Search

Introduction. The new digital economy and its constantly evolving paradigm have completely transformed the model of doing business and the learning methods. MOOCs (massive-open-online-courses) and micro-credentials are the educations interfaces, have become an important teaching environment tool. Distance learning has become an indispensable alternative teaching method in updating and transferring classical education materials according to real-world settings, especially for learners in higher education.Aim. The current research is aimed to address the society's readiness and attitude direction to the concept of MOOCs and distance learning, highlighting its emergence and inevitability for educational institutions of all types in order to make a fundamental change in their curricula, especially in e-business courses, which are the most demanded training courses on MOOCs platforms.Methodology and research methods. In the study, the awareness and recognition of the online community on the MOOCs concept is examined. In this direction, Turkish people's perception and attitudes toward MOOCs have been addressed via sentiment analysis on Eksi Sozluk, the largest social communication and discussion platform in Turkey.Results. According to the sentiment analysis results, it has been determined that 52% of respondents have positive judgments on distance education and MOOCs, 29% of responses are neutral and 18% are negative. In general, distance education and MOOCs are perceived as a useful new education model by the Turkish people.Scientific novelty. This paper is the first sentiment analysis of learners' opinions on MOOCs and distance learning in Turkey. Considering the increasing awareness of MOOCs and the need for e-business education, as the most demanded type of MOOCs, this is the first study investigating the priority of these two phenomena within the context of COVID-19.Practical significance. It is thought that this study will contribute to the stakeholders in terms of showing how MOOCs and micro-credentials have a high potential to understanding trends in education especially in the new normal after the COVID-19 pandemic. The holistic education model of institutions has difficulty meeting the competitive nature and result-oriented approach of the e-business ecosystem. This market reality requires the institutions to offer more to-the-point and applied education solutions. In terms of e-business (e-commerce, digital marketing) education, the importance of MOOCs as a solution-focused on “how” rather than “what” has been comprehensively discussed in the paper. Введение. Новая цифровая экономика и ее постоянно развивающаяся парадигма полностью изменили модель ведения бизнеса и методы обучения. MOOK (массовые открытые онлайн-курсы) и программы микроквалификаций - это образовательные интерфейсы, которые превратились в важный инструмент учебной среды. В высших учебных заведениях дистанционное обучение стало незаменимым альтернативным методом преподавания при обновлении и передаче классических учебных материалов в соответствии с реальными условиями.Цель данного исследования - определить готовность и отношение общества к концепции МООК и дистанционного обучения, а также подчеркнуть неизбежность их использования в образовательных учреждениях любого уровня, для того чтобы внести фундаментальные изменения в учебные планы, особенно в программы курсов электронного бизнеса - наиболее востребованного направления образовательных курсов на платформах МООК.Методология и методы исследования. В исследовании анализируется осведомленность общества о концепции MOOK. Восприятие и отношение респондентов к МООК было рассмотрено с помощью сентимент-анализа на платформе Eksi Sozluk (социальная коммуникационно-дискуссионная онлайн-площадка). Результаты. Согласно результатам сентимент-анализа, 52 % опрошенных оценивают дистанционное обучение и МООК положительно, 29 % - нейтрально и 18 % - отрицательно. В общем, дистанционное образование и МООК воспринимаются респондентами как новая полезная модель образования. Научная новизна. Авторы впервые провели сентимент-анализ мнений о МООК и дистанционном обучении среди пользователей этих платформ в Турции. Это первое исследование, в котором рассматривается приоритетность растущей осведомленности о МООК и необходимости в дистанционном бизнес-образовании как наиболее предпочтительном типе МООК в условиях пандемии COVID-19. Практическая значимость. Предполагается, что данное исследование будет способствовать демонстрации заинтересованным участникам того, что МООК и программы микроквалификаций имеют высокий потенциал для осмысления тенденций изменения образования, особенно в условиях модели новой нормальности после пандемии COVID-19. Целостная образовательная модель учреждения образования сопряжена с трудностями в плане соответствия конкурентному характеру и ориентированному на результат подходу экосистемы электронного бизнеса. Рыночная реальность требует, чтобы учебные заведения предлагали более целенаправленные и прикладные образовательные решения для развития данной сферы обучения. Что касается курсов электронного бизнеса (электронная коммерция, цифровой маркетинг), то важность MOOК как решения, ориентированного на то, как, а не что, подробно обсуждается в статье. The present research is supported by Inonu University Scientific Research Projects Coordination Unit (Project No. SBA-2021-2442). Данное исследование поддержано Отделом координации научно-исследовательских проектов Университета Инёню (проект № SBA-2021-2442).

Introduction. In the modern educational space, an intensive digital transformation is currently taking place, which imposes new requirements for teacher competencies. This determines the relevance of setting goals and solving problems in order to develop up-to-date models for improving the qualifications of teachers of vocational education and training (VET). The paper discusses the current state of the development of digital competencies of teachers and teachers of Serbia and Russia in line with the European Digital Competence Framework (DigComp) and the European Digital Competence Framework for Educators (DigСompЕdu). The paper includes an analysis of the peculiarities of vocational education and training systems, as well as the directions of further training of teachers, conducted by participants in the international project “Professional Development of Vocation Education Teachers with European Practices (Pro-VET)”. In order to better understand national contexts, the content of the reports of the participating countries of the project was analysed in the context of the EU policy and strategy for the development of digital competency of VET teachers. In this article, the authors focus on exploring digital competencies required of VET teachers within the European Digital Competence Framework for Educators (DigСompЕdu) to identify digital competencies and development needs of Serbian and Russian VET teachers when working in online learning environments. The aims of the research are the following: 1) to compare the educational needs of Russian and Serbian VET teachers in the development of their digital pedagogical competencies; 2) to identify the theoretical and practical base for VET teachers’ digitally competent development programme design in the context of online learning according to the best European practices in the field of VET. Methodology and research methods. The development of the model was based on learning theories, didactics and practical approaches to soft skills development in online learning environments. The research has been conducted by the means of document analysis, theoretical analysis and synthesis methods, comparative method, modelling method and expert estimation method. Results and scientific novelty. Key aspects of VET teacher training systems in Russia and Serbia are compared and needs in development of digital pedagogical skills of Russian and Serbian VET teachers are identified. A developed model of VET teachers’ digitally competent development programme design in the context of online learning according to best European practices in this fields is represented by two components: structural and functional. The structural component of VET teachers’ digitally competent development model contains: learning theories and didactics, adult learning theories, soft skills development approaches in online learning, learning outcomes development approaches. The functional component of the model contains: national and European educational policy, strategies in the field of digitalisation of education and the development of digital competencies of teachers, European Union policies related to online learning; pedagogical, psychological and didactical design parameters of the content of advanced training programmes in the context of e-learning. Practical significance. The demonstrated model is being tested in the framework of the implementation of the international Pro-VET project supported by ERASMUS+. Methodological approaches, procedure and tools of VET teachers’ digitally competent development are being developed and tested. The application of digitally competent development programmes ensures the transparency of training and allows for the correlation of national and international training programmes as well as the development of academic and professional mobility of VET teachers. The process of designing such educational training programmes in online environment for VET teachers has begun at some universities in Russia and Serbia (participants of the project). The developed online training programmes can be used as a basis to design more quality online courses beyond the Pro-VET project in the sphere of professional development for VET teachers.

Introduction . Professional training of the people possessing a wide range of entrepreneurial competencies is becoming an imperative in the conditions of a post-industrial society development characterized by a focus on innovation, priority of knowledge, a high level of competition and involvement of a big proportion of population in service industries. Universities are charged to play a key role in developing highly qualified specialists with an extensive creative and intellectual potential capable of implementing various business projects and becoming a driving force of a sustainable economic growth in their countries. Therefore, there is a big interest in practices of developing graduates’ entrepreneurial culture and literacy established in universities of developed countries. Aim . The article is aimed at systematizing the existing experience of the US and UK universities in delivering entrepreneurship education based on academic models as well as considering a possibility of adapting the most efficient conceptions, teaching approaches and techniques within the Russian higher education system. Methodology and research methods . The methods include a qualitative analysis of the concepts “entrepreneurship education” and “entrepreneurial competencies”. A case study method was used for describing the academic models applied for teaching entrepreneurship in different universities. Results and scientific novelty . The processes and outcomes of entrepreneurship training in the US and UK higher educational institutions were characterized and compared. The paper provides the description of the academic models applied at the leading universities for providing business education. They integrate the elements of experiential learning, multidisciplinary, multicultural, interactive, learner-centered teaching approaches to developing entrepreneurial behavior patterns, key and variable competencies and “soft” skills. The paper reveals the problems and drawbacks of entrepreneurship education delivery within the Russian higher education: a discrepancy between the competencies fixed in university curricula and the ones actually needed; an inadequacy of teaching methods and absence of consistency in the course of students’ acquisition of theoretical knowledge and practical skills for efficient entrepreneurship activity. Practical significance . The recommendations for improving entrepreneurship education in the Russian higher education system were proposed. The authors grounded a need for implementing an academic model of experiential learning, which enables graduates to develop entrepreneurial competencies and acquire a system of knowledge in the field of entrepreneurship.

The paper is devoted to the urgent issue of moral personality formation in the framework of the modern education system. Both the society and education specialists are concerned about the unsatisfactory moral education of the growing generation. For solving the problem of moral revival, the author considers the Russian pedagogical heritage - in particular, philosophical and publicistic works of F. M. Dostoyevsky and L. N. Tolstoy. The paper provides the modern definition of spirituality as the intellectual essence of the human being, based both on the deep knowledge of nature, society, human individuality and humanistic or religious values outweighing the selfish needs. In author’s opinion, the pedagogical concepts developed by Dostoyevsky and Tolstoy are still relevant, being aimed at developing a free personality and addressing the universal human values. The ideas and concepts of the 19th century’s outstanding thinkers perfectly correspond with the currently proclaimed educational content: they define the man as the highest society value; direct all the principles and parenting practices of spiritual and ethic education at creativity development, self-development, and self-improvement; and acknowledge the student’s right of individuality.

Introduction. The issue of the global educational crisis was outlined by Ch. P. Snow and denoted by Ph. H. Coombs more than sixty years ago. The viewpoints on this problem outspoken ever since are diversified, but it did not lead to blunting of acuteness thereof. It gives the evidence of the necessity to go on revealing and studying the reasons creating the global educational crisis, of which the rapid growth of scientific knowledge and its accelerated differentiation are outlined by researchers as primary ones. It determines the topicality of researching the structure of scientific knowledge, which is a determinant of the basic education content through the lens of the history of science.The aim of the present study is substantiating of the idea that the basic reason of the world educational crisis is a result of strengthening of scientific knowledge differentiation due to acceleration of its volume growth and developing the approach to overcome the crisis.Methodology and research methods. The methodology of the study is based on the ideology of F. Klein (the Erlangen programme) and the ideas of E. Wigner about the levels of division of the scientific knowledge field (the totality of these ideas allows using them as a tool for description of the scientific knowledge structure and, consequently, of the structure of the education content, the determinant whereof it is); on the personal-activity approach developed by V. S. Lednev for the analysis of the structure of the education content, and on the approaches to description of the behaviour of complex systems on the base of regular laws established by synergetics.Results. Examining the history of development of the scientific knowledge structure within the ideology of F. Klein’s Erlangen programme allowed coming to the conclusion that in general it should be described as a result of the non-completed process of formation of the pattern of dividing the entire scientific knowledge field into three areas constituting three levels: phenomena of nature, laws of nature and the field of symmetry principles. In proportion to growing, each next level provides the previous one with its structure. The currently accepted classification of sciences is a horizontal section of the three-level pattern of dividing the scientific knowledge in the field of laws of nature.Scientific novelty. The paper evidences that the three-level pattern of dividing the scientific knowledge is formed in the course of the history of science as a basis of integration of the scientific knowledge, equalising the process of its differentiation, which shall allow optimising the content of general education with strengthening the integration of its disciplines.Practical significance. The ideas of the scientific knowledge structure, inherent to the three-level pattern of dividing the scientific knowledge, will be utilised as the basis for the formation of a new variant of the general education content structure, which will allow optimising it and mitigating the acuteness of the global educational crisis related to the progressing differentiation of scientific knowledge.

Introduction. Nowadays, it is hard to consider higher education of the 21st century without the global context. The increasing globalisation opens up many opportunities for higher education development, while becoming a challenge to national systems for the training of qualified professionals, including teachers. Thus, the internationalisation of teacher education is currently becoming one of the global trends.The aim of the present research was to investigate the state of involvement of future Russian educators in the processes of academic mobility.Methodology and research methods. The research is based on the theory of internationalisation of education in the conditions of increasing globalisation. In the course of the research, the authors used a mixed toolkit: analysis and generalisation of academic publications, statistical data (the Eurostat working papers and OECD’s reports) and sociological survey. 1714 students of the universities of Siberia took part in the sociological survey.Results and scientific novelty. The analytical reviews of literature revealed the shortage of academic publications on the problems of internationalisation of pedagogical education and the lack of statistics in the Russian Federation on the academic mobility of future teachers. Based on the results of theoretical analysis, the levels of study of academic migration of students of pedagogical specialties were determined – geopolitical, organisational and personally-oriented. A questionnaire has been developed to ascertain the degree of academic mobility of students. This questionnaire includes scanning the portfolio of respondents, finding out their status and motivation to participate in the internationalisation process and academic exchange programmes. The analysis of the results demonstrates the low level of involvement of students of Siberian universities in the academic mobility programmes against the background of their high degree of readiness to study at other universities, including universities abroad. The reasons for non-involvement are identified.Practical significance. The recommendations for changing the critical situation are proposed. It is highlighted that academic mobility should take an important place in both the curriculum of Russian universalities and the individual educational routes. It is necessary to support academic mobility and form a new teacher’s professional identity in the global context.

Introduction. The formation of information society is followed, on the one hand, by unprecedented acceleration of rates of scientific and technological progress, and on the other – by activisation of sociocultural communications, which have to be focused on the ideas of respect for an individual and his or her rights, cooperation and assistance, tolerance and mutual understanding based on dialogical relations between subjects of communication (both between specific individuals and social groups). In the light of the contemporary realities, such an important component of socialisation of an individual as education in its traditional form, formed within the framework of the monological type of communications, ceases to meet the requirements of the present day. There many changes. In particular, the ideas of directive presentation of disciplines, domination of a teacher at classes, the understanding of professionalism of a specialist as having mastered a fixed amount of knowledge fall into the background. The aim of the paper was to justify the need for a gradual transition to personally-oriented teaching by introducing a dialogical teaching model into the higher education system. Methodology and research methods. The work on the article was carried out on the basis of comparative analysis and generalisation of modern scientific literature on the problems and specifics of theoretical justification and practical application of the dialogical model of education in the educational process; as well as comparison of the already established monological educational paradigm with a conceptually new approach to the learning process. Results and scientific novelty. Today, education is increasingly beginning to be recognised as a priority area of investment in people. It is stated that an urgent task at the nowadays period of the reforming of Russian education and our society in whole is the education of a creative and responsible person with communicative culture. This means that the educational process must be reoriented from the formal reproduction of concepts, techniques and ways of thinking to development of creative thinking of students. The wide application of such productive forms of pedagogical communication as educational dialogue and educational discussion will contribute to the problem solution. The most researchers who addressed this issue repeatedly pointed out that no new information and communication technologies can replace the teacher’s lively dialogue with students. Only by acquiring a real experience in the introduction of dialogue, students will be able to get professional skills and the ability to constantly self-education. The practice of dialogue promotes the development of a critical attitude to what others have said and the transformation of one’s own criticism into self-reflection. The problematic nature of the concept of “dialogue” is considered. The concept is not reduced to any one educational paradigm, and its content is generated directly in the course of pedagogical communication. Thus, in order to not get a mass consumer form a “mosaic” culture but to educate a competent specialist and a socially responsible person (the author of the act, according to Mikhail M. Bakhtin), it is necessary to shift the emphasis in the educational process from the monologic type of communication to the dialogical one, intelligently combining both approaches and avoiding absolutisation on the latter, which threatens to slide towards a thoughtless pseudo-dialogue. Practical significance. The results of the research can be used as a methodological basis for the development and practical implementation of the dialogical model of education in the system of higher education.

Introduction. In today’s globalising world, science acquires a crucial importance: integrating humanity within the framework of solving global problems, it becomes one of the leading factors in social development, facilitating work and diversifying leisure time, as well as serving as an instrument of transformations in the political sphere. Undoubtedly, the social aspects of contemporary science are capturing the attention of a huge number of researchers. However, it is not clear that all areas of the sociology of science treat the object of their study in the same way.Aim. A lack of reflection on the unity or otherwise in the understanding of the essence of science in the various fields of sociological research makes it difficult to compare different theories of the institutional, cultural, social and communicative contexts of scientific development. An urgent methodological task therefore consists in developing an understanding of the various definitions of the concept of “science” used in the framework of contemporary sociological analysis of this phenomenon.Results and scientific novelty. In this paper, two dominant sociological views on science – as an experimental-mathematical approach to cognising the world and as a system of representations in general – are compared. We conclude that while researchers studying institutional aspects of science tend to interpret it in terms of the “heritage” of post-Enlightenment European rationalism, constructionist and communicatively-oriented researchers tend to approach science as the system of knowledge and cognition that is formed in any human society, having its own specific sociocultural features in each respective case. While each of these two approaches undoubtedly has its own methodological potential, in order to provide such a diverse field of studies with a common ground, it would be necessary to balance them with a third aspect. We argue that this balancing role, since both common for all mankind and unique for every culture, could be played by Heidegger’s conceptualisation of science as “the theory of the real”.Practical significance. In order to avoid a pluralism of incompatible theories, it is important to continually pose the question “what is the object of study when conducting a sociological study of various scientific phenomena?” – as well as to understand the “limits of applicability” of the particular interpretation of science on which basis sociological analysis proceeds.

Introduction. A historical overview is often quite useful in search for answers to some pressing issues. Learning from others can also help to cope with separate current problems. One of such problems encountered by modern Russian professional education is restoration and consolidation of its practice orientation through selection of an appropriate content and upbringing of youth in the course of pre-employment process. A considerable variety of material in this regard has been accumulated over the last several centuries in Germany.The aim of this paper was to analyse the cause-and-effect relationships of developmental priorities in the German professional pedagogy during the 18th – early 20th centuries.Methodology and research methods. System and comparative approaches were used as main methodological tools. The leading method was a comparative retrospective analysis, which allowed the authors to compare various scientific resources. In addition, the approaches of goal-setting and formalisation of expected results were applied. The content analysis and systematisation of documents and other historical and pedagogical resources were employed. In view of information extensiveness, the selection was compiled with the principle of necessity and sufficiency, i. e. reduction of excess data when maintaining the completeness of facts for continued use.Results and scientific novelty. The stages of formation and development of labour school were identified according to the ideas of the German scientists and the educational practice accepted in Germany during the considered historical period. The main directions of training through activity were characterised: philanthropinism, manualism, professionalism and activism. The influence of social and economic conditions on formation and transformation of various educational concepts was demonstrated, which constant despite everything was a combination of fundamental and applied components of vocational training. The continuity of pedagogical theory and practice of the past in the modern system of the German professional education was shown.Practical significance. The findings obtained by the Russian-German research team can be useful when developing and implementing flexible and adaptive differentiated curricula into modern vocational education in Russia.

Introduction . In the educational systems of different countries, much experience has been gained regarding the use of project-based learning. This method is an alternative to traditional lecture-based learning: it helps to pull together a theoretical training material with real life; additionally, it changes the roles of pupils and teachers: students become active fully-competent subjects of an educational process, whereas teachers organize, supervise and direct this process, but do not transfer readily available information. The aim of the publication is an analytical review of the cases of application of project-based learning in Finland, France, Australia, China and the USA, which were described in the articles of foreign peer-reviewed journals. Methodology and research methods. The methodological framework of the present research is based on systemic and active approaches. The general scientific methods of comparative analysis, synthesis and generalization were applied. The case study method was chosen as a basic tool of the research. Results. A brief background to the history of the genesis and development of project-based learning is given. The emphasized features of various approaches to project-based learning application are different in their orientation towards the solution of certain tasks, as well as in the possibilities for selecting goals and means for implementing specific projects. The case studies in Finnish universities are worked out for the development of social skills of students; however, students can choose both the goals and tools of project activities by themselves. The industrial project method has gained a wide popularity in France; the method is focused on the market, therefore, the choice of the goals and instruments is made on account of the needs of a particular employer. The experience of some Australian universities shows that the project-based learning is used to develop professional skills; the choice of instruments occurs with an orientation towards the latest technological advances. In China the key objectives of the project-based learning are various social projects (for example, environmental projects) which are declared at the governmental level. A broad range of versions of project-based learning have been practised for more than one decade in the leading United States universities, colleges and schools: social competences of students are formed by the means of this method; there is an introduction of innovative technologies into educational process; partnerships are build between educational organizations and market; comprehensive ecological programs are created; etc. However, at this stage, the project-based learning is singled out for serious criticism; the analysis of previous experience and the search for solutions are conducted in order to increase the efficiency of education and improve academic performance of students. Scientific novelty. In the Russian Pedagogy, this paper is the first attempt for understanding and generalizing the experience of international project-based learning application. Practical significance. The materials of the publication provide a possibility for education administrators and educators-practitioners to get familiarized with the educational potential and a variety of approaches of project-based learning in order to adopt the best and most appropriate methods towards the Russian realias and the Russian educational institutions.

The mission of education is changing according to the changing system of social values. Developed concepts related to the conformities of human growth determine the content, education and upbringing methods, pedagogic position and thinking, and way of life in educational institutions. The paper looks at the problems regarding the transition to the new educational paradigm. The author has conducted the historical review and retrospective analysis of the existing over the centuries educational paradigms: natural, civil, Christian, anthropological, and classical. The main emphasis is placed on the latter paradigm based on the principle of conformity to nature and learner’s perception and memorization of the ready-made educational material, since that out-of-date explanatory and illustrative traditional method still remains the most popular in pedagogic environment and dominating over the last three centuries in the world education. Lecture–workshop system of higher education appears to be its specific version based on the same theoretical principles. Most school teachers and academic staff at universities, colleges and vocational schools – some of them without special pedagogic education – work successfully according to Komensky, the founder of the class-lesson system of education. The comparison between the above mentioned classical paradigm and developing modern one in Russian educational system is given. The most significant contro- versies between the two educational models, preventing the implementation of the perspective innovations, are examined. It is emphasized that they can be solved on the theoretical and technological basis of the context teaching.

The paper deals with the interrelations between society, education and culture. Using the comparative analysis of classical approaches to defining the above spheres, the author comes to conclusion that the nature of socio-cultural processes can be explored and described most consistently by applying comprehensive models of the post-non-classical science and considering civilization, education and culture in the context of the unified dynamic flow of socio-cultural genesis. The research investigates the dialectics of socio-cultural processes in the light of systematic synergetic approach, the advancing role of education in socio-cultural dynamics being revealed and substantiated. The author emphasizes its inevitably rising priority due to sustained development of civilization bringing about the new environmentally-oriented meta-culture. The obtained results can be used in pedagogic research methodology, designing and modeling the educational process, its content, technology and organization.