Journal Volume Number : 15

E&SD 15(4) December 2020

  30 December 2020

This is the English language contents page for E&SD 15(4)

Nick Rushby
Editorial: Time to publication 6
John Cowan
Development of Abilities Begins from Reflection-for-action 9
Mahmoud Azizi, Roman Kralik
Incorporating Mindfulness into EFL Literature Courses to Foster Critical Reading Ability 21
Fatemeh Khonamri, Martina Pavlikova
Exploring Teachers’ and Learners’ Attitude towards Homework: The case of English versus Non-English-Major Teachers’ Homework Practices 32
Abolfazl Ashrafi, Reza-Ali Mohseni, Tahmures Shiri
Mutual-implication Interaction between Social Identity and Social System: An Analytic Approach to Social Identity Formation 50
Svetlana A. Vasyura, Olga V. Kuzmina, Marina I. Maletova
Internet Communications: Time Phenomenon in Online Activity 71
Veronika B. Veretennikova, Olga F. Shikhova, Yuri A. Shikhov
Academic Expertise for the Structure and Content of Professional Competences for Future Preschool Teachers 80
Alexander E. Krikunov
Open-Mindedness in the Terminology of the Modern Philosophy of Education: Interpretations and Problems 99
Tatiana V. Malinnikova, Pavel D. Rabinovich, Elena S. Matviyuk, Irina Y. Kulikova, Olga A. Nekrasova, Svetlana N. Apenko
Organization and Methodology for Inter-Disciplinary Training for Functional Literacy in the Digital Economy 11
Yulia B. Shchemeleva
Early Career Guidance as a Method of Developing the Foundations of Engineering Thinking 127

Editorial: Time to publication

  30 December 2020

Once the research is completed and the manuscript is written, authors understandably
want to see their work published and available for others to read and admire as quickly
as possible. This desire for quick publication is one of the incentives offered by predatory
journals to persuade unwary authors to submit their work and pay the article publishing
charges. I recently received an email offering to publish my work within 48 hours
of submission! (Admittedly, the publisher did not say anything about the peer reviewing
process they used, or whether they carried out any copy-editing or other quality checks.)

Development of abilities begins from reflection-for-action

  30 December 2020

The case is presented for the role of anticipatory reflection in the development of graduate attributes
by employed graduates and in the enhancement of core study skills by students. An approach
initiated by reflection-for-action and the stimulus of subsequent evidence-based monitoring
leading into reflective review has been found feasible and effective. After relevant literature has been
considered, recent accounts of the approach and its impact are summarised, leading into a detailed
summary of the suggested scheme in a form which is independent of discipline and embodies the
assessment of outcomes. Attention is given to the emergence of constructive active experimentation
and metacognition by learners during the development process.

Incorporating Mindfulness into EFL Literature Courses to Foster Critical Reading

  30 December 2020

Recently, educators are becoming interested in exploring the use of mindfulness-based approaches
to learning and teaching a foreign language. Through these approaches they tend to reduce stress
(for teachers and students alike), enhance and improve classroom atmosphere, and help students
to focus their attention, and even think more clearly (Tregenza, 2008; Yager, 2009; Collins et al.,
2011). The purpose of the present study was to investigate the impact of mindfulness techniques on
the development of critical reading abilities of EFL learners in literature courses. Although much
research has been conducted in the realm of mindfulness and positive effects are reported on stress
reduction, relaxed environment, and so forth, research on the role of mindfulness in students’
critical reading performance is scarce. To this end, a quasi-experimental study was undertaken
with the participation of 35 BA students (both male and female) majoring in English language
and literature. The participants were divided into two groups of mindful and less mindful students
based on their scores on Mindful Attention Awareness Scale (MAAS). Data were collected while
students were engaged in some mindfulness techniques before they performed different forms of
critical reading activities. A critical reading test was used as pre and posttest to investigate the gain
in critical reading ability, if any, after the treatment. Paired-samples T-test through SPSS software
was used to analyze the data. The results revealed that there was a significant difference between the
mean scores of pre-test and post-test of all the participants. However, since both meditative and
socio-cognitive mindfulness practice was utilized in this study, further research is required to shed
light on the nature of mindfulness in some new ways and explore the differential effects of these
two approaches. Overall, the findings of this study will be beneficial for teachers to be aware of
some mindfulness techniques and use them in their classes in order to give students the opportunity
of learning in a more relaxed and focused environment.

Exploring Teachers’ and Learners’ Attitude towards Homework: The case of English versus Non-English-Major Teachers’ Homework Practices

  30 December 2020

Homework assignments provide a channel of communication between students and teachers
especially in an EFL context where there is little exposure to English language out of the classroom
context. Thus, exploring attitudes and homework features may provide teachers with useful
information to know how to plan their homework assignments to improve students’ learning
opportunities. This study aimed to explore both teachers’ and learners’ attitude towards homework;
the difficulties faced by both teachers and learners with regard to homework as well as the assignment
characteristics of English-major versus Non-English-major teachers. The study participants were
120 randomly selected adult male and female EFL learners and 81 EFL teachers. The data were
collected through questionnaires and subsequent semi-structured interviews. SPSS 24 software
was used to analyze the questionnaire data and interviews were recorded, transcribed, coded and
categorized for further analysis. The results indicated that students had positive attitudes towards
homework assignments. There was no significant difference between students’ attitude towards
homework given by English Major (EM) and Non-English Major (NEM) teachers. The data showed
that teachers do feel that homework is essential to students’ language development. Similarly, there
was no significant difference among EM versus NEM teachers in their attitudes toward homework.
The results revealed the following reasons for the difficulties that teachers and learners faced in
assigning/doing homework assignments respectively. Those reasons varied from not learning the
required concept, not knowing the instruction, not enjoying homework, not paying attention
when homework assignments were presented, not understanding homework instruction, copying
homework or cheating, the absence of related and meaningful tasks, parents’ lack of knowledge,
lack of word power and grammar, to anxiety and stress of homework. The findings illustrated that
there were some differences between EM and NEM teachers in terms of amount, skill area used, and
degree of individualization in their homework assignments. The results of this study offer a number
of pedagogical implications for teachers, curriculum developers, and institute managers.

Mutual-implication interaction between social identity and social system: an analytic approach to social identity formation

  30 December 2020

Social identity formation (SIF) has rarely been addressed, either through analytic methods or on
through sociologically and social-psychologically mixed-methods design at multiple levels. In the
Iranian context, SIF, especially among youths, is devoid of any theoretical and functional models
capable of explaining the effects which have been hypothesized of social system’s SIF functional
deficiency. A sample of 445 students from the University of Tehran was selected in the period of
2016-2018, based on a random stratified sampling method. The participants undertook a validated
questionnaire (i.e., content and construct validity) measures through expert judgment and PFA,
delivered on a tablet. The reliability was r=0.88. A parametric one-sample Student’s t-test and
a Friedman test were employed in the analysis which suggested a functional model for SIF. The
analysis also supported both the major and minor hypotheses predicting direct effects of Iranian
social system’s functional deficiency on reducing the level of their SIF in relation to their social
system. Theoretically, the findings suggested an applied model for SIF in a mutually-implicated
interaction process with social system along with specific measurement criteria. The model, which
has seven parameters, is the product of a social system’s functional requirements, and seems to be
influential in SIF formation by social system and can provide insights for social researchers and
planners.

Internet communications: time phenomenon and communicative activity

  30 December 2020

The article focuses on a theoretical overview of time phenomenon in Internet communications.
Advanced technologies and virtual interactions make interaction and communicative competence
priories in Internet communications. Time is seen as both a biological and a social phenomenon and
the notion of time competence embraces the ability to establish and maintain social contacts within
the indicated timeline and capability to extend and restrict the timeframe of communications.
Based on a theoretical analysis of reflection and regulation of communicative activity in Internet
communications the authors have devised a training programme “Enhancement of time competence
in Internet communications”. This five module programme is aimed to university and high school
students. The article also presents the results of implementing this programme.

Academic expertise for the structure and content of professional competences for future preschool teachers

  30 December 2020

The Federal State Educational Standard for a new generation (FSES of HE 3++) sets out universal
and general professional competences for university graduates. Educational structures can define
professional competences independently and describe them as professional standards. A means
of solving this challenge is to use a group of assessment experts – one of the core academic
qualitative methods. This collective expert opinion helps to develop an algorithm for pedagogical
competence expertise and for generalizing their quantitative representation and content. The article
presents methods for the structure and content of professional competences for undergraduate
students majoring in preschool education. These include the group expert assessment method
and the procedure for reconciling the determined competences with current legal documents for
preschool education. The research focused on competence-based and qualimetric approaches aimed
at modeling the outcomes of education. The “framework” sets out the structure of competences
that act as the professional quality standards for higher education. The group expert assessment
made it possible to identify groups of professional competences and elaborate their content.
The authors have determined the academic expertise for the structure and content of professional
competences for students who are the future preschool teachers. This involved the examination and
harmonization of the requirements of the Professional Standards for “Teachers (teaching practice
in the field of preschool, primary, lower secondary, upper secondary education) (a pre-school
teacher, a teacher),” and the Federal State Educational Standard for preschool education. These
stages can be implemented in developing the structure and content of professional competencies
for students majoring in other areas and profiles of training, which adds to their practical value and
usefulness. The findings can be used by university instructors to identify and develop professional
competences for undergraduate students following their future job functions and actions as outlined
by professional standards.

Open-mindedness in the terminological system of the modern philosophy of education: interpretations and problems

  30 December 2020

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.

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

  30 December 2020

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.

Early career guidance as a method of developing the foundations of engineering thinking

  30 December 2020

The article discusses vocational guidance work and its importance in the rapidly developing world
for vocational guidance of young people. In the classical sense, this work is aimed at identifying
a way of thinking that has already been formed. The article considers methods for determining
types of thinking and argues for the possibility of developing a technical way of thinking. There
are proposals for developing “engineering” thinking in the framework of work with students in
further education programs and a discussion on the age at which the development of technical
thinking should begin. There is a detailed description of the author’s experience in the developing
engineering thinking in grade 5 schoolchildren within the framework of the network educational
project “Engineering”. Assessment data at various points in the project implementation are analyzed.
The problems that arose during the implementation of the project are described, their root cause is
analyzed, and methods of resolution are proposed. The conclusions show that the way of thinking
is not an inherent genetic constant; the way of thinking is formed by the social environment of a
person, by the tasks he is solving. It shows the possibility of developing students’ “engineering”
thinking through classes in technical programs.

E&SD 15(3) September 2020: Selected papers from the International Forum on Teacher Education – May 2020

  30 September 2020

Contents

Ilshat R. Gafurov
Teacher Training at Kazan Federal University: Ten Years of Modern History .6
Mahmoud Azizi, Martina Pavlikova, Alfiya R. Masalimova
Exploring Literature Reading Classes in Terms of Types of Feedback Provided by EFL Teachers: Does Teaching Experience Play a Determining Role? 19
Olga Bombardelli
Inclusive Education and its Implementation: International Practices 37
Nafisa T. Burganova, Irina F. Sibgatullina, Leisan M. Zakirova, Luybov Yu. Komarova
Coping with Negative Experiences of Gifted Children due to Dis-synchrony 47
Endzhe A. Latypova
Improving Foreign Language Teaching for International Students 56
Miroslav Šebo, Alena Hašková
How Students Perceive Educational Support Through Facebook 67
Thierry Karsenti, Olga M. Kozarenko, Victoria A. Skakunova
Digital Technologies in Teaching and Learning Foreign Languages: Pedagogical Strategies and Teachers’ Professional Competence 76
Alexey V. Lubkov, Oksana V. Gordienko, Anastasiya A. Sokolova
A Humanitarian Approach to the Digitization of Education 89
Natalya V. Solovova, Natallia V. Sukhankina
Comparative and Correlation Analysis of Experimental Work for Developing Organisational and Managerial Competences in University Teachers 97
Eva Stranovska, Zdenka Gadusova
Learners’ Success and Self-esteem in Foreign Language Reading Comprehension 109
Vyara Todorova Gyurova
The Place of Research and Creative Skills in the Training of Future Teachers 120
Natalia A. Zaichenko, Liudmila I. Zaichenko, Irina N. Kondrateva, Dmitry D. Rubashkin
Transformation of Relationships Between Primary School Stakeholders in the Context of digitization 130
Aydar M. Kalimullin, Maria P. Zhigalova, Alima Kh. Ibrasheva, Larisa I. Kobylyanskaya, Yevgeny (Evgen) A. Lodatko, Yeldos B. Nurlanov.
Post-Soviet Identity and Teacher Education: Past, Present, Future 145
Vladimir G. Maralov, Vyacheslav A. Sitarov, Irina I. Koryagina, Larissa V. Romanyuk
Technology to Strengthen Students’ Self-awareness of Their Personal Qualities 164
Elena А. Khodyreva
Developing Individual Educational Paths for Future Teachers Based on the Requirements of the Updated Federal State Education Standards of Higher Education (FSES of HE) 177
Olga M. Chorosova, Rasulya R. Aetdinova, Galina S. Solomonova, Galina Yu. Protodyakonova
Conceptual Approaches to the Identification of Teachers’ Digital Competence: Cognitive Modelling 189
Nadia G. Yusupova, Galina N. Skudareva
Ongoing Education of Math Teachers and PISA Quality Assessment: from Professional Competence to the Mathematical Literacy of Schoolchildren 203

Teacher training at the university: the case of the ten-year modern history of KFU

  30 September 2020

In 2020, Kazan University received a notable token of recognition for its work in teacher education in the past five years. According to the Times Higher Education, our university is now among the top one hundred in the Education subject rankings. Currently, this is the best position among the universities of Russia, CIS, and Eastern Europe. This validates the strategy in teacher education that the university has been implementing over the past years. 2020 is also a special year because it marks ten years of our federal status – the status granted by an executive order of the President of Russia. Currently, KFU is among the ten largest Russian universities; we have about 50,000 students in the majority of the existing higher education specializations. The University collaborates in many scientific and educational programs, including a federal project for boosting the international competitiveness of Russian universities.

Exploring Literature Reading Classes in Terms of Types of Feedback Provided by EFL Teachers: Does Teaching Experience Play a Determining Role?

  30 September 2020

eading comprehension is thought to be a very challenging skill for L2 (second language) learners, and definitely the role that feedback has in enhancing reading achievement is undeniable. To shed more light on the issue, this study aimed to investigate the types of feedback utilized by EFL teachers in L2 reading comprehension classes at the intermediate level. The study took a step forward and explored the role of years of teaching experience in the provision of feedback. The study also examined the frequency of different types of errors that EFL learners committed in reading comprehension classes. To this end, an observational and descriptive study was conducted. Six EFL teachers along with their L2 learners at the intermediate level participated in the study. Three of these teachers were novices and the other three were experienced. The data were drawn from transcripts of audio recording of the selected teachers’ reading comprehension classes. Following the analysis, the corrective feedback types and the errors were coded using the coding categories identified in Lyster and Ranta’s (1997) model. Two other corrective feedback types were added – translation and multiple feedback. The frequency count and percentage were used to analyze the data. The results indicated that recasts were the most frequently used feedback type in both groups of teachers. Moreover, both experienced and novice teachers preferred to use varied corrective feedback types at different distributions which may suggest that there is a significant difference between novice and experienced teachers’ use of corrective feedback types. Regarding the error types, the analysis of the data showed that among four types of errors, the phonological errors were the most commonly errors committed by EFL learners in reading comprehension classes. The implications are discussed in the study.

Inclusive education and its implementation: International practices

  30 September 2020

Research problem. There is a big demand for high level competencies in an increasingly knowledge driven society. Ensuring that each individual has an equal opportunity for educational progress is a challenge worldwide; inclusive education is a question of equity and a premise for active contribution to society by all people, included the weakest. Inclusive schools work to ensure full participation and access to quality learning opportunities for all learners, respecting and valuing diversity, and fighting discrimination in and through education.
The aim of this paper is to study and select the best strategies for empowerment, talent development and raising achievement of all students, including the students with disabilities and special education needs. It explores the area of educational measures both for talented learners, and for upskilling staff to address a heterogeneous student population.
Research methods: The methodology implies the use of authoritative studies and of official documents from national, and the International Bodies, linking them to the author’s personal experience in teaching and in project management, especially keeping in mind the inclusive tradition in Italy. The UN Convention on the Rights of Persons with Disabilities (art.24) stipulates that countries must take steps to ensure that persons with disabilities can access an inclusive primary and secondary education on an equal basis with others in the communities in which they live.
Conclusions and recommendations. We need to understand the importance of inclusivity, to widen the empirical research, to develop, and implement measures to capture the learners’ potential, their academic, and personal development, improving teaching strategies, and guidance. Families and society also make a contribution. It is a challenging task, where teachers play a key role in innovative school systems. The results of the study can be used in policy making, curricula development, teaching programs, and improving the quality of education for all learners.

Coping with the negative experiences of gifted children due to dis-synchrony

  30 September 2020

Currently, psychological support for gifted primary school children requires specialists not only to have a high level of psychological and pedagogical, but also other professional competencies for the effective correction of negative experiences.
The purpose of the article is to develop methodological techniques and organization of professional activities of psychologists using modern technologies. The leading method for studying this problem is the modelling method, which allows us to consider this problem as a purposeful and organized process for improving professional and special competencies. The structure of the article includes the target, content, organizational procedural and effective components.
Optimization of the model of differentiated approach for overcoming negative experiences in gifted children of primary school age due to dis-synchrony using the method of interdisciplinary interaction, will not only overcome negative experiences, but also prevent possible negative emotions, as well as improving the professional skills of specialists working in this field.

Improving Foreign Language teaching for International Students

  30 September 2020

The processes of internationalization and globalization are ubiquitous. The growing number of international students in universities prompts the necessity of research into the best ways of teaching and learning the language of a host country. Language is a connecting link of prime importance in building up an efficient and suitable educational environment for an international student in a foreign country. This qualitative study sought to identify the most effective practices of teaching the host language as second language in leading universities of two countries: Germany and Russia. We interviewed ten teachers in each university regarding the specifics of organizing courses to teach the host country language as a second language. Our analysis revealed the difficulties teachers usually face in their work with international students, as well as effective methods and models of teaching international students. We interpret these findings using a framework for English Medium Instruction proposed by Dafouz and Smit (2012).

How students perceive educational support through Facebook

  30 September 2020

Since the beginning of the 21stcentury social media has expanded world-wide in all aspects of human
lives. Mainly for the youth they have been a natural part of their “digital ecosystem”. As the results of the surveys of social media use by teens, carried by the Pew Research Centre, showed, in 2014 in the USA 71 % of teens reported being Facebook users and no other platform was used by a clear majority of the interviewed. In 2018, three further online platforms, other than Facebook, have been reported by the significant majority of the teens. These were YouTube, Instagram and Snapchat. As to Facebook, “only” 51 % of the respondents stated to be Facebook users. Furthermore, smartphone ownership has become a ubiquitous element of teen life. Up to 95 % of teens have reported they have a smartphone or access to one, and 45 % of teens have proclaimed they are online on a near-constant basis. Even more important, they are becoming more and more used, in the time of the world-wide corona pandemic and the need for connection in social quarantine.
As for teachers and their opinions on social media, on the one hand they are aware of their usefulness as regards to sharing information or organizing school tasks. But on the other hand, they identify social media as a reason for the pupils and students` low attention during classes at school. But since the youth devote a lot of time to social media, there is no point of not using these means also in education, as shown by the current efforts to organize education processes during the corona pandemic.
At the Faculty of Education, Constantine the Philosopher University in Nitra, we have been aware of the significance of the social media in relation to different aspects of education and pedagogical communication. That is why for several years, attention has been paid to this new education phenomenon. The paper presents the authors experiences with the use of Facebook as a mean of support for education while the main focus is given to the results of a questionnaire survey which examined students` opinions and attitudes towards Facebook (before the pandemic situation), in comparison with Moodle, as a new phenomenon in university education.

Digital technologies in teaching and learning foreign languages: pedagogical strategies and teachers’ professional competence

  30 September 2020

Research problem: Today’s education system must adapt to the digital revolution and use it to best advantage. One of the most critical paths to pursue is to develop digital skills among student teachers. Many Russian researchers have focused on practices of digital technology integration in foreign language teaching, but, few among them have formulated systematic teaching strategies. The aim of the study: To elaborate the pedagogical strategies for developing digital competence among students on the basis of the complex approach and scientific achievements in this field. Research methods: The research is based on the statistics obtained during an online survey among university and school teachers, students. While conducting the interviews additional information appeared and teachers’ opinions were specified. The participants included 100 university foreign language teachers as well as 120 students from Central Russia.
Results: The analysis revealed how the professors organized their digital learning spaces. Among others, the findings highlighted on which aspects they spent more Internet time, and the factors that limited digital use in class. The analysis of the students’ responses revealed some problems in using digital tools while learning a foreign language. The results can be used in developing students’ competences and in elaborating syllabus and teaching materials.
Conclusions and recommendations. On the basis of recent achievements and collected data, the complex of pedagogical strategies to form digital competence among students during the foreign language learning have been elaborated. With the appropriate pedagogical accompaniment, digital technologies allow the development of student teachers’ digital competence to meet the demands of the modern society. Thus, it can increase the efficiency of foreign language teaching and will contribute to students’ personal development.

A humanitarian approach to the digitization of education

  30 September 2020

Digitization is a global, all-encompassing process, affecting all spheres of human life and society. In this context education is not an exception, and the changes taking place in it are a natural result of the rapid development, wide dissemination and accessibility of information technology and networks. Understanding the methodological and philosophical foundations and principles of the process is a necessary phase of the transition to the digital education, the digital society and the digital economy. In the narrow sense digital education can be understood as a conversion of learning materials and the learning process itself from analog to digital format (i.e. electronic textbooks, electronic libraries, open online courses and webinars, video lectures, etc.), but this phenomenon can be considered in broader terms as the complex changes of infrastructural, managerial, behavioral, cultural nature. Recent events (quarantine almost all over the world because of the Covid-19 pandemic) have made it clear that the broad approach to digitization is necessary for the translation of all education systems across the world to an online format, since it refers not only to the form of presenting educational and control materials but first and foremost to the aspects of general behavior, psychological, cognitive and axiological issues. Studies have shown that in the process of transferring education from the classroom to a distance form, all participants of the educational process (students, teachers, education managers, parents) underwent a reassessment of views on education and its role in the life of a person and society. Furthermore, the contradictions, implicitly or weakly expressed prior to the forced and urgent transition to the distant form, were sharpened, and the problems related, for the most part, not to the technical aspects (although these problems also exist), but to the components of education such as communication, personal development, socialization and even physiology, became most urgent. All this requires more in-depth study, a comprehensive and systematic understanding of all the elements not only from the standpoint of functionality, but also axiological, epistemological, ontological and anthropological meanings.
It has become obvious that the focus should be placed not on the technical tools with which digital education is implemented, but on a humanitarian approach with its humanistic values, in the center of which is a person: teacher – pupil /student – director – parent. As participants of the educational process, they determine the goals, objectives and methods of activity, select the appropriate technical means and evaluate their training, educational and development potential; they are the centrum omnium that underlies education.
This article is devoted to the digital transformation of education in view of the humanitarian approach based on the study of culture, values and history of mankind as a whole and of the people in particular, supported by the pedagogical, psychological, sociological and communication theories that focus on the person, the individual.