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Migration processes, which intensified in the late twentieth and early twenty- first centuries, occur within a context of constant challenges and changing realities, necessitating new research in this area. Nearly all migrants, adapting to new forms of everyday existence, might experience socio-psychological stress. This study focuses on the socio-cultural and linguistic adaptation of the young generation of ethnic Kazakhs, as well as their psychological state within the educational environment, grounded in the concept of transnationalism. The authors conducted a survey and interviews with repatriate students from China and Mongolia in their native language, Kazakh. The research methodology, survey methodology and applied tools are comparable in terms of both qualitative and quantitative analysis. The sample population consisted of 230 respondents from five regions, aged between 16 and 25 years old. Furthermore, 30 qualitative, focused interviews were conducted. The discussion questions are related to several important factors, including the impact of the presence of relatives in the country of origin, the establishment of ties with them, and the integration of individuals into the social spheres of their historical homeland during their stay in Kazakhstan, as well as the processes of adaptation and integration into the new society. The results demonstrate the existence of transnational practices among the informants, which permits the categorization of these individuals as transnationalmigrants, despite the fact that a considerable number of them have completed the migration process. The findings of the research also indicated that repatriate students from Mongolia showed greater ease of adaptation in Kazakhstan, largely due to theirmore active communication with relatives and stronger inclination toward integration into local society. Conversely, Kazakh ethnic students from China, despite using contemporary communication technologies, encountered more challenges, largely due to emotional difficulties associated with the lack of physical proximity to their families and a prevalent intention to return to their families after graduation. [ABSTRACT FROM AUTHOR]

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Migration processes, which intensified in the late twentieth and early twenty-first centuries, occur within a context of constant challenges and changing realities, necessitating new research in this area. Nearly all migrants, adapting to new forms of everyday existence, might experience socio-psychological stress. This study focuses on the socio-cultural and linguistic adaptation of the young generation of ethnic Kazakhs, as well as their psychological state within the educational environment, grounded in the concept of transnationalism. The authors conducted a survey and interviews with repatriate students from China and Mongolia in their native language, Kazakh. The research methodology, survey methodology and applied tools are comparable in terms of both qualitative and quantitative analysis. The sample population consisted of 230 respondents from five regions, aged between 16 and 25 years old. Furthermore, 30 qualitative, focused interviews were conducted. The discussion questions are related to several important factors, including the impact of the presence of relatives in the country of origin, the establishment of ties with them, and the integration of individuals into the social spheres of their historical homeland during their stay in Kazakhstan, as well as the processes of adaptation and integration into the new society. The results demonstrate the existence of transnational practices among the informants, which permits the categorization of these individuals as transnational migrants, despite the fact that a considerable number of them have completed the migration process. The findings of the research also indicated that repatriate students from Mongolia showed greater ease of adaptation in Kazakhstan, largely due to their more active communication with relatives and stronger inclination toward integration into local society. Conversely, Kazakh ethnic students from China, despite using contemporary communication technologies, encountered more challenges, largely due to emotional difficulties associated with the lack of physical proximity to their families and a prevalent intention to return to their families after graduation.

The article studies peculiarities of the formation of socially mature students in the educational space. The following problems of this phenomenon may be mentioned: unplanned pregnancy, prematurity of a child, rejection of a child by one or two parents, aggravating heredity, postnatal disorders in physical or mental development, individual features of a child, negative impact of environment and people, lack of educational influence and social maladaptation, as well as other political, socio-economic, and ethnocultural specifics. In the research, attention is paid to procedural aspects of forming social maturity of students in the educational space. Besides, the article presents its model, main aspects of model creation and implementation are reflected. In addition, the author provides the purposes, objectives, factors, and psycho-pedagogical conditions of the considered occurrence. Some of the given factors of the research affecting a child in early preschool, school, and student age can prevent its favourable formation in any educational institution which happens in such a direction as the natural teaching and educational process. The specifics of the faculty are traced in disciplines and competencies that correspond to the characteristics of social maturity of students.

The Confucian temple (Kong miao孔庙) was the most important official educational institution and the centre of local education in ancient China. This study explores the history of the Confucian temple in Jiangyin (江阴) as a case to reveal the dynamics of educational reform in China, which had witnessed the collision of Chinese and Western educational philosophies and the former's accommodation of the latter. The history of the Confucian temple and its educational space from the eleventh century to the present reveal an alternation between unity and separation; between an ancient Confucian sacred space and a modern social educational institution; and between elitist and egalitarian functions. In this story of architecture and landscape, the juxtaposition and integration of Chinese and Western beliefs becomes evident. The inheritance and transformation of educational space also demonstrates that educational and cultural resources have the potential for adaptation in the course of historical development. [ABSTRACT FROM AUTHOR]

This study investigates strategies to increase physical activity levels among kindergarten children to meet the guidelines set by the World Health Organization. A systematic review was conducted, analyzing 19 studies identified through comprehensive searches of major databases. The review aimed to identify elements and equipment that should be incorporated into outdoor spaces to promote moderate and intense levels of physical activity. Additionally, it aimed to assess whether combining structured activities with free play contributes to increased levels of motor activity. The results of the review were as follows: fixed equipment, mobile equipment, open spaces and structured motor pathways have positive effects on moderate and intense physical activity levels; the combination of structured activities and free play also has positive effects on both physical activity levels and the improvement of certain motor skills. Furthermore, it was found that garden size and paving designs do not improve physical activity levels, while sandpits have a negative effect on them. This was followed by the design of the outdoor space. It included appropriately chosen equipment and materials to raise physical activity levels, without neglecting the important role of symbolic play in this age group. Collaboration and shared design with other professionals such as a playground designer and an architect was essential. This made it possible to produce a graphic design and a final rendering of the project. [ABSTRACT FROM AUTHOR]

This study covered the issue of creating safe conditions for all participants of the educational process in educational institutions in conditions of potential danger. The topic has become particularly relevant since 2022 as a result of the armed aggression of the Russian Federation against Ukraine. The arrangement of simple shelters (fortifications) in existing school buildings is decided by state authorities, legislative structures, regional institutions, and school administrations. The purpose of this study was to comprehensively examine the problem of creating a safe learning environment, identify indicative research areas, establish legislative guidelines, and preventively assess the real needs of protective structures to ensure the educational process at school. The study used the initial analysis of legal provisions, general scientific methods, systematisation and generalisation of special information, empirical methods, the method of expert assessments, factor analysis (for consideration of architectural solutions), and an interdisciplinary review of the provisions of the educational process security. The stages of solving the problem of designing and building shelters in educational institutions of Ukraine were outlined. The main factors in the formation of architectural solutions for shelters and the safety of the educational process were identified as follows: legislative; organisational; architectural and planning; engineering and technical; pedagogical; and daily. The scientific and pedagogical principles were addressed, the study highlighted the modern trends and innovative models of school education that influence the architectural organisation of school buildings. Planning solutions should provide for variant ergonomic organisation of the educational process, open educational, communication, and recreational spaces. It was emphasised that the educational environment of a school should consider security requirements. The study examined the case of a newly built school with a shelter for pupils and teachers that has adequate conditions for learning. The practical value of the study lies in the possibility of applying certain aspects and conclusions in the real design of educational institutions based on a comprehensive consideration of security requirements

The analysis of scientific works proved that, in general, the concept of “culture”, as a terminological unit, acquires various “specialist” or so-called “professional” colours in various fields of scientific research. It was revealed that the concept of “professional culture” is understudied in the system of training future teachers of professional education. The aim of the study was to determine the essence of the professional culture of future pedagogues of vocational training based on the specifics of the professional activity of a specialist in the field of “Vocational Education (Design)”. The author’s understanding of the essence of the professional culture of future pedagogues of professional training in the field of design is formulated, based on the general understanding of the concept of “professional culture” in the following interpretation: it is a specific subsystem of general culture, a systemic and holistic unity of cultural and social experience regarding the ways and means of interaction between generations, socio-cultural and value traditions professional activity and personal achievements of mankind. The professional culture of future pedagogues of professional training in the field of design is interpreted as follows: it is a specific type of professional and pedagogical culture, a universal (basic) characteristic of pedagogical reality, which reflects (decodes) specific markers of pedagogical activity and functions in the plane of both pedagogical (educational, didactic, developmental) and purely professional (design, construction, project, technological) self-realization of the teacher as a specialist and subject of professional activity.

The article reveals the theoretical aspect of the problem of the formation of transversal competencies of future teachers. The material contains a presentation of a pilot program for the formation of transversal competencies of future teachers. The purpose of the study was to highlight the category of "transversal competencies" and develop a plan for a pilot (experimental) program for the formation of transversal competencies of future teachers in the educational environment of the pedagogical university. The study was performed using the following methods: synthesis of information contained in the scientific literature; systematization of the author’s positions of scientists who studied the category of "transversal competencies"; represent the plan of the experimental (pilot) program for the formation of transversal competencies of future teachers in the educational environment of the pedagogical university. Analysis of scientific sources allowed to fix that transversal competencies are characterized by the following features: integral interdisciplinary and territorial transferability; be able to form both in a professional and in a personal environment; dependence on social and interpersonal relations; cross-culturality and cross-functionality in the study; the possibility of development in mixed learning; active communication and interactive character; significance for the production of the "Life-long learning" system. The content of the category "transversal competencies" (for Kopus, Babiy) as a system complex of instrumental (practical-realizable), interpersonal (individually generated) and system (integral) competencies that implement the parameter of transfer (transfer) of the system of acquired knowledge, skills and skills of the individual into the plane of solving professional and pedagogical tasks and situations of educational practice on the basis of introduction of individual metacognitive and professional potential of the person.

This article is devoted to the urgent problem of identifying the methodological foundations of teaching Russian to younger schoolchildren for whom Russian is not their native language. The topic proposed for consideration is characterized by a broad scientific and descriptive context of the problem that is of interest to specialists in psychology, pedagogy and linguo-didactics, and a pronounced practical aspect that is associated with the need to develop a consistent methodological approach to teaching Russian in a mixed language group of elementary school students. Russian is the primary and only language of instruction, and the composition of the trainees is characterized by a different status of linguistic personality, including bilingual children with varying degrees of proficiency in Russian as a non-native language and children for whom Russian is their native language. Taking into account the varying degrees of proficiency in the Russian language by bilingual children at the initial moment of schooling, the purpose of the study is precisely to identify and analyze the fundamental provisions that are actualized in modern linguo-didactics on this issue. The materials of the study were modern studies in the field of pedagogy, psychology, linguo-culturology and linguo-didactics, devoted to the organization of the educational space of bilingual children learning Russian in a mixed language group. The leading method in the study is the analytical modeling of the educational environment as a condition for the formation of a student’s linguistic personality. The relevance of the research is due to both the interdisciplinary focus of the problem and the diversity of the selected topic, which requires discussion taking into account various factors of the effectiveness of the organization of training. The following principles of the organization of the educational space of bilingual children in modern primary school are substantiated as the leading ones in the study: (1) linguo-culturological, due to the complex nature of the formation of the linguistic picture of the world and communicative skills of a linguistic personality as a subject of learning; (2) competence-based, arising from objective (socio-cultural factor, normative provisions) and subjective (age, learning conditions in a particular mixed-character language team, personal orientations, the level of development of a linguistic personality and its communicativespeech ability, etc.); (3) communicative-activity, taking into account the psycholinguistic factor of the development of speech ability as the activity sphere of the linguistic personality, determined, among other things, by the space of educational communication.

The article raises the question of the impact of digitalization on the organization, conduct and modelling of the educational process in higher education institutions. It notes that the trends of digital transformation of the educational space in higher education institutions require a thorough teachers practice-oriented training aimed at the effective use of information and communication technologies in the process of professional activity. The digitalization process is presented as a convergence of digital technologies, material and social-humanitarian practices. Modelling of the educational space is interpreted as a scientifically based design that meets the set requirements and planned construction of the studied phenomenon, taking into account its features and properties. The article highlights the main conditions of digitalization of the educational space, which take into account the digital generation of children, resource support for the digitalization of education, the relevant legal framework, training of personnel potential of digital education with ICT competences, digital technologies, which are an effective mechanism for modelling the educational space. The article emphasizes the need to overcome negative processes and phenomena during the digital transformation of education, particularly: the low level of digital competences among both teachers and students; lack of a high-quality digital educational content for obtaining education; inaccessibility of scientific resources and infrastructures, etc. It also analyzes various platforms and resources (Zoom, Google Meet, Google Class and others). The article outlines the features of forming the digital educational space in higher education institutions (free search of various information in the global network; personalization, interactivity, multimedia, hyper-tempo, subculturality, etc. It also pays attention to improving the state of digital competence of participants in the educational process, which includes technical and information literacy, critical thinking, creation digital content, etc. We propose our own vision of the ways of modelling the digital educational space, the formation of professional competence in education seekers (the use of cloud technologies, mobile and Internet technologies, distance and mixed forms of education, open online courses, the development of digital libraries and campuses). The article defines the peculiarities of modelling the digital educational space in higher education institutions; proves the need to involve highly competent specialists in the process of digital educational space implementation; takes into account the main components of the educational space: the digital generation, new digital technologies, digital economy, etc.

The paper presents the study of the educational context and its characteristics to achieve the most effective learning process.The aim of the research is to examine the perception of physical space in the traditional classroom and virtual space in online learning. The study of this issue is based on the psychological approach to the perception of virtual space as a model of physical space and on understanding the importance of this research area due to the development of distant forms of learning: though, the problems of virtual space functioning in the perception of students and its impact on learning efficiency still remain unexplored. Meanwhile, understanding the mechanism of space perception can help to adapt the learning process to the form of learning in choice: learning in a traditional classroom, where students work in a real physical space, learning in a virtual environment or in a hybrid form.Materials and methods. The theoretical basis for comparing the characteristics of physical and virtual space is the studies that focus on the importance of spatial organization in the process of learning. The psychological approach to the perception of space makes it possible to rely on the mechanism of transferring the physical characteristics of space into a virtual environment and to determine the possibility of comparison, primarily in an axiological sense. The study was carried out in the context of university education. Students of a higher educational institution were offered a questionnaire, the results of which were processed using a statistical method. Quantitative trends were then interpreted in the application to the learning process. The experiment was carried out in three stages (questionnaire, statistical processing, interpretation of the results), each of which revealed new aspects of the problem under study.Results. The study shows that there is a metaphorization mechanism that allows the learner to perceive the space of the virtual classroom in the same terms as the physical space of the traditional classroom. At the same time, the comparison of statistical data indicates the obvious differences in the perception of the student's space in the traditional and virtual classrooms. This is especially true for such parameters as openness, freedom of movement and the ratio of participants in the educational space, which indicates different learning conditions that determine the choice of teaching methods and techniques in the traditional context and in the virtual educational environment. Discussion of the results of statistical analysis allows us to draw conclusions about the difference of educational potential of the virtual and physical classroom spaces, the importance of socialization and various methods of its creation in the educational process.Conclusion. The conducted research shows the need for further study of space in the educational context, the need to take into account its parameters for developing virtual courses. Also, the results of the study show the importance of spatial characteristics for the success of learning, for creating a comfortable educational environment. The data obtained can be used in the development and improvement of online courses; it will help to avoid mistakes when in planning.

Aim. Empirical research and theoretical substantiation of the types of self-realisation of future teachers who did an educational-professional training course under conditions of a digital educational environment. Investigating the types of self-realisation and establishing statistically significant correlations with the research parameters of educational-professional training for future teachers will allow finding important scientific facts that will possess novelty and be of scientific interest for organisers of educational and scientific activities in a digital educational environment. Methods. The representative sample involved students of the final years of pedagogical educational programmes of Bachelor's and Master's studies. Methodological foundations of the research are the main statements of the concepts of self-realisation, self-actualisation and self-regulation in educational activity. Results. Spearman (r) correlation coefficient allowed us to find that "value orientations", "time competence", "cognitive needs" and "creativity of activity" are the most important and dependent parameters. £-means clustering allowed identifying four types of self-realisation: "Value-oriented self-realisation"; "Temporal self-realisation"; "Passive self-realisation" and "Pragmatic self-realisation". It explained that high external negative motivation in the type of passive self-realisation is not directly related to the process and results of educational-professional activity, but only reflects future teachers' attitude towards it. It was highlighted that future teachers with a value-oriented type of self-realisation are ready to devote themselves to pedagogical activity and consider it to be the meaning of their life. Conclusion. It was recommended that the established empirical facts possessing cognitive value, scientific and theoretical novelty should be implemented in creation and improvement of a digital educational environment. [ABSTRACT FROM AUTHOR]

The institute of education is an instrument of advanced development, a means of forming a new shaping socio-cultural pattern, with its specific means of significant socialization potential in the conditions of rapid development of society's digitalization. Only education, in its present dimension - neuropedagogy, is able to conduct successful socialization of an individual by teaching her from the position of the laws of brain functioning; to intensify this process in the conditions of total digitalization in accordance with the laws of brain functioning. Intensive use of formal and informal education in the daily life of today's society and socialization of the population in the digital environment because of its activities in the virtual sphere create a wide space for the realization of opportunities. They are conditioned by the rapid dynamics of information flow as a global factor of modernity, generating both advantages and problems in the educational process, cognitive development, social adaptation of personality; formation of traditional ways of relations; changes in the neural architecture of the human brain in the long term; emergence of risks beyond the limits of the digital space. It was established how representatives of different generations, grouped into appropriate age focus groups and in the process of receiving formal and informal education, are socialized in the digital space. The paper reveals how the cognitive domain of personality changes under the influence of digitalization in the context of the respondents' stay in the educational environment. The specifics of socialization in the digital environment and the reasons for the preference of virtual form of communication were determined. The types of digital danger in the virtual environment were revealed. [ABSTRACT FROM AUTHOR]

The article reveals the study of current pedagogy of the essence of the concept of neuropedagogy, opens up the possibility of a new perspective on the pedagogical process, in particular, on the use of innovative technologies of teaching future elementary school teachers in the context of neuropedagogy. The topic is very relevant, as it allows to obtain scientific knowledge about the peculiarities of individual personal development and the impact of the development of psycho-cognitive processes on student learning. The objectives and content of the application of the neuropedagogical approach in the process of learning innovative technologies for future elementary school teachers in the context of neuropedagogy are characterized. The results of our analysis show that neuropedagogy is still not a universally recognized science, but part of the world scientific society has already begun to work in this direction. Scientific works in this field point to the profound potential of neuropedagogy as a future science for creating a favorable environment for learning and application of knowledge. The article shows the role of neuropedagogy in the complex educational system of innovative education and training of students on the basis of achievements of neuroscience; defines the importance of brain organization of cognitive processes of different activities; presents a differentiated approach to learning activities  the most important neuropedagogical factor of successful design of innovative lesson and the effectiveness of innovative educational environment of the university in forming innovative learning technologies of future teachers of elementary school. [ABSTRACT FROM AUTHOR]

The article deals with the problem of replication of educational space digitalization risks in modern higher education institutions by representatives of university subcorporations. It has been presented that modern higher education institution is gradually turning into a quasi-corporation, in which employees and students have a specific corporate consciousness. The article is based on the idea that digital risks arising in the process of educational space digitalization in ­modern higher education institutions act as attitude demarcators to the ongoing transformations on the part of university subcorporations representatives, the main of which are administrative staff, professors, researchers, and students. The results of the author’s sociological research conducted in the period from 2019 to 2022, expert surveys and focus group interviews have been used, in the course of which valid and representative data had been obtained. Depending on perception of the education system digitalization strategy, representatives of higher education subcorporations have been conditionally divided into four groups: “consistent supporters”, “moderate pragmatists”, “skeptics”, and “undecided”. Each of them, except for the last one, has been characterized by specific risk dispositions (risk-dispositions). The definition of risk dispositions is conditional: “risk progressors”, “risk managers”, “risk oppositionists”. The article defines the demarcators regulating the dispositions of university subcorporations representatives.

The results of the international forum “Humanization of the educational space: the culture of the educator” were summed up, held on April 19–20, 2023 at Chernyshevsky SSU, dedicated to the Year of the Teacher and Mentor and organized jointly with the Baranovichi State University (Republic of Belarus) and the Fergana State university (Republic of Uzbekistan).

This paper problematizes the neglect of spatiality and materiality of international branch campuses in extant studies and challenges the predominant representation of transnational education students merely in terms of their corporeal immobility. Based on a case study of a UK international branch campus in China, this paper incorporates interview narratives and ethnographic observations to reveal the students' experiences and imaginations, and to delineate the unique texture of the spatiality of the campus. In examining the dynamic interrelations between imagination, materiality, and (im)mobility in transnational educational spaces, this paper highlights the students' imaginative process, in which spatial imagination and imaginative space (re)produce each other and are complicated by the various sources of power at play. The international branch campus thus functions as an infrastructure of im/mobilities, which is both locally embedded and transnationally connected; it enables students' imaginative mobilities, transforming them into 'imaginative travellers' who have never physically been abroad but whose being and belonging are constantly negotiated by their everyday experiences in a mobile educational space. [ABSTRACT FROM AUTHOR]

The article raises the question of the impact of digitalization on the organization, conduct and modelling of the educational process in higher education institutions. It notes that the trends of digital transformation of the educational space in higher education institutions require a thorough teachers practice-oriented training aimed at the effective use of information and communication technologies in the process of professional activity. The digitalization process is presented as a convergence of digital technologies, material and social-humanitarian practices. Modelling of the educational space is interpreted as a scientifically based design that meets the set requirements and planned construction of the studied phenomenon, taking into account its features and properties. The article highlights the main conditions of digitalization of the educational space, which take into account the digital generation of children, resource support for the digitalization of education, the relevant legal framework, training of personnel potential of digital education with ICT competences, digital technologies, which are an effective mechanism for modelling the educational space. The article emphasizes the need to overcome negative processes and phenomena during the digital transformation of education, particularly: the low level of digital competences among both teachers and students; lack of a high-quality digital educational content for obtaining education; inaccessibility of scientific resources and infrastructures, etc. It also analyzes various platforms and resources (Zoom, Google Meet, Google Class and others). The article outlines the features of forming the digital educational space in higher education institutions (free search of various information in the global network; personalization, interactivity, multimedia, hyper-tempo, subculturality, etc. It also pays attention to improving the state of digital competence of participants in the educational process, which includes technical and information literacy, critical thinking, creation digital content, etc. We propose our own vision of the ways of modelling the digital educational space, the formation of professional competence in education seekers (the use of cloud technologies, mobile and Internet technologies, distance and mixed forms of education, open online courses, the development of digital libraries and campuses). The article defines the peculiarities of modelling the digital educational space in higher education institutions; proves the need to involve highly competent specialists in the process of digital educational space implementation; takes into account the main components of the educational space: the digital generation, new digital technologies, digital economy, etc. [ABSTRACT FROM AUTHOR]

Climate change threatens human well-being and planetary health but is hardly addressed in education. Comparative education research has advised governments about education reforms since the nineteenth century, so what must change to sustain a liveable earth? I use the concept of 'educational space' to understand how comparative knowledge building has steered education. Then I re-read three volumes of the World Yearbook of Education (WYB) to show how comparative education has embedded knowledges that have steered governing, neglected experiences that complicate powerlessness, and constrained learning through measurement. I argue current education compromises humans facing challenging climate futures but could provide knowledges to support 'the other'. [ABSTRACT FROM AUTHOR]

The digital service has firmly entered all areas of social and economic activity, including education. The activity of a modern teacher in the digital educational environment is its integral component. The development of “digital citizenship” as a whole largely depends on the formation of the digital culture of a teacher as a translator of the ideas of the state educational policy. The relevance of considering the problem of digital culture formation among teachers is due to the following contradictions: between the increasing importance of a teacher in the process of digitalization of education and poor development of the content of its digital culture and its components as determinants of professional pedagogical activity in a digital educational environment; between the growth of digitalization of the educational process and the insufficient level of formation of digital culture among teachers. These contradictions form the basis of our research, the problem of which is to reveal the features of the digital culture of a modern teacher as a resource for his professional activity in the context of the digital transformation of the educational space.The purpose of the research is to theoretically substantiate the essence and component composition of the digital culture of a modern teacher as a resource for his professional activities in a digital educational environment. This goal was achieved through the use of the following research methods: literature analysis, classification, modeling, description, ways of visualizing data in the form of figures and tables.The results of the research: 1) the analysis of scientific sources has made it possible to determine the conceptual approaches to considering the problem of the digital culture of a teacher, which made it possible to accumulate information and develop a map of the component composition of a teacher’s digital culture; 2) the basic components of a teacher’s digital culture have been theoretically substantiated: digital literacy and motivational-value attitude; 3) a procedure for assessing the level of formation of a teacher’s digital culture has been proposed.Key conclusions: 1) the map of the component composition of the digital culture of a teacher is an integrative information about the essence and composition of the digital culture of a teacher and includes the types of digital competence, their corresponding competencies, indicators and digital skills; 2) the basic components of a teacher’s digital culture are digital literacy and a motivationalvalue attitude, each of which is represented by indicators and digital skills corresponding to it; 3) the methodology for assessing the formation of a teacher’s digital culture includes a level scale and the calculation of an individual index of digital competence. The information contained in the article can be used as the basis for developing a program of advanced training courses and professional retraining of teachers aimed at creating a digital culture in the educational environment.

The article presents aspects of the concept of readiness for positive interaction between the subjects of the educational space of a substitute family. The article analyzes the views of researchers on the concept of “willingness to interact.” The structure of readiness for positive interaction, including motivational personality, cognitive and operational-effective components, is presented. The content of each of the structural components of readiness is presented. The article presents a detailed analysis of the subjects of an educational space: 1) parents, aimed at creating a foster (substitute) family; 2) orphans raised in boarding schools; 3) specialists working with substitute families. Considerable attention is paid to the model of formation of readiness for the positive interaction of subjects. The structure of the model combines the target, organizational, informative and effective blocks. Considerable attention is paid to the content and description of each block. The integration of the content of the marked blocks is aimed at the effectiveness of the model implementation. Special attention is paid to effective and inefficient interaction in a foster family. Reasons have been highlighted, characteristics have been given. Practical experience of testing the model of readiness for positive interaction between the subjects of the educational space of a foster family. The results of the study on the testing of a model based on an educational institution engaged in the targeted preparation of subjects of an educational space of a substitute family (for example, training of teachers, psychologists and other specialists working with substitute families) are presented.

The article justifies the urgency and necessity of studying the Chinese education system, education system have beencompared, strong and weak aspects of the education systems of Russia and China have been revealed. The purpose of the study is to identify the causes and analyze the intensive digitization and informatization of China, to determine the ways and means by which the Chinese education system is being modernized. The article justifies the development of distance and online learning, which covers all segments of the population and provides them with information, regardless of territorial affiliation. The aspects providing digitization of not only the production spheres, but also the educational process have been revealed. Creation of an educational space in each country becomes necessary provided that the existing communication networks that cover the whole country and determine the formation of high-quality education and a generation capable of quickly solving tasks based on information technologies. The possibilities of Chinese education to form the prerequisites for the creation of artificial intelligence have been considered, which is the fundamental task of modern humanity as a whole. The arguments for the development of educational systems in Russia and China have been presented, which have both general tendencies and differences in the implementation of programs for education digitization and informatization.

This special issue includes scientific articles and practical reports related to the digital networked infrastructure for education, formerly called the National Education Platform. The issue gives an impression of the breadth of projects and approaches that deal with questions of digital education, the necessary competencies for the future of digital collaboration and many other topics as part of the funding from the Federal Ministry of Education and Research. The aim is both to update the level of information on the initiative among the professional community and to highlight the existing potential for further research and development in this context.

Copyright of Revista Guillermo de Ockham is the property of Revista Cientifica Guillermo de Ockham, Universidad de San Buenaventura and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article defines the essence of the category "social competence", and characterizes its structural components. Thus, the structure of social competence includes motivational, cognitive, activity, and reflective components. Various approaches to defining the social competence of children of primary school age are represented. The peculiarities of primary school children's social competence formation are analyzed, and its place in the system of key competencies of a modern personality is determined. Primary school children's social competence formation is considered in the context not only of social education but also of socialization itself, as its final result. It has been proven that the primary school age is a sensitive period for social competence formation and active development, in particular through the implementation of socially significant activities. The role of primary school children's socially significant activities in the development of their social competence is revealed, in particular, it is confirmed that joint collective activity and interpersonal relationships in the team significantly affect the level of social competence formation of the personality of the primary school children; therefore it is important to form a positive experience of cooperation. Pedagogical conditions for primary school children's social competence formation in the conditions of the new Ukrainian school are outlined. Thus, one of the key conditions for primary school children's social competence formation is the clear structuring of the teacher's activities content, which will make it possible to develop a complete system of pedagogical actions and influences to increase the effectiveness of all components of social competence formation. A significant condition is also an open, integral, emotionally comfortable, subject-oriented, and ergonomic educational space. An equally important role in this process is played by the involvement of primary school children in public life and joint project activities. Based on the results of the research, a characteristic of a primary school child with a high level of social competence development, which is ensured by alternating different types of social activities, has been developed. The future direction of further research is defined in the implementation of the ideas of partner pedagogy during primary school children's social competence formation. [ABSTRACT FROM AUTHOR]

Objectives of the research: The study focused on the influence that public spaces (scientific and cultural institutions, public institutions, and recreational spaces) have on the cognitive abilities of young people and their ability to stimulate interpersonal relationships. The main objective was to show the significance and educational potential of public spaces as a natural environment for the joint activities of university students and students with intellectual disabilities and the extent to which they support the process of integration through social interaction. Research methods: This observation was based on the joint educational activities of university students from the Institute of Geography and Spatial Management of the Jagiellonian University and pupils with intellectual disabilities from Special School and Education Center No. 3 in Krakow; it was conducted between 2016 and 2022. A short description of the context of the issue: The article refers to the concept of educational space and addresses the need to transform the existing places of education, including those frequented by people with disabilities, in order to meet the requirements of the changing times and the challenges of the digital world. A shift in the attitudes of the young people involved was observed in relation to the space in which classes were conducted. Research findings: Using unconventional ideas and teaching resources and modifying traditional educational methods and practical activities in public spaces are effective ways to break down barriers and overcome various difficulties and limitations, both for university students and those with intellectual disabilities. From the perspective of people with intellectual disabilities, meetings in public spaces enrich them with a valuable social experience, familiarize them with new situations, and teach them how to cope with unusual or unpredictable events. Conclusions and recommendations: As a result of the research, it was found that a contemporary educational space should be distinguished by the following: natural and cultural diversity, communication and media accessibility, and the presence of small urban architectural elements conducive to establishing contacts and enabling a variety of circumstantial relationships. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose is to identify types of self-actualization of future Masters in Pedagogy in the dimensions of educational and professional activity. The psycho-diagnostic instruments applied are valid and reliable. Three levels of statistical processing were used: 1) descriptive frequency characteristics; 2) coefficients for establishing statistical significance; 3) k-means clustering for identifying types of self-actualization of the research participants. The main concepts of А. Maslow's theory of self-actualization (1970) comprise methodological foundations of the empirical research. The study shows that in descriptive frequency characteristics there were no statistically significant differences with similar dimensions. Spearman's correlation analysis (rs) and correlation matrix allowed comprehending the variety of statistically significant content correlations of the examined phenomenon. K-means clustering made it possible to identify four types of the respondents self-actualization: "Creative self-actualization" (n=32; 14.34%), "Hyperactive selfactualization" (n=60; 26.91%), "Egoistic selfactualization" (n=72; 32.29%) and "Life selfactualization" (n=59; 26.46%). Appropriateness of implementing the research results in organization of educational and scientific training for Masters in Pedagogy was empirically established and theoretically substantiated. [ABSTRACT FROM AUTHOR]

В современном образовательном поле звучит вопрос о значимости программ воспитания в школьной среде. Одна из задач воспитательной политики – налаживание процесса передачи и усвоения ценностей учениками школ. Воспитательная политика в Китае выражена в тексте государственной программы «Китайская мечта», которая служит механизмом построения единого ценностного пространства в обществе Китая. Цель исследования – анализ феномена ценностных текстов в пространстве современной китайской школы, связанных с ценностными ориентирами развития и воспитания, изложенными в программе «Китайская мечта», выявление готовности использования технологии ценностных текстов в пространстве российской школы. Научная новизна заключается в выявлении характерных признаков ценностных текстов как социокультурного феномена в образовательной практике, распространенного в китайских школах и в подробном изучении реализации национального плана «Китайская мечта» в образовательной сфере. Применен феноменологический подход и контент-анализ ценностных текстов в пространстве школы (n = 107), констатирующее исследование среди директоров школ (n = 66). В результате исследования доказано, что ценности современного китайского общества в пространствах школ Китая представлены неравномерно. Решением этой проблемы может стать создание методических рекомендаций для директоров школ с поликультурными источниками ценностных текстов для школьных пространств.

The article is devoted to the analysis of the best practices for promoting European values in the context of the European integration processes of Sumy State University. The author notes that in the process of its activity, Sumy State University implements the idea of a European university in cross-cultural studies, technologies, the quality of scientific research in education, orientation on innovation, strong democratic traditions, academic freedom, and an atmosphere of creative work along with the European values. In the article, considerable attention is paid to highlighting the concepts of “European integration” and “European values”, since the problem of the implementation of European values in the Ukrainian space is one of the most relevant today, in particular, during the period of the Russian-Ukrainian war. The paper also contains an analysis of international projects within the framework of the EU Erasmus+ Program, aimed at researching European integration processes, practices of implementing innovative technologies (intercultural communication training, simulation games in the Ukrainian language classes, and the basics of intercultural communications) to promote multiculturalism and linguistic diversity. An analysis of the experience of the European non-profit organization CRISP (Crisis Stimulation for Peace) has made it possible to outline prospects of using such advanced forms of teaching as simulation games. The author offers some practical recommendations on implementation of value-oriented simulation games in the process of language training of foreigners.

The article studies the issue of creation and productive functioning of the educational environment of a higher education institution, which is a resource in the formation of the future teachers’ professional competence and the creative activity style as essential characteristics of the pedagogical professionalism. The article aims to reveal the possibilities of the information and cognitive environment in the person’s professional formation and to substantiate the conceptual provisions of using its resources to ensure the quality of future teachers’ professional preparation for professional activities. The methods of analysis, modelling and interpolation of the environmental approach provisions to the construction of the informational and cognitive environment of the higher pedagogical education institution have been applied in the study. It has been shown, the information and cognitive environment is a set of conditions that ensure the productivity of future teachers’ professional and creative growth based on the use of various information sources and cognitive technologies that stimulate students’ mastery by professional competences, the development of their cognitive abilities and readiness to apply the resource opportunities of pedagogical design in creating an atmosphere of scientific research, working up of original programs and projects, the creative performance of professional functions. The functions of the informational and cognitive environment have been characterized. Among them: integrative function, which contributes to the influence of all environmental circumstances on the coordination of actors’ goals, motives, attitudes, aspirations and ways of interaction in the educational process; value-formative function, which is aimed at the formation of professional and pedagogical values; interactive function, which is ensuring the interrelation of the capabilities of the educational subjects and pedagogical design in creating a positive emotional atmosphere and psychological comfort; developmental function, which is aimed at shaping a creative activity style, and educational and upbringing function providing conditions for the formation the future teachers’ informational and cognitive readiness for productive pedagogical activity. The possibilities of the event-role situation have been established. It has been shown, an event-role situation is an important unit of the environment, a reserve for improving the quality of the educational process in the university and training competitive specialists for the pedagogical area capable of creative professional pedagogical activity. The pedagogical terms for the productivity of the information and cognitive environment in establishing emotionally favourable circumstances and psychological comfort for the development of students’ professional abilities, creative thinking, active professional position and a creative style of activity, have been reasoned. It has been emphasized that the factors of future teachers’ professional development are the guidance on professional and personal evolution, active participation in professionally orientated event-role situations and the educational dialogue as means of pedagogical interaction, cooperation and co-creation. It has been concluded that the information and cognitive environment affects the quality of the implementation of new requirements for pedagogical professionalism in the university education system, the formation of the main characteristics of the future teachers’ professional competence including its conceptual, instrumental, integrative, contextual, adaptive aspects and the ability for the interpersonal communication.

The modern social space is increasingly determined by the trends of digitalization. Today we can talk about such consequences of digitalization as the appearance of scattered identity and distancing – a new kind of socialization in the conditions of spatial separation and overcoming social deprivation and virtual transgression. These trends manifest themselves in all spheres – cultural, economic, political, etc. But at the same time, processes of a different kind are also taking place in the field of education: processes that represent a kind of inversion of the digitalization influence on our perception of the world, self-perception and the sphere of our everyday life. The article examines three such major trends and their inversions in the educational space of our time. 1. The tendency to eliminate the intermediary in the educational space leads to an opposite effect of multiplying intermediaries and awareness of teacher’s unavoidability as one of the main participants in education, both due to the complexity and inaccessibility for direct study of educational material and the fact that education is not based on transmission (in which the intermediary could theoretically be eliminated), but creation based on the phenomenon of meeting. 2. The transgressive tendency as “going beyond” and even erasing boundaries is transformed in the educational space into a tendency of distancing as a double movement of alienation (delineation) and inclusion (communion), in which the blurring of the boundary between the public and intimate, the space of self-organization in the order of the norm and the space of spontaneity, real and virtual, etc. is accompanied by the establishment of a new type of socialization in conditions of spatial disunity and social deprivation. 3. The appearance of a diffuse identity reinforced by the tendency to glocalization in the socio-political sphere and the transition to a transmedia narrative in the cultural and entertainment sphere, in the digital space of education is transformed into the possibility of self-actualization, self-expression, turning the modern educational space into a mythopoetic “world of all kinds” and anthropological singularity.

The visual scene represents the scope of vision or what the eyes see (image or an appearance) and is perceived by the senses, as well as it is the place of the event and natural and physical design elements. So, the relationship between the design scenes and the user is important because it has psychological and physiological effects to achieve human needs such as the safety, which is one of the human needs. Scenes’ design plays a role in stimulating a sense (safety or fear) and is reflected during the person’s performance of various activities in the space. Recently, a phenomenon of insafety and fear has spread in children’s schools, and many studies have recorded that this phenomenon is common in 2–5% of children and adolescents, and 4–5% of children in the primary stage suffer from anxiety disorders that prevent them from practicing their studies normally. Through a pilot study of the Iraq schools, it was found that 55% of them suffer from insafety and fear. This research is an attempt to study the relationship between the scene temporal rhythm to stimulate children’s (safety and fear) feelings. To achieve the aim of this research, a descriptive and analytical methodology was adopted with two theoretical and practical axes. Finally, the results and conclusion show that there is a relationship between the temporal rhythm characteristics and the type of scene that affects the behavior patterns and diversity activities (it means that it stimulates a sense of safety for children in the educational space).

The teacher-parent cooperation is an inseparable part of teachers’ work in preschool education. Although important for kindergarten, it is also often not satisfying. The aim of the qualitative research was to recognize and understand the experiences of shaping and developing relationships with parents from the perspective of male preschool teachers and to answer the question of how do they perceive and understand their relationship with parents of kindergarten children. The research based on narrative interviews was conducted in 2019–2020 among 18 male preschool teachers from Poland. The categories describing the development of relationships between male teachers and parents, ways of shaping them from a time perspective, and important values were distinguished. The results show that the conscious care of the relationship with parents by male teachers contributes to the creation of friendly educational space for children. Experiences related to relations with parents and the meanings given to them by men working in kindergartens were referred to social constructivism as a legitimate interpretation trend. Highlighted category of place understood as the material space of the kindergarten and the space of friendly social relations also made it possible to embed the narratives in the pedagogy of place as understood by Maria Mendel. [ABSTRACT FROM AUTHOR]

The article provides an overview of the main trends and vectors of the development of higher teacher education in the EU countries and Ukraine. The authors analyze the main trends in the development of modern pedagogical education, identify points of contact, and problematic issues that need to be solved for the effective integration of Ukraine into the European educational environment. The article reflects on the problematic issues faced by modern pedagogical universities both in the EU countries and in Ukraine. It was also possible to identify the typical features of the European educational environment, historically inherent in the Ukrainian tradition of teacher training, which shows that Ukraine belongs to the pan-European socio-political and cultural family. [ABSTRACT FROM AUTHOR]

The challenges of the modern, global, fast-changing world require that theoreticians and practitioners in the sphere of education should focus their efforts not only on finding innovative forms, methods and technologies of teaching, but also on reconsidering the entire philosophy of organization and functioning of the educational space, which inevitably leads to the need of developing a new independent scientific and pedagogical theory -- pedagogical philosophy. Comparing pedagogical philosophy with the philosophy of education (teaching), defining the subject and object of the new pedagogical science, the author formulates its main elements: a) the leading ideas; b) the basic concepts and categories; c) the fundamental laws and regularities; d) the main principles and rules of application of the theory in practice during the organization of educational processes in real time. The main ideas of the new theory of pedagogical philosophy are as follows: 1. The idea of recognizing the life of the younger generation and each individual person as the main and leading value of the entire educational space that has been built or is currently being built; 2. The idea of showing an essential and constant concern of the adult generation for the conditions, development and strengthening of the comprehensive health of the younger generation at all the stages of their maturation; 3. The idea of introducing psychological and pedagogical, socio-pedagogical and philosophical-pedagogical favoring for a free development and maturation of the younger generation and each individual person in real time in the educational space; 4. The idea of the imperative of restricting, at all levels of educational administration, permissive, prohibitive and controlling functions and expanding organizational and search-and- creative ones, focused on the protection of comprehensive health of the younger generations and the introduction of constructive processes in their real life by fully suppressing and limiting the destructive ones. [ABSTRACT FROM AUTHOR]

The article considers the problem of the formation of innovative ICT-competence of scientific and pedagogical staff against the background of the implementation of quarantine measures to counteract the COVID-19 epidemic. Particular attention is paid to the content and goals of ICT-competence. The structure of its components is highlighted and the peculiarities of its functioning to ensure research and educational processes during the pandemic and to overcome its consequences are analyzed. Particular attention is paid to the prerequisites for the rapid formation of ICT competence in times of crisis. The features of the process of computerization and digitalization of the academic sphere in the world and Ukraine are analyzed and highlighted. The article analyzes the main trends and vectors of innovative ICT-competence development, notes its current and future goals and objectives. [ABSTRACT FROM AUTHOR]

The article deals with the analysis of transformational processes of the doctrinal and praxeological interpretation of the concept of global peace in the context of overcoming modern military, terrorist and informational threats. The tasks solved in the article are: the essence of understanding of the modern concept of global peace is revealed; the effectiveness of the mechanism of international institutions in providing counteraction to the military threat is analyzed; terrorism as an opposition to peace and stability is studied; the nature of the challenges to the information and educational environment as a significant factor in ensuring global peace is revealed. The humanistic approach is distinguished as one that has a special axiological value for research, with a methodological triad of methods used being philosophical, general scientific, and special scientific methods. The elements of the concept of the global world order are the functioning of international and national subjects to ensure peace and development of civil society, including the education of the global world order, tolerance, democratic values of constitutionalism and the rule of law, and other primary legal axiological values. The originality of the research lies in the comprehensive analysis of globalization threats to the concept of peace and security of the international society in the military, anti-terrorist and information spheres with the demonstration of empirical material from the Russian-Ukrainian war in 2022.

Insufficient conceptualization regarding the analysis of social risks of the educational space digitalization in universities and the ambiguity of their initial prerequisites necessitate the study of this problem. The article analyzes the prerequisites for social risks of the educational space digitalization in regional universities, based on the provisions on their normativity for modern social reality, transformation into a permanent factor of the functioning of complex sociobiotechnical systems, ambivalence of risk, the need for risk genesis process regulation. The well-established statement “risk = uncertainty” is considered, and the author′s own vision of the social risks of the educational space digitalization in regional universities is formulated. It is emphasized that the process of digitalization leads to mass reproduction of uncertainties and, as a consequence, social risks at all levels of social self-organization, including universities, which are open to the external environment. The author describes the specific uncertainties that digitalization creates at the level of the education system and individual universities. The author’s definition of the social risks of the educational space digitalization in a regional university is given as the awareness of its actors of the probability of events that determine the deviation from their goals due to the introduction of digital technologies and encouraging subjects to take actions that do not guarantee the achievement of the planned result. The necessity of risk genesis management as a regulatory influence combining administrative regulation and self-regulation of subjects and counterparties of the educational space of universities in order to identify and use positive opportunities of social risks of digitalization and exclude negative consequences is substantiated. The idea of “risk making” is proposed as an activity to identify and use the constructive potential of social risks of the educational space digitalization and minimize their negative consequences.

Sociocultural, ecological, economic circumstances in which the constantly changing world finds itself persistently demand the emergence of new directions and subjects of research in the educational sphere. The purpose of the article is to identify promising vectors for studying the space of lifelong education. The following research methods were used: a) analysis of a combination of terms that combine philosophical, socio-cultural, economic and educational meanings; b) analysis of the author’s pedagogical experience in the formats of formal, non-formal and spontaneous education; c) an expert survey conducted online in October 2021; d) content analysis of detailed answers to the questions offered to respondents. As a result, the article outlines previously not obvious sources for creating an interdisciplinary methodological basis, the appearance of which can be predicted at the junctions of various fields of knowledge, in practice-oriented research attempts to implement the ideas of transdisciplinarity. The author’s research diagnoses fundamentally new methodological impulses that exist in science and modern philosophy when considering continuous knowledge as a vital attribute of a modern person. The possibilities that are hidden in paradoxical, at first glance, combinations and at the intersections of previously completely independent knowledge spheres are discussed. This is important for solving the problem of preserving anthropic qualities, which is especially prominent in the course of the chaotic development of learning systems that integrate human nature and artificial intelligence. The scientific novelty of the work is made up of conclusions about research methods that are most suitable for the formation of new psychological and pedagogical knowledge about permanent education.

Nowadays, adolescent aggression is a concern for parents because it will lead to future social, psychological, behavioral and educational problems. In addition to genetic, family, economic and cultural factors, one of the factors contributing to aggressive behavior is environment. Due to the fact that school is the first place where adolescents socialize with their peers, the school environment can play a significant role in organizing students’ interactive and social behavior and mental and emotional health. This study set out to examine environmental components in school architectural design to reduce students' aggressive behavior. To this end, the components affecting aggression in schools were collected using library resources and documents and content analysis method. In order to complete the list of components, interviews with psychologists and behavioral experts were conducted through Delphi method and theoretical saturation approach. Grounded theory method was utilized in the analysis of interviews and through using open coding and then axial coding methods, both ends of the spectrum of components were studied. Finally, the spectrum of the relationships between environmental components and the aggression factor was analyzed by selective coding. The results indicated that mediator variables derived from environmental components such as attention to needs, spatial attractiveness and transparency, security, flexibility, stress reduction, mental health, auditory comfort and environmental calm, positive thinking, etc. are effective in reducing students' aggressive behavior. Finally, a model representing the relationship between environmental components and students' aggressive behavior was put forward.