implement these solutions, it is useful to combine the efforts of professionals from the fields of design, pedagogy, ergonomic psychology, philology, and linguistics and to listen to the ideas and desires of the main subjects in the educational process – the students themselves. The study results show a lack of professional solutions in the design of modern schools. The article suggests ways to overcome these gaps through a collaborative approach to the design of the visual environment of educational institutions.

Keywords: educational space interior design, learning space, visual communication at school, value-based text

Wang Xinghua, Meng Lingxia, Li Xiuping, Kuryanovich Anna Vladimirovna CROSS-CULTURAL RESEARCH AS A METHODOLOGICAL RESOURCE OF MODERN LINGUODIDACTICS. Education & Pedagogy Journal. 2022;2(4):98-113. DOI:

Cross-cultural linguodidactics is considered a modern methodological tool that allows learning a foreign language not only in the context of immersion in the culture of the people – the native speaker of that language, but also to take into account the effects resulting from the interactive exchange of linguocultural information between all parties of multicultural communication. Based on the above positions, most linguistic facts acquire the status of units with a linguocultural and linguodidactic resource. Moreover, the acquisition and subsequent mastery of these foreign language units contribute to the formation of the secondary linguistic personality fragment of the worldview, which, in turn, allows for building and improving the competence base of an international student in the field of intercultural and multilingual interaction. Material and Methods. The study was conducted on the basis of the material contained in lexicographic sources to investigate the didactic resources of lexical borrowings – Russianisms and Chineseisms. The main method is a comprehensive cross-cultural analysis combining a number of methodological procedures: Observation, etymological, componential and lexical-semantic analysis, associative linguistic experiment, elements of linguoculturological, linguo-conceptual and discursive analysis. Results and Discussion. The cross-cultural study was conducted in several steps. First, based on the analysis of available lexicographic information, the presence of borrowed units belonging to various thematic groups (socio-political, scientific, and technical vocabulary, words denoting natural and geographical objects, realities of national life, economy, historical and cultural phenomena) was established in Russian and Chinese as actively contacting recipient languages. Second, it was found that Russianisms quantitatively predominate and most of the borrowings are internationalisms. Third, an association experiment conducted in groups of Russian and Chinese speakers was used to determine similarities and differences in the interpretation of borrowings. The results of the comparative analysis are mainly determined by the factors of the informant’s belonging to a certain linguistic culture and the level of foreign language proficiency. Finally, recommendations are formulated on how crosscultural analysis can be used for linguodidactic purposes. Conclusion. The didactic tool of cross-cultural analysis makes it possible to learn a foreign language thoroughly and comprehensively and to use it effectively as a means of intercultural communication. At the same time, the borrowed lexical units serve as valuable empirical material for the implementation of the methodological guidelines of a cross-cultural orientation.

Keywords: cross-cultural linguodidactics, secondary linguistic personality, linguistic culture, worldview, lexical borrowings, loanwords, cross-cultural resource of a lexical unit

Kuvshinova Irina Aleksandrovna, Novozhilova Darya Alekseyevna, Chernobrovkin Vladimir Aleksandrovich NEUROGYMNASTICS AS A WAY OF DEVELOPING INTERHEMISPHERIC INTERACTION IN PRESCHOOL CHILDREN WITH AUTISM SPECTRUM DISORDERS. Education & Pedagogy Journal. 2023;1(5):47-60. DOI:

The article deals with the pathology of the development of interhemispheric interaction in children with autism spectrum disorders (ASD). Based on the research results of Russian and foreign authors on the morphological differences in the corpus callosum in people with ASD, in which a specific neural marker was identified, a new directional vector for corrective work was established. Since the corpus callosum is the main commissure of the brain and is responsible for interhemispheric interaction, the authors suggested that its development in children with ASD in corrective work would reduce such manifestations as uncoordinated handwork, difficulty in the spatial organization of movements and actions and simplification of the program in dynamic practice, as well as improve concentration and increase stress resistance. Therefore, Neuro-gymnastics was chosen as a means of developing interhemispheric interaction. In order to prove the effectiveness of the use of neuro-gymnastics, an experiment was conducted using fragments of the neuropsychological diagnostics of preschool children according to Zh.M. Glozman, in particular, a set of adapted samples, the quantitative assessment of which is compared with the predetermined values. The results of all phases of the study are described. Additional methods served as an experimental factor, in particular neuro-gymnastics, which was included in the lessons with the children of the experimental group, first as a substitute for the traditional warm-up and then in the structure of the lessons themselves. An analysis of the results obtained at the beginning and the end of the experiment suggests that short daily neuro-gymnastics sessions can accelerate the development of interhemispheric interaction in children with ASD and bring it to the level of normally developed children.

Keywords: autism spectrum disorders, autism, interhemispheric interaction, corpus callosum, neuro-gymnastics

Kulikov Sergey Borisovich THE IMPORTANCE OF MULTIMODALITY IN MODERN STRATEGIES FOR TEACHING READING AND WRITING. Education & Pedagogy Journal. 2023;3(7):38-51. DOI:

In this article, the author proposes to interpret the main judgments of modern scholars about reading and writing from the point of view of multimodal teaching methods. Multimodality generally means that more than one way of representing the meaning of messages is expressed in the text. In particular, recording words as graphemes can be combined with visual images to convey the meaning of concepts. The author outlines two controversial trends in the development of the topic of multimodality in science and education. On the one hand, multimodality shows various ways of representation and dissemination in different fields of knowledge and skills. On the other hand, there are no methodological tools in the arsenal of modern researchers that allow a clear reading and description of this phenomenon. Consequently, it is challenging to master and apply a multimodal approach in educational practice. The author of this article examines the theoretical aspects of the multimodal approach in education. The main method of research is comparative analysis. In this context, implementing pedagogical reflection helps answer the question: ‘Have the possibilities of conventional forms of teaching been exhausted?’ The presentation of the research results consists of two sections. The first research section is devoted to the transformation of reading in the digital age. The author’s reflections on the transformations of reading contribute to raising the question of semiotic sources and forms of knowledge. The discussion of this question ensures the authenticity of writing texts in schools and universities and the use of these techniques in writing scientific papers. The second part of the research is devoted to the limits of multimodal methods of teaching writing in modern education. The research helps discover the critical points of the multimodal variant of writing texts as messages in the digital environment. In this case, the research shows that the possibilities of conventional forms of teaching have not been exhausted yet. Conventional forms of teaching ensure the development of skills related to basic knowledge. They can save students time in completing their tasks. In general, the author states that the possibilities of conventional forms of instruction are still relevant in the digital age. Moreover, the possibilities of conventional teaching are in demand in the final stages of study. Therefore, it is necessary to combine innovative and conventional teaching approaches because only in this way it is possible to increase the effectiveness of the initial stages of education and reduce the burden on students at the stage of preparation of final papers.

Keywords: multimodality, teaching, screen-based texts, semiotic sources, augmented reality

Domansky Valeriy Andreyevich, Mironova Nataliya Aleksandrovna, Popova Nataliya Alekseyevna THE DIGITAL ENVIRONMENT IN THE FIELD OF TEACHING CLASSIC RUSSIAN LITERATURE. Education & Pedagogy Journal. 2023;1(5):5-24. DOI:

The works of the Russian classics form the basis for teaching literature in schools and universities. One of the most important methodological skills that a master’s student of a pedagogical university is the search for techniques and technologies for teaching classic Russian literature for later professional activity. The following research methods are presented: Interviewing master’s students studying at a pedagogical university, content analysis, qualitative and quantitative generalization of the obtained results, prediction of the main directions of work at the stage of identification, design, and control of experiments. The research was conducted among the master’s students in the 2nd year of the Institute of Philology of Moscow State Pedagogical University (Russian Federation). A total of 45 students participated in the experimental part from September 2019 to February 2020. The study results were also discussed in the advanced training courses for teachers at the St. Petersburg Institute of Business and Innovation. The necessity of using digital technologies and organizing a dialog with contemporary literature in studying classic Russian literature is empirically demonstrated. As a result, a classification of digital technologies was created, and the main areas of work related to the inclusion of modern literature in studying Russian classics were identified.

Keywords: Russian classics, dialog, readers, literary education, teaching methods and technologies, professional education, digital content, contemporary literature

Azbel Anastasiya Anatolyevna, Zhang Jinfang, Ilyushin Leonid Sergeyevich WHICH IS MORE IMPORTANT, BEING ACTIVE OR BEING GOOD? COMPARATIVE STUDY OF CHILDREN’S SCHOOL AWARDS IN RUSSIAN AND CHINESE SCHOOLS. Education & Pedagogy Journal. 2023;1(5):25-46. DOI:

A child’s well-deserved recognition and praise are one of the oldest methods of providing feedback on whether a person is developing in the right direction. By examining the types of positive reinforcement and the differences in the way children are encouraged in different countries, teachers can better understand the characteristics of their potential international students and choose new methods to support Russian-speaking students from neighboring countries. The article aims to analyze the differences in the culture of discourse about school awards in Russian and Chinese schools. Research methods: comparative and descriptive approaches to text analysis and statistical analysis. School award texts received by schoolchildren and preschoolers from Russia (n = 51) and China (n = 50) were used for the study. As a result of the study, it was found that school awards in three formats are typical for Chinese educational institutions and seven for Russian ones. The systems of school awards in Russia and China have similarities and differences. Common to both practices is the promotion of good academic performance (achieving high rankings) and support for developing the child’s talents in the arts or sports. Encouraging the student’s personal qualities (love of work, conscientiousness, perseverance) can be said to be a characteristic found exclusively in Chinese schools. A peculiarity of the Russian school in this respect is the promotion of the student’s work in some creative activity (“participation in an exhibition/festival”) without mentioning the specific result of the child. Both Chinese and Russian award texts mention “achievements,” but in the Chinese ones, teachers prefer phrases that include “hope for future success,” while in the Russian school award texts, only the fact of the awarded child’s participation in a particular event is mentioned. Moreover, the Russian award texts use virtually no artistic language devices, while the Chinese texts frequently use metaphors, epithets, and similes to reinforce the encouraging statement emotionally.

Keywords: school awards, recognition of educational achievements, positive motivation, teacher support, feedback, Russian school, Chinese school

Bogoslovskiy Vladimir Igorevich, Zhukova Tatyana Anatolyevna, Klimova Irina Iosifovna PREDICTING CHANGES IN TEACHER PREPARATION FOR INTERCULTURAL INTERACTION IN REGIONS. Education & Pedagogy Journal. 2022;2(4):78-87. DOI:

Introduction. The article shows the relevance of the problem of changes in the preparation of teachers for intercultural interaction, taking into account the specifics of regions on the territory of Russia. Furthermore, the authors have identified the main tasks, the solution of which will contribute to the development of a predictive model of teacher preparation in the future. Aim. To present an argument for the stages of development of a predictive model of teacher preparation for intercultural interaction. Materials and Methods. The leading methods are the analysis of theoretical literature on the topic of the selected study. The choice of such research approaches as structural and structural-functional allows us to characterize the preparation process of teachers for intercultural interaction as multi-component, multistage and multi-phase in the context of interaction between the regional education system and the system of higher education in the Russian Federation. Results. The steps to develop a model for predicting the content of teacher preparation programs for intercultural interaction are proposed, the essence of the concept of Teachers Preparation and Changes in Preparation is concretized, and strategies for organizing teacher preparation for intercultural interaction are identified (overcoming existing linearity, practice orientation and continuity, and strategies for proactive preparation). Clarification of the concept of Changes in Preparation and determination of the meaning of the predicted changes will allow us to identify in the future the factors influencing the process of teacher preparation for intercultural interaction: socio-political factors determine a new (possibly different) understanding of the strategy for the development of higher pedagogical education in the context of strengthening ethnocultural processes (e.g., legislation in the field of development of regional policy, the position of the state in the field of regulation of ethnic processes and dissemination of ideas on preservation of ethnic cultures; the growth of ethnocultural processes); regional factors - analysis of the processes that characterize the level of development of regional development (e.g., the demographic structure of the population, social mobility, dynamically changing requirements of the labor market); personal factors - adaptation of existing and definition of new goals of pedagogical higher education established and emerging in a particular university to preserve national culture and maintain ethnocultural diversity (e.g., teachers’ readiness for intercultural interaction; pedagogical initiatives, a framework program to prepare teachers for intercultural interaction). Conclusion. Based on the study, it was suggested that the next study should lead to the development of components of a predictive model for teacher preparation for intercultural interaction.

Keywords: regional education, intercultural interaction, changes in teacher preparation, strategies for organizing the educational process, comparative studies, predictive model

Zavjalova Olga Sergeyevna, Christou Mariya DESCRIPTION OF THE GRAMMATICAL MEANS OF FOCALIZATION IN THE RUSSIAN LANGUAGE TO TEACH INTERNATIONAL STUDENTS HOW TO CREATE LITERATURE REVIEW. Education & Pedagogy Journal. 2023;1(5):82-96. DOI:

The article deals with grammatical means used by the speaker to indicate the source of information when forming an utterance whose purpose is to convey the information obtained in communicative acts prior to a particular communicative act. It will be shown that these grammatical devices, belonging to different departments of the language system, are not fully characterized in the scientific and methodological literature and, in particular, in the official documents regulating the teaching of Russian to international students. For international students, using grammatical means to indicate the source of information in the productive language, for example, when writing a literature review for a master’s thesis, poses a significant difficulty. However, it is possible to fill the existing gap in the applied description of the language system (its fragment) based on the research results in theoretical linguistics. In order to determine the place of grammatical means of indicating the source of information in the language system, the authors refer to the concept of communicative grammar by G.A. Zolotova to the terms “focalization” and “means of focalization” proposed within the framework of this concept. Following G.A. Zolotova, the grammatical means of focalization are classified according to the type of interaction between the model of the source text and the chosen model for conveying information in the created literature review. Considering the system of focalization in the Russian language from the point of view of theoretical linguistics, the tasks of their study and description are formulated from the linguistic-didactic aspect and scientifically justified for language teaching.

Keywords: Russian for academic purposes, source work, formal means of focalization, reporting verbs, reporting clauses, writing skills for research work

Sheynov Viktor Pavlovich, Dyatchik Natalya Vasilyevna, Yermak Vladislav Olegovich Relationship between social media addiction, victimization, and cyberbullying exposure among college students. Education & Pedagogy Journal. 2023;2(6):31-44. DOI:

Social media is an integral part of modern life. Internet activity among young people has increased significantly in recent years. However, the extensive use of social media has led to addiction, which has caused numerous problems. This study aims to investigate the possible relationships between social media addiction, the occurrence of cyberbullying exposure, and the victimization of social media users in the Russian-speaking community. The study collected data through an online survey of 211 Slonim State Medical College students. The average age of participants: M = 17.5 (SD = 3.7). Addiction to social media was measured using the “ЗСС-15” questionnaire developed by V.P. Sheynov and A.S. Devitsyn. Victimization was measured using the “Adult Victimization Assessment Technique” developed by V.P. Sheynov. Smartphone addiction was measured using the short version of the “САС-16” questionnaire developed by V.P. Sheynov. The study also assessed the exposure of individuals to cyberbullying using the approach of V.P. Sheynov. This study includes a factor analysis: 1) a victimization questionnaire containing propensity factors for aggressive, self-destructive, addicted, careless, and risky behavior, as well as an integrative index of victimization (V.P. Sheinov); 2) a three-factor model of social network addiction: the psychological state of the network user, communication of the network user, and information (V.P. Sheinov). The authors found a correlation between social media addiction among college students and their susceptibility to cyberbullying, victimization, and smartphone addiction. The positive correlation between social media addiction and victimization is supported by the corresponding correlations between most factors that shape these complex constructs. These findings can be used to educate students about the dangers of excessive social media use.

Keywords: social media addiction, cyberbullying, cyberbullying exposure, victimization, smartphone addiction, adolescents

Nelyubin Nikolay Ivanovich Advantages of Transspective Analysis in Historical Psychological Research. Education & Pedagogy Journal. 2023;2(6):45-59. DOI:

In modern historical and psychological research, conducted in accordance with the post-non-classical methodology, it is necessary to shift the cognitive orientation points: from the directions, schools, research programs, concepts of a certain historical period in the development of psychological science to the ways of thinking and types of rationality implemented in it; from a monological, retrospective description of the processes of formation and transformation of the conceptual apparatus of a certain psychological school to a reflexive-dialogical reconstruction of the conceptual heritage of the relevant scientists in each case in the light of today and tomorrow in the development of psychology; from the usual thematic headings and sections of psychological knowledge to the areas of “overlaping” (metaphor of V.E. Klochko) of different types of scientific rationality, in the moving boundaries of which the processes of “rebirth of scientific tissue” (metaphor of L.S. Vygotsky) of psychology proceeded most actively and fruitfully; from known and accepted theories to concepts previously considered peripheral or even marginal, but containing an underestimated heuristic potential; from the traditions of adaptation of scientific explanatory schemes in psychology to the assimilation by psychology researchers of the philosophical and ideological heritage and of the descriptive potential of literature and art. In order to compare the traditional and post-non-classical views of historical and psychological research, the author proposes the metaphors of “restoration” and “renaissance,” which illustrate different approaches to reconstructing historical forms of scientific thought: the preservation of the conceptual monuments of psychological science and the meaningful reconstruction of the conceptual heritage of psychology with a constructive revision of its heuristic potential. The productivity of the application of transspective analysis (developed by V.E. Klochko) in historical and psychological research is justified because it allows: to build analytical bridges between conditionally closed scientific systems and schools; to understand the natural tendencies of complication of psychological knowledge, taking into account the competition and coexistence of types of scientific rationality; to identify the correspondence and complementarity of psychological concepts, between which there are significant temporal or paradigmatic distances; to model the dialog and confrontation of scientists who, for various reasons, did not belong to the same circle of referents or opponents.

Keywords: History of psychology, psychological knowledge, post-non-classical psychology, methodological reflection, conceptual sphere, transspective analysis

Igna Olga Nikolaevna, Li Bing Key Features of the Integration in Pedagogical Education and Teachers’ Professional Development in China. Education & Pedagogy Journal. 2023;2(6):5-20. DOI:

Introduction. In the current conditions of increasing globalization processes and digital transformation in all spheres of human activities, once-and-for-all education no longer meets society’s requirements for the quality of teaching personnel. In this context, integration in teacher education and professional development of teachers becomes one of the necessary and inevitable tasks of reform and modernization of the education system worldwide, largely due to the growing popularity and demand for the modern educational idea of lifelong learning. The practice of separating the idea of lifelong learning from the system of teacher education has hindered the effective improvement of the quality of teaching personnel. By the end of the XX century, however, China had already begun a comprehensive study of different systems integration, the process of teacher education, and professional development. Since then, there have been some experiences of integrating professional teacher education and development at the level of theory and practice, which need to be generalized and reflected upon. Objective. This study aims to analyze the status of integration trends in modern teacher education and professional development in China, characterize its main features, and identify the main problems. The materials of this study include academic papers on the problem area of the study (mainly Chinese scholars) and regulatory documents approved at the state level on education in China. The following research methods were used: Analysis of academic papers and documents on Chinese education policy, a study of the experience of integration into the teacher education system and professional development of teachers in China, synthesis, and generalization. Results and Discussion. Integration in the system of teacher education and teacher professional development in China enables the rational and reasonable design of the objectives and content of education at all stages of teacher professional development, maintaining its continuity and integrity, optimizing the use of educational resources and teaching materials, and promoting the improvement of the quality of teaching staff. Local authorities, higher education institutions, and teacher professional development institutes are the participants and subjects of this integration and contribute to its implementation in teacher education and professional development. This integration is mainly reflected in the integration of learning objectives, curricula, educational institutions involved in teachers’ professional development, and their certification, as well as in the assessment of educational resources. In the near future, the main tasks of integration in teacher education and teacher training processes in China will remain the promotion of productive professional communication, interaction, and cooperation at all levels of teacher education and among the various subjects of teacher education, the strengthening of the continuity of the goals and content of education, and the improvement of the quality of teachers working in the teacher education system. Conclusion. The main feature of integration in teacher education and teacher professional development in China is to focus on eliminating and reducing gaps in the professional teacher education process and promoting teachers’ continuous professional development. Integration as a resource for improving the quality of teacher education and development can be demonstrated mainly at the levels of the goals in the academic disciplines syllabuses and teacher education programs, educational institutions, teacher certification, and evaluation of educational resources and teaching materials. Eliminating and minimizing the problems and gaps of the above introduction requires further theoretical and empirical research.

Keywords: pedagogical education in China, Chinese teachers, integration, integration in pedagogical education, integration in teacher professional development

Mtaho Adam Basigie, Mselle Leonard J., Masoud Masoud M. The Effectiveness of Using a Congruent Visualization Framework on Learning a Data Structures Course. Education & Pedagogy Journal. 2023;2(6):60-76. DOI:

The majority of computer science (CS) educationists agree that learning the Data Structures course (CS2) is very difficult among novices due to its complexity. Consequently, learning the Data Structures course has been associated with a high failure rate. To enable learners understand data structures, algorithms visualizations (AVs) were proposed. Despite the long-term use of AVs in teaching and learning data structures, research shows that such tools have not been as pedagogically effective as expected. This study aimed to evaluate the effectiveness of using a congruent visualization (CV) framework on learning data structures. The framework employs a combination of two congruent program visualization tools, which involve machine-driven and learner-driven approaches. The effectiveness of using the CV framework was evaluated using a combination of experiment, grade analysis, and questionnaire methods. The subjects of the study were 887 first-year undergraduate students from the College of Informatics and Virtual Education (CIVE) of the University of Dodoma in Tanzania, studying the CS 122 Data Structures course. Results show that the use of the CV framework improved both students’ test performance and examination pass rates compared to the traditional approach. Students’ responses from a follow-up survey showed that the use of the CV framework increased students’ motivation and confidence in learning the Data Structures course.

Keywords: Data Structures course, Visualization, Program visualization, Algorithm Visualization, Congruent visualization framework

Rerke Viktoriya Igorevna Scientific discourse on the categories of “maturity” and “psychological maturity” of personality. Education & Pedagogy Journal. 2023;2(6):21-30. DOI:

The article deals with the theoretical and methodological aspects of the concepts of “maturity” and “psychological maturity” of a personality. Russian and international researchers’ psychological approaches and views on various aspects of the category “maturity” are scientifically substantiated. Interim conclusion of the study: the definition of personal “maturity” has not been fully clarified to date and requires further scientific and applied research. The concept of “psychological maturity” is reflected in the context of both ontogeny and socialization. Based on existing scientific views, the psychological components of a mature personality are defined. Psychological approaches to studying mature and psychologically mature individuals are analyzed, drawing a parallel between human and psychological maturity. This analysis systematizes the characteristics of a psychologically mature person from a humanistic perspective and presents different levels of psychological maturity. The paper also states that personal maturity is reflected in activity motives, social competence, a high level of responsibility, and a positive attitude toward society.

Keywords: maturity, psychological maturity, personality, maturation, approaches to understanding maturity, concepts, ontogeny, socialization, characteristics of a mature person, stages of psychological maturity, approaches, characteristics of a psychologically mature person

Kostyukova Tatyana Anatolyevna, Shaposhnikova Tatyana Dmitriyevna, Kazantsev Dmitriy Anatolyevich WAYS TO IMPROVE THE QUALITY OF TEACHER TRAINING FOR TEACHING THE “FUNDAMENTALS OF THE SPIRITUAL-MORAL CULTURE OF THE PEOPLES OF RUSSIA”. Education & Pedagogy Journal. 2023;3(7):5-24. DOI:

The objectives of preparing teachers for the implementation of the innovative subject area “Fundamentals of Spiritual and Moral Culture of the Peoples of Russia” within the framework of the introduction of the updated federal state educational standards, basic educational programs, and the federal list of textbooks. The authors focus on the main problems of teacher training, namely, guidance on modern, innovative methods and techniques for teaching the subject under the title “Fundamentals of Religious Cultures and Secular Ethics.” They point to the need to emphasize the valuable fundamentals of the course, to guide the training of teachers at the regional and local levels, to critically analyze existing experience in the application of effective methods, and to solve acute problems related to the content of the subject and teaching methods. The main problem is the lack of preparation of teachers for the implementation of this course, their insufficient scientific understanding of traditional Russian spiritual values, which form the core of the culture of each people, the understanding and acquisition of which theological knowledge is important, which is not studied by future teachers during their professional training at pedagogical universities. The authors see possibilities to improve the situation in the continuing education system by introducing a theological knowledge module. Theological knowledge is understood here as the result of the process of cognition and personal understanding of the religious tradition and its authentic reflection in the mind of the teacher on a cultural basis in the form of concepts and value-semantic life guidelines.

Keywords: религиозный компонент в светском образовании, теологическое знание, культурологический подход, духовно-нравственное образование, повышение квалификации учителей

Elnikova Oksana Evgenyevna, Kolosova Irina Gennadyevna CHARACTERISTICS OF SUBJECTIVE ATTITUDES TOWARDS DISEASES IN MODERN ADOLESCENTS OF DIFFERENT GENDER IDENTITY. Education & Pedagogy Journal. 2023;3(7):68-80. DOI:

This article examines how young people with different gender identities perceive disease and how their attitudes toward disease might be influenced by their gender roles. The study presents the results of a diagnostic analysis examining the relationship between gender identity and different ways of thinking about disease. The study draws on the biopsychosocial model, emphasizing psychological factors in health assessment. It is found that current trends in social development view the concepts of “disease” and “health” not only as physiological states but also as psychological states. The research analyzes studies showing that individuals with different gender roles have completely different behavioral patterns, including health protection. The experimental results obtained suggest that behavioral patterns are influenced by gender identity. When considering specific disease symptoms, it is essential to consider the individual’s psychological characteristics, especially the effects of his or her subjective perception of social gender. This consideration is very important in formulating the therapeutic approach to various disease conditions.

Keywords: health, disease, subjective attitude to disease, gender, gender identity

Gaponova Sofiya Aleksandrovna, Kornilova Natalya Sergeyevna STUDY ON THE ASSERTIVENESS OF STUDENTS – FUTURE CIVIL SERVANTS. Education & Pedagogy Journal. 2023;3(7):25-37. DOI:

This article highlights the importance of studying and promoting assertive behavior in students, especially future civil servants. Their success today depends on adopting a proactive attitude, overcoming difficulties, and demonstrating emotional stability. Analysis of the scientific literature has shown that assertive behavior leads to improved personal effectiveness and prevents professional burnout, insecurity, and anxiety. Assertive behavior is a specific way of acting that enables individuals to actively and consistently represent their interests and achieve goals, establish open communication, and acknowledge and appreciate the unique qualities of others. Analysis of research results obtained by the following methods: “Investigation of the level of assertiveness” by V. Capponi, T. Novak, “Autonomy-dependence” questionnaire by G.S. Prygin, “Diagnostics of self-confidence” by B.D. Karvasarsky, shows that during higher education, students do not acquire the essential knowledge, skills, and abilities necessary to develop a sufficiently high level of autonomy, self-confidence and, consequently, assertive behavior for their future professional activity. The lack of positive progress in the measured indicators, and in some cases even a decline, suggests that assertive behavior is not sufficiently developed in students during their studies. This observation is evident in the core and elective courses of the «State and Local Government curriculum as listed in the standard training programs. Moreover, the results of the correlation analysis confirm this impression. In particular, there is a significant weakening of the correlation between autonomy and the correlation between “assertiveness and self-confidence.” This weakening means that students’ independence and sense of responsibility are decreasing, and the tendency to rely on external circumstances and the opinions of others is increasing. Based on the obtained results, it is recommended to consider introducing additions to the university curriculum aimed at developing assertive behavior. The goal is to enable students – aspiring civil servants – to manage their emotional responses better, make thoughtful and balanced decisions, achieve their goals, and demonstrate self-confidence and independence. This development is expected to increase their effectiveness in interacting with citizens and colleagues and contribute to their success in their future roles as civil servants. This will ultimately lead to more effective interactions with citizens and colleagues.

Keywords: assertiveness, assertive and manipulative behavior, self-confidence, autonomous and dependent behavior, students, civil servants

Karpov Anatoliy Viktorovich, Chernov Dmitriy Nikolaevich THE STRUCTURE OF LANGUAGE COMPETENCE FROM THE POINT OF VIEW OF THE METASYSTEM APPROACH. Education & Pedagogy Journal. 2023;3(7):52-67. DOI:

The article analyzes the advantages and disadvantages of the existing approaches to defining the concept of linguistic competence. A proposed classification organizes the variety of competencies associated with language use. The author’s conception of the organization of linguistic competence at the structural level as a psychological and pedagogical phenomenon is presented from the theoretical and methodological positions of the Metasystematic approach as the most modern version of the systematic approach to date. Five levels of the system of linguistic competence were identified: Metasystem, System-wide, Subsystem, Component, and Elementary. It is stated that the content of the highest metasystem level of linguistic competence is a holistic linguistic ability consisting of communicative, lexical-semantic, grammatical, and regulatory subsystems. The regulatory system is most important to the functioning of linguistic competence, which is an activity invariant of the self-regulatory processes of goal formation, prediction, decision-making, planning, programming, control, and self-control. The embedding of the level of the metasystem in the underlying levels of the system determines the specifics of its content, which is represented by different ways of dealing with language knowledge: Language Reflection, Language Intuition, Language Knowledge, and Language Skills. In order to verify the model of the structural level of language competence, an empirical study was conducted with a sample of 94 second-grade students of a general education school. The methods used were tests of language and speech development, which are widely used in psychological and pedagogical practice, and the method developed by the author to study the peculiarities of a student’s language awareness when working with quasi-linguistic constructions. The methods of interview, structured observation, and expert assessment were used. The study confirms the validity of the authors’ theoretical ideas. The obtained theoretical and empirical results can be used to clarify the goals, purposes, and methods of language teaching and psychological and pedagogical support of this process at all levels of language teaching.

Keywords: linguistic competence, language knowledge, language intuition, language reflection, systematic approach, metasystematic approach, language learning