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The materials present the psychological features of the perception of the educational institution by representatives of the “digital” generation compared to other generations (“Baby Boomers”, “X”, “Y”), and also consider the influence of system transformations on the perception of different learning formats (offline, online, mixed). The advantages and disadvantages of different representational systems (auditory, visual, kinesthetic, digital, etc.) and their impact on various aspects of applicants’ choice of educational institution, including the psychological characteristics of information content perception in social networks, messengers, websites are presented. The influence of various factors (economic, geographical, psychological, etc.) on the formation of personal choice is analyzed. Differences in the psychological components of the process of choosing a professional path, educational program and educational institution are highlighted. The need for a combination of academic and social climate was noted, as well as the particular importance, in today’s environment, of obtaining psychological support.

The materials present the psychological features of the perception of the educational institution by representatives of the “digital” generation compared to other generations (“Baby Boomers”, “X”, “Y”), and also consider the influence of system transformations on the perception of different learning formats (offline, online, mixed). The advantages and disadvantages of different representational systems (auditory, visual, kinesthetic, digital, etc.) and their impact on various aspects of applicants’ choice of educational institution, including the psychological characteristics of information content perception in social networks, messengers, websites are presented. The influence of various factors (economic, geographical, psychological, etc.) on the formation of personal choice is analyzed. Differences in the psychological components of the process of choosing a professional path, educational program and educational institution are highlighted. The need for a combination of academic and social climate was noted, as well as the particular importance, in today’s environment, of obtaining psychological support.

В статье исследуется проблема необходимости цифровизации российского образования в современных условиях, а также правительственные проекты, направленные на её решение. Рассматриваются основные причины перевода учебной деятельности в виртуальный формат, и его преимущества перед классическим форматом обучения. Особое внимание уделяется проекту Министерства просвещения РФ, направленному на создание единого цифрового пространства, анализу положительных и отрицательных последствий этого шага., The article examines the problem of the need for digitalization of Russian education in modern conditions, as well as government projects aimed at solving it. The main reasons for the transfer of educational activities in a virtual format, the advantages over the classic format of education were considered. Special attention was paid to the project of the Ministry of Education aimed at creating a single digital space, the analysis of its positive and negative consequences., Экономика и управление: научно-практический журнал, Выпуск 1 (163) 2022

The purpose of this research was to study the effect on academic performance of changing the learning format and the contribution of procrastination and coping strategies to the academic performance of students, when changing the learning format from contact to distance. Research methods: analysis of academic performance, Lay General Procrastination Scale in adapted by Vindeker, COPE Kraver in adaptation by Rasskazova; Greenglass Proactive Coping Behavior questionnaire, adaptation by Starchenkova; mathematical methods. The sample size was 151 people. According to the results: 1) The learning format affects the academic performance of students. The nature of this influence, along with external factors, is mediated by a number of psychological characteristics of students, in particular, the level of procrastination and the nature of coping strategies. 2) When switching from contact to distance learning, the success of educational activities was associated with the level of academic performance. The transition to the distance format led to an improvement in the performance of senior students. 3) Students with low academic performance have a higher level of general procrastination associated with delay in making vital decisions than students with high academic performance. 4) Students with low academic performance are more likely to use humor as a coping strategy, and this is associated with a deterioration in academic performance. High academic students are more likely to find emotional support, and this is associated with improved academic performance. The research result can be used in the development of work programs of academic disciplines in a differentiated manner for senior and junior students.

The main purpose of differentiated learning is to provide opportunities for continuous development to any learner and relies on the existence of significant differences between learners. Teaching environment and instruction strategies created according to readiness, learning style, age and interests increase the learner’s motivation, involvement, the degree of achievement of the result, which lies in the formation of knowledge, skills and attitudes according to individual ability. The differentiation theory is employed in two different formats, the first based on teaching activities designed to take into account all learners’ modalities, when the student achieves maximum understanding of the issue with the activity corresponding to his/her dominant modality, and the second format is designed to form groups according to the learning modality and to select appropriate assignments for them; the weakness of the latter is the recognition of the student’s modality by the teacher. According to studies, the desired result is given by the mixed use of both formats.

The importance of education in huma development has been reconfirmed by adopting Agenda 2030, Sustainable Development Goal (EDC) 4 Quality education focusing on ensuring high quality, inclusive and equitable education for all and promoting lifelong learning opportunities. Sustainable Development Goals can be addressed as a paradigm for reviewing and reorienting current education. At the same time, despite achievements, higher education faces more challenges, both at the system level and outside the system. At system level, we mention transformations with reference to the context of education, learning format, learning organization, the relationship between school and university, the teaching process, the role of the teacher, the role and nature of the student. Challenges outside the system are: migration, poverty, demographic aging, climate change, ensuring equality and equity etc. Thus, this article addresses the trends and challenges for the higher education system at the current stage. In a sense, education must lead to empowerment: through education, people can acquire the ability to make decisions and act effectively in accordance with these decisions. Thus, education consists in the development not only of personal qualities, but also of social ones; the dialogue between staff and colleagues, between common and individual interests, between rights and obligations.

Einleitung: Die Charité führte Problemorientiertes Lernen (POL) 1999 im Reformstudiengang (RSM) und 2010 im Modellstudiengang (MSM) ein. Im RSM führte POL zu einer hohen Studienzufriedenheit. Eine Befragung der Lehrenden und Studierenden zu POL soll die Frage klären, ob POL auch im MSM erfolgreich etabliert werden konnte. Methodik: Die Studierenden (n=2083) und POL-Lehrenden (n= 65) aus sieben Semestern MSM und zwei Semestern RSM (n=60 Studierende, n=10 POL-Lehrende) wurden mit einer 10- stufigen Likert-Skala zu ihrer Gesamtzufriedenheit mit POL befragt (1=sehr schlecht; 10=sehr gut). Zusätzlich enthielten die Fragebögen für die Studierenden noch 25 Items und für die Lehrenden 19 Items, die mittels 5-stufiger Likertskala (1=trifft nicht zu; 5=trifft zu) beantwortet wurden und zu einer Aufschlüsselung verschiedener Aspekte der POL-Zufriedenheit führen sollten. Ergebnisse: Es nahmen 1146 MSM-Studierende (Rücklauf 55,0%) und 49 RSM-Studierende (Rücklauf 81,7%) teil. Bei den 275 Lehrenden war der Rücklauf 54,2%, davon 49% nicht- ärztliches und 51% ärztliches Lehrpersonal. Die Gesamtzufriedenheit aller Studierenden betrug 6,26 im Median, wobei sich MSM- Studierende (Median 6,18) von RSM-Studierenden (Median 8,35) signifikant unterschieden. Die Zufriedenheit mit POL in Abhängigkeit von der POL- Erfahrung zeigte signifikante Unterschiede. Studierende mit sehr geringer (null bis ein Semester POL) und sehr hoher (über sechs Semester POL) Vorerfahrung zeigen die höchste Zufriedenheit mit POL. Die Gesamtzufriedenheit der Lehrenden betrug im Median 7,02, wobei POL-Lehrende aus klinischen und klinisch-theoretischen Bereichen signifikant zufriedener mit dem Lehrformat waren als POL-Lehrende aus vorklinischen Fächern. Es gab jedoch keine signifikanten Unterschiede zwischen MSM- und RSM-Lehrenden (p=0,14), auch nicht zwischen ärztlichem und nicht-ärztlichem Personal (p=0,053). Schlussfolgerung: RSM-Studierende waren signifikant zufriedener mit POL als MSM- Studierende. Dies könnte daran liegen, dass POL im RSM eine Alternative zum Regelstudiengang war, während POL im MSM für alle Studierenden obligat ist. Insbesondere in Semestern mit hoher Lernbelastung (parallel laufender Präparierkurs im dritten und vierten Semester) empfinden die MSM-Studierenden POL als Belastung. Für POL-Lehrende hat sich ein obligates Training vor dem Ersteinsatz bewährt. Als Konsequenz für POL im MSM ist zu fordern, dass die Prüfungsrelevanz der POL-Lernziele deutlicher erkennbar sein sollte, und dass eine Steigerung der POL-Komplexität in den höheren Semestern für die POL-Akzeptanz dringend notwendig ist. Nachbefragungen von ehemaligen Studierenden sollten (ebenso wie in Maastricht) etabliert werden, um Aspekte zur Verbesserung des Lehr- und Lernformats POL zu identifizieren und die Studierenden möglichst umfassend auf die Krankenhausrealität vorzubereiten., Introduction: In 1999, Charité University Medicine introduced Problem-based Learning (PBL) into the medical reform track (RSM) and 2010 into the medical model track (MSM). PBL rendered a high learning satisfaction among RSM students. A systematic evaluation of PBL among teachers and students of Charité is conducted in order to assess, if PBL has been implemented succesfully. Methods: Students (n=2083) and PBL teachers (n=265) of seven MSM semesters and two RSM semesters (n=60 students, n=10 PBL teachers) were interviewed about their satisfaction with PBL (10-step Likert-scale: 1=very dissatisfied; 10=very satisfied). Additionally there were 25 items for students and 19 items for teachers on the questionnaire (5-step Likert-scale: 1=not true; 5=true) in order to provide a detailed view on different aspects of PBL. Results: 1146 MSM students (response rate 55.0%), 49 RSM students (response rate 81.7%) and 54.2% of 275 PBL teachers participated in this systematic evaluation (49% non-medical and 51% clinician faculty). Average satisfaction among students was 6.26 (median), presenting a significant difference between MSM students (median 6.18) and RSM students (median 8.35). Correlating PBL satisfaction with PBL experience, results demonstrated that students with low and high experience (less than two PBL semesters and more than six semesters PBL) displayed the highest satisfaction level. General satisfaction with PBL among teachers was 7.02 (median). PBL teachers with clinical and clinical theoretical background were significantly more satisfied with PBL as a teaching format than those from preclinical subjects. A significant difference in PBL satisfaction was neither identified between MSM and RSM teachers (p=0.14) nor between medical and non-medical faculty (p=0.053). Conclusion: RSM students show significantly higher PBL satisfaction level than MSM students. This might be due to the fact that PBL had been a facultative alternative to the traditional track in RSM, whereas PBL is obligatory for every MSM student now. Especially during semesters with intensive study strain (dissection course during third and fourth semester) students conceive PBL as an additional burden. Standardized PBL Teacher Training (PTT) prior to their first PBL lessons has proven to pay off. Consequently, it is reasonable for PBL in MSM that learning objectives obtain higher relevance for exams. Augmentation of PBL complexity in higher semesters is highly recommended to improve PBL acceptance among students. Follow-up evaluations of alumni (as done in Maastricht) need to be established in order to identify aspects for PBL enhancement and, moreover, to prepare students for the reality of their professional life.

Background: Spacing of teaching sessions may provide the learner with more opportunities to elaborate and process learning contents. Hence, distributing a certain amount of teaching hours over a longer time period (spaced format) may result in better learning than delivering the same amount within a[for full text, please go to the a.m. URL], Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA)