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Organization and methodology for inter-disciplinary training for functional literacy in the digital economy

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  Digital Object Identifier (DOI): 10.26907/esd15.4.11
  Volume Number: 15 | Issue Number: 4 | Pages: 111 - 126
  Published: December 2020
  Article Keyword(s): educational results, functional literacy, inter-disciplinary learning, inter-disciplinary tasks, mathematical literacy, PISA
  Article Author(s) - listed alphabetically: Elena S. Matviyuk, Irina Y. Kulikova, Olga A. Nekrasova, Pavel D. Rabinovich, Svetlana N. Apenko, Tatiana V. Malinnikova
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The advent of the digital economy and new technologies requires new human competencies,
including specifically, inter-disciplinary competencies. The current education system is organized
around subjects and more relevant inter-disciplinary training requires new organizational and
methodological foundations. There is a need to develop functional literacy, which implies the ability
of the individual to adapt and continuously develop in a dynamic and complex world, to initiate, and
to implement innovations using knowledge from different industries. The aim of this research was to
develop and implement a system of organizational and methodological tools for inter-disciplinary
learning as a means of developing functional literacy of children and adolescents in general
education organizations within Russia to help them adapt successfully to the digital economy. The
research used analysis of modern theoretical and methodological approaches and practices to the
organization of inter-disciplinary training in educational organizations, from observation, focus
groups and experiments. Part of that functional literacy is the concept of mathematical literacy. In
addition to developing cross-subject tasks, mathematical literacy was analyzed through mathematical
content and mental activity. The article describes the authors' experience in developing cross-subject
tasks to develop research competence, motivation for knowledge and personal development, and
mathematical literacy of students in grades 5-9 (similar to the PISA-2021 research model). It then
describes the methodology and foundations for creating competence-oriented cross-subject tasks
and the development of functional literacy. These are added to specific, proven tools for improving
the effectiveness of inter-disciplinary learning. This creates an environment and conditions for the
development of a person who can think creatively using the competencies of the inter-disciplinary
complex. The article will be of interest to a wide audience of specialists in the field of educational
policy and practice.

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Journal Information

Publisher

Education and Self Development (E&SD) is published by Kazan Federal University (KFU)
See http://kpfu.ru/eng

Contact

"Education and Self Development"
Office 59, 1 Mezhlauk Street
Kazan 420021
Russia Federation

  +7 (843) 221 3475
  +7 (917) 904 9885
  samorazvitie@mail.ru

ISSN

ISSN 1991-7740

Frequency of Publication

E&SD publishes four print issues each year. It was established in June 2006

Impact Factor and Ranking

The Journal has been accepted for inclusion in Scopus and is applying for inclusion in Web of Science. At present it has not established an impact factor or ranking but these will be forthcoming.

Open Access

E&SD is an online, open access journal fully funded by Kazan Federal University. The Journal is a signatory to the Budapest Open Access Initiative and is committed to ensuring that all of the articles we publish are freely available. Articles are available to all without charge, and there are no article processing charges (APCs) for authors.

Scope Statement

Available here…

Article Keywords

assessment bibliometric analysis blended learning communication competence Covid-19 creativity critical thinking distance learning education educational environment educational process educational standard evaluation foreign language future teachers higher education identity inclusive education lifelong learning model motivation multicultural education non-formal education pedagogy personality professional competence professional development professional orientation psychological safety quality quality of education reading comprehension reflection self-assessment self-development students teacher teacher education teacher professional development teachers teacher training training upbringing values

Article Authors

Albina R. Drozdikova-Zaripova Alena Hašková Andreja Istenic Starcic Andreja Istenič Anna I. Akhmetzyanova Anna Kobtseva Aydar Kalimullin Aydar M. Kalimullin Aydar Minimansurovich Kalimullin Balwant Singh Branka Radulović Daria Medvedeva Dinara Bisimbaeva Elena Ibragimova Evgeniya Shishova Evsyukova E.A. Fatemeh Khonamri Ian Menter Idiyatov I.E. Ilshat R. Gafurov Kadriya Shakirova Liliana Shakirova Lira V. Artishcheva Lyubov A. Kochemasova Martina Pavlikova Mourat Tchoshanov Musa Nushi Natalya N. Kalatskaya Nick Rushby Oksana Kozhevnikova Olga K. Evdokimova Rezeda M. Khusainova Roza A. Valeeva Roza Valeeva Rushby N.J Tatiana Baklashova Valerian Faritovich Gabdulchakov Venera Zakirova Vera K. Vlasova Vera Khotinets Vera Vlasova Violeta Rosanda Vsevolod V. Andreev Yulia Novgorodova Zdenka Gadušová

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