The priorities of state policy in the field of higher education are defined by new educational tasks related to physical culture and health practices for the formation of spiritually and physically healthy future specialists. The design of the study is presented by a review of regulatory documents, an analysis of the practice of the educational aspect of the formation of spiritually and physically healthy university students, and a questionnaire. The level of development of health-improving physical activity of students (N=270) was determined. The leading constructs of the process model for the formation of spiritually and physically healthy university students are substantiated: target, methodological, substantive, effective for promoting the philosophy of a healthy nation.
Keyword(s) : education
Basic Psychological Need Satisfaction among Students in Higher Education
When students are internally motivated, they are most likely to maintain interest in learning, to persevere in their learning, and to experience greater academic success. According to self-determination theory, internal motivation is most facilitated by the satisfaction of the person’s basic psychological needs: for autonomy, competence and relatedness. The purpose of this study is to identify the specifics of supporting students’ basic psychological needs among doctoral students in various specialties. Data collection involved administration of the Psychological Need Supports scale, which assessed the satisfaction of basic psychological needs in the context of various relationships. Respondents were 463 doctoral students in six areas of education (physics, earth sciences, biology, chemistry, mathematics, information technology). The presence of differences in the degree of satisfaction and features of support of basic psychological needs in different relationships was revealed. In general, autonomy turned out to be the most satisfied need, and the need for relatedness turned out to be the least satisfied. In the system of close relationships (friends and mother), all three basic psychological needs were supported to a greater extent than in all systems of educational relations at the university. Comparison of various systems of relations at the university among themselves showed that the need for relatedness was most supported by colleagues and a supervisor, and the need for competence was supported by colleagues, while the need for competence was least supported by a supervisor, and the need for relatedness was least supported in the context of group classes. Patterns that emerged were stable over time. There were no differences in need satisfaction based on the field of study with one exception: doctoral students majoring in physics reported higher levels of support for the needs for competence and relatedness. The results provide guidance for supporting the internal motivation among students at higher levels of education.
Emotional Intelligence Levels of IIT Students in India
Emotional Intelligence (EI) has been identified as a key competence that helps people to relate
with one another easily. As such, EI coupled with IQ makes one a star performer at the workplace.
Therefore, students need to possess both EI and IQ. For this reason, a descriptive study was
conducted to assess the EI levels of IIT students at IIT (ISM)-Dhanbad, India. The analysis was
done in two folds; first, to assess the EI levels of the participants. Secondly, to compare the EI
levels of the participants using demographic variables. The purposive sampling technique was
used to sample 200 engineering students from various engineering departments. The study
results unveiled that students from IIT (ISM) Dhanbad were somewhat emotionally intelligent.
Also, when the demographic variables were assessed, it was revealed that gender and age were
not statistically significant on EI which means that gender and age does not affect a person’s EI.
Albeit, in this study, work experience and family income were statistically significant on EI which
implied that a person’s work experience and family income could affect their EI. When the EI
levels of these participants are developed and improved, they will thrive and succeed both at the
workplace, college and in life as a whole as their EI levels are significantly high.
Creativity Development with Cerebral Gymnastics from the Perspective of the Pro.Seso Creativo 3.0 Method
The aim of this research was to demonstrate the effects of cerebral gymnastics as a strategy in the
creativity development from the perspective of the Pro.Seso Creativo 3.0 method in the university
students. The research is experimental with quasi-experimental design. The sample is represented
by 120 students. The research results showed that cerebral gymnastics as the strategy has a positive
influence on the creativity development from the perspective of the Pro.Seso Creativo 3.0 method
in the students of the Communication Career of the UCAL-Universidad de Ciencias y Artes de
América Latina in the academic period II-2020. The research hypothesis was confirmed, and the
null hypothesis was rejected, since when applying the t-Student test in the Study Group, the P-value
was 0.000, which is less than the established significance level (α = 0.05). Indeed, brain gymnastics
becomes a very relevant aspect since it allows developing and enhancing the creative process of
people, and it is through creativity that ideas or conceptions can be created, to produce alternative
solutions to the difficulties that arise.
Filipino Teacher Professional Development in the New Normal
The Covid-19 pandemic has posed various challenges particularly in the education sector where the
‘new normal’ experience is all about online interaction and distance learning. As the health protocols
enforce physical distancing measures, actual and personal interaction and engagements are limited.
As teacher professional development (TPD) becomes a melting pot of best practices and strategies
that work, teachers receive a perspective that helps them create their own professional vision.
The findings of this study revealed that for teachers, TPD is a route to enhance and upgrade their
knowledge and skills and professional growth, with teaching as a life-long learning process. Pre-
Covid-19 TPD programs included initiatives on content, pedagogy and technology, action learning,
graduate studies, leadership and management, and action research. During the pandemic, teachers
were exposed to webinars and training on online teaching and learning, technological capacity, and
mental health. Regardless of age and years of teaching experience, teachers have a mindset to grow
in the profession and be better educators. They want to unlearn the old, and relearn new knowledge
and skills because they want their students to learn according to their current needs and what the
world needs in the future.
The Characteristics of the Educational Paradigm of the Near Future: Cultural Context
There are insufficient resources to continue with the existing educational paradigm. This article
analyses the natural dynamics of educational paradigms and sets out an educational model for the
near future. The research examined basic educational patterns and their current state of development,
and investigated the barriers to improving the quality of education and how they may be overcome.
It offers a criticism of existing educational paradigms and how they have changed over time, and
then constructs proposals for a number of features of a new educational paradigm. This leads to the
formulation of a new educational paradigm for the near future with a number of distinctive features.
At its centre are ideas of transformation ‘gates’ of education and their functional invariants. The
notions set out in the article are intended for developers of educational systems, environments, and
programs for rapidly maturing students and adults. This will enable us to overcome the deficiencies
in current approaches to education, and focus on advanced mastery of the future, in which the
current educational standards are extremely out of date.
Systematic Approach for Efficient Use of Research Methods in Educational Theory
The purpose of this study was to change the broad picture of research methods in the educational
theory, which is essential for development of modern pedagogy. The systematic approach to
education developed by the scientific school of L.I. Novikova, member of the Russian Academy
of Education, was analyzed. The authors explored the differentiated indicators such as integrity,
orderliness and evolvability, that shape the research of all social pedagogical systems. This article
emphasizes that in the modern-day world it is important to integrate different research methods
(theoretical and empirical, quantitative and qualitative) and combinations of research methods in
pedagogical and related sciences in order to make the best use of their complementarity, with regard
to the special nature of the subject. Emphasis should be given to qualitative research methods guided
by the intention to understand the personal meanings lying behind a child’s actions. The two most
useful qualitative methods are the method of participatory observation and the method of real-life
situations. The article discusses various methods of research of soft systems in the educational theory
aimed at the identification, proper study and multifaceted analysis of the problems that occur. It also
emphasizes the importance of a systematic approach in the theory of collective education where the
backbone of the system is the children’s community and the unity of children and adults.
The Role of Russian Parents’ Education in Developing Intuitive Theories of Parenting
Previous research in English-speaking countries has shown that parental education predicts
significantly parental attitudes and theories about parenting which, in turn, guide parental
interaction with their child and might impact the child’s mental development. However, to the best
of our knowledge, there has been no research aimed at studying the role of parental education in
shaping the views of Russian parents on their children’s education and development. The current
study aimed to analyze the role of Russian parents’ education in their intuitive theories of parenting,
by controlling for the region where the families live, and taking into account the age and sex of their
child. Intuitive theories of parenting were studied using the Early Parental Attitudes Questionnaire
(EPAQ). The sample consisted of 995 parents who have children aged 1 to 7 and live in Moscow,
the Republic of Sakha (Yakutia) and Republic North Ossetia in Russian Federation. Two profiles
of intuitive theories of parenting were identified. Differences and similarities in intuitive theories
of parenting between regions, when controlling for parents’ level of education were also identified.
The results characterize modern parenthood in three geographically distant Russian regions and
can be useful in understanding the profile of a modern parent, as well as for developing educational
programmes aimed at self-development and increasing parental competence in Russian parents.
Open-mindedness in the terminological system of the modern philosophy of education: interpretations and problems
This article considers the main aspects of the discussion about the concept of open-mindedness in
modern English-speaking philosophy of education. It emphasizes the importance of the topic for
national pedagogy, which is currently in composite dialogue with world traditions of understanding
the educational process. Open-mindedness is considered as an element of an extensive terminological
system. The need to clarify the meaning of the concept is associated with its role in determining
the criteria for the distinction between education and indoctrination. The article presents the
most significant definitions of open-mindedness and indicates that the external obviousness of the
concept contrasts with the difficulty of finding its consistent definition. It finds that the key feature
of the experience in interpreting open-mindedness is the increase in educational requirements.
It summarizes the main objections raised to various aspects of a theoretical understanding of the
concept. The author considers it logical to abandon attempts to implement the ideal of absolute
rational open-mindedness in teaching. In general, the discourse on open-mindedness shows the
impossibility of avoiding discussion about the development of a subject in any attempt to determine
the meaning of education. The article presents the research prospects in rethinking the role of
rationality in the process of making a man and the world.
Philosophical ideas of postmodernism and their impact on the education system in Russia and the USA
The modern education system requires flexibility, plasticity, continuity and resistance to crises
and risks. This study examines the main features and requirements of the modern socio-cultural
situation. It identifies strategies and directions in contemporary education based on the ideas of
postmodernism. Using conceptual analysis of the influence of postmodern ideas on the education
systems of Russia and the United States it compares and contrasts the strategies and trends
identified. The results can serve as a basis for further research in the field of comparative pedagogy
and philosophy of education, in the context of the influence of postmodern ideas on education,
reflecting the ‘spirit of the time’.
Are Madrassa and Mainstream School Teachers Mutually Exclusive? British Muslims discuss the influence of teachers on their emerging identities
This paper presents the findings of a study exploring the attitudes, experiences and relationships of
Muslim youth with their madrassa (supplementary school) and mainstream school teachers in the
backdrop of British government’s intense scrutiny and regulatory practices of educational spaces
occupied by Muslim youth.
This study further explores the perceived pedagogy used in both educational contexts and its influence
on the growth and development of the learners. British Muslims discuss how they negotiate their
identities against a normalised societal narrative dictating diverse cultural, religious and secular
educational contexts as conflicting polemics culminating in Muslim youth leading segregated lives.
The research was conducted in a small inner city, through an independent measures design
involving two groups of 22 participants, current and ex-madrassa pupils, aged 11 – 19. Interpretative
Phenomenological Analysis of the data revealed that over the past ten years there has been a change
in the attitudes of British Muslims towards their madrassa and school teachers. Due to the repetitive,
impersonalised rote learning pedagogy inculcating little meaningful knowledge; the harshness and
punitive nature of teachers and limited teacher-student engagement the ex-madrassa pupils held a
stronger relationship with their mainstream school teachers. In contrast the current pupils preferred
their madrassa teachers describing them as ‘fun and kind’. School teachers are perceived to develop
them as wealth producing capital and madrassa teachers as inculcators of moral character, laying the
foundations for becoming a better human being.
British Muslims discuss the changing nature of their madrassa teachers from overseas, to homegrown
British educated imams, helping to contextualise their understanding of Islam to their lives
in Britain and now more recently to online tutors with British teaching qualifications. They compare
these with professionally trained school teachers.
This evidence-based small-scale study identifies, through the voices of British Muslim youth, that
school and madrassa education does not have to be mutually exclusive. Through mutual sharing
of teacher training, pedagogy and curriculum planning, schools and madrassas have the potential
to homogenise the learning experiences helping Muslim youth inscribe their religious identities
within a secular pluralistic British society. This paper provides British Muslim youth a platform to
voice their felt experiences and make recommendations for madrassa teachers and leaders; school
teachers and leaders and policy makers.
Self-development in Old Age versus the Challenges of the Information Society: The Polish-Bulgarian-Portuguese Perspective
The paper presents the result of a study to diagnose the level of interest of elderly people in the
study of digital skills, and attempts to answer the two questions of whether older people feel the
need for self-development in this area and how they find themselves in the information society. The
comparative study was carried out as part of the international project Erasmus+ Adult Education,
titled Silver Civic Education (2017-1-PL01-KA204-038695) implemented in the years 2017-2019. It
involved seniors from three partner countries of the project: Poland, Portugal and Bulgaria, which
made it possible both to determine general educational expectations of elderly people and to identify
specific issues for each country. Elderly people are a very heterogeneous group, they require educational
support in many areas, and especially in the area of new technologies. This can influence
maintaining or stimulating their curiosity and self-development, and therefore contribute to raising
their quality of life and enabling them to use life to the full.
Distributed model of teacher education at Kazan Federal University
There is a need to modernize higher pedagogic education. The requirements for the content of schooling and higher education is changing quickly as scientific knowledge accumulate. Preparing a teacher for XXI century is an essential task for the present day. The authors aimed to develop the educational standard in pedagogical education at Kazan federal university. The article describes the projectization process. The leading methods for the research were theoretical study, modeling, questionnaire survey and others. SFU is able to educate future teachers of physics within the distributed model and even advance it now as every institute at KFU has a pedagogical department. In the article we present bibliography analysis on the issue, the results of questioning the students of the Institute of Physics in non-pedagogical major, gradual formulation of the Standard, Enclosure to the Standard, educational paths, one of which a student can select, curriculum versions, conceptual framework of methodic preparing. The materials of the article demonstrate the reasoning and sequence of the author on the work on Educational Standard in specialization 44.03.01 Pedagogical education, profile: teacher (subject).
On the strategic guidelines of teacher education in Russia in the context of global change
This article provides an analysis of strategic guidance for the development of education in Russia. The guidelines will help to define the future development model of teacher education. The model should be based on the teacher’s standard, activity-based approach, modular technology, reflect the duties and work of the future teacher. The model assumes citizenship and the teaching code of honor.
On the pedagogical potential of advertising exposure
This article deals with feasibility of advertising with positive educational effect and includes results of an analysis of theses defended in the past 20 years, which viewed advertising as their key research topic. It is clear enough that the matter of educa-tional effect of advertising on personality and specialist competencies relating to positive educational effect of advertising in stu-dents – future advertising specialists is left out in surveys. Social advertising and positive educational effect advertising are com-pared and their differences are analyzed.