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This paper presents a study of online teaching in higher education during the 2021/2022 school year, during the Covid 19 pandemic. The theoretical foundation of this research is Community of Inquiry (CoI) framework, according to which online teaching is realized through social presence (students’ interaction), teaching presence (student-teacher interaction) and cognitive presence (student-content interaction). This quantitative research was conducted in six countries: Serbia, Croatia, Bosnia and Herzegovina, Slovenia, Romania and Russia, and the answers were received from 808 students. At all participating faculties, online teaching was applied during the observed period, and in almost 80% of cases it was realized in full or to a greater extent than in in-person classes. The aim was to determine CoI presences and to identify possible differences among countries. The obtained data was processed with quantitative descriptive analysis and Kruskal–Wallis H test. The highest values of CoI presence were noted in Russia and Romania, then Slovenia and Croatia, and the lowest in Bosnia and Herzegovina and Serbia. In the whole sample, teaching presence has been most represented, followed by social presence, while the cognitive presence has been scored the least. Entire CoI presence was assessed as partially represented, as well as its three elements, the lowest of which is cognitive presence. In order to improve the online teaching process, in this paper technological and pedagogical training of teachers for online teaching, support for students for the use of digital tools for online learning and the provision of IT experts as necessary technical support are recommended.

This paper presents a study of online teaching in higher education during the 2021/2022 school year, during the Covid 19 pandemic. The theoretical foundation of this research is Community of Inquiry (CoI) framework, according to which online teaching is realized through social presence (students’ interaction), teaching presence (student-teacher interaction) and cognitive presence (student-content interaction). This quantitative research was conducted in six countries: Serbia, Croatia, Bosnia and Herzegovina, Slovenia, Romania and Russia, and the answers were received from 808 students. At all participating faculties, online teaching was applied during the observed period, and in almost 80% of cases it was realized in full or to a greater extent than in in-person classes. The aim was to determine CoI presences and to identify possible differences among countries. The obtained data was processed with quantitative descriptive analysis and Kruskal–Wallis H test. The highest values of CoI presence were noted in Russia and Romania, then Slovenia and Croatia, and the lowest in Bosnia and Herzegovina and Serbia. In the whole sample, teaching presence has been most represented, followed by social presence, while the cognitive presence has been scored the least. Entire CoI presence was assessed as partially represented, as well as its three elements, the lowest of which is cognitive presence. In order to improve the online teaching process, in this paper technological and pedagogical training of teachers for online teaching, support for students for the use of digital tools for online learning and the provision of IT experts as necessary technical support are recommended.

This paper presents a study of online teaching in higher education during the 2021/2022 school year, during the Covid 19 pandemic. The theoretical foundation of this research is Community of Inquiry (CoI) framework, according to which online teaching is realized through social presence (students’ interaction), teaching presence (student-teacher interaction) and cognitive presence (student-content interaction). This quantitative research was conducted in six countries: Serbia, Croatia, Bosnia and Herzegovina, Slovenia, Romania and Russia, and the answers were received from 808 students. At all participating faculties, online teaching was applied during the observed period, and in almost 80% of cases it was realized in full or to a greater extent than in in-person classes. The aim was to determine CoI presences and to identify possible differences among countries. The obtained data was processed with quantitative descriptive analysis and Kruskal–Wallis H test. The highest values of CoI presence were noted in Russia and Romania, then Slovenia and Croatia, and the lowest in Bosnia and Herzegovina and Serbia. In the whole sample, teaching presence has been most represented, followed by social presence, while the cognitive presence has been scored the least. Entire CoI presence was assessed as partially represented, as well as its three elements, the lowest of which is cognitive presence. In order to improve the online teaching process, in this paper technological and pedagogical training of teachers for online teaching, support for students for the use of digital tools for online learning and the provision of IT experts as necessary technical support are recommended.

The article shows that the unstable situation in the world leads to possible armed conflicts, affecting primarily children, experiencing various traumatic consequences. Such a situation arises in post-conflict regions and creates a need for teachers who possess the necessary competencies when teaching children with experience of traumatic effects. The purpose of the article is to study the state and trends in the development of psychological and pedagogical issues related to the use of collaborative learning technologies to form the psychological culture of future teachers in order to further work with children with experience of traumatic effects. It is shown that the analysis of the formation and development of the problems of group psychological corrective work is grounded on the basic principles identified by representatives of various directions. The authors propose to build the training of future teachers on the basis of a model of joint thinking for the subsequent organization of teachers’ interaction with children who have experience of traumatic effects. The authors analyzed the basic principles of group psychologically corrective work from the point of view of the possibilities of organizing joint thinking. The basic principles of the organization of training of future teachers were highlighted, their meaningful characteristics for the purposes of organizing joint thinking were given. A comparison of the principles of group psychological corrective work and the principles of the organization of joint thinking of future teachers is carried out. Their correlation and the importance of using joint thinking in organizing the training of future teachers and for conducting psychologically corrective work with children are shown.

The article shows that the unstable situation in the world leads to possible armed conflicts, affecting primarily children, experiencing various traumatic consequences. Such a situation arises in post-conflict regions and creates a need for teachers who possess the necessary competencies when teaching children with experience of traumatic effects. The purpose of the article is to study the state and trends in the development of psychological and pedagogical issues related to the use of collaborative learning technologies to form the psychological culture of future teachers in order to further work with children with experience of traumatic effects. It is shown that the analysis of the formation and development of the problems of group psychological corrective work is grounded on the basic principles identified by representatives of various directions. The authors propose to build the training of future teachers on the basis of a model of joint thinking for the subsequent organization of teachers’ interaction with children who have experience of traumatic effects. The authors analyzed the basic principles of group psychologically corrective work from the point of view of the possibilities of organizing joint thinking. The basic principles of the organization of training of future teachers were highlighted, their meaningful characteristics for the purposes of organizing joint thinking were given. A comparison of the principles of group psychological corrective work and the principles of the organization of joint thinking of future teachers is carried out. Their correlation and the importance of using joint thinking in organizing the training of future teachers and for conducting psychologically corrective work with children are shown.

The article shows that the unstable situation in the world leads to possible armed conflicts, affecting primarily children, experiencing various traumatic consequences. Such a situation arises in post-conflict regions and creates a need for teachers who possess the necessary competencies when teaching children with experience of traumatic effects. The purpose of the article is to study the state and trends in the development of psychological and pedagogical issues related to the use of collaborative learning technologies to form the psychological culture of future teachers in order to further work with children with experience of traumatic effects. It is shown that the analysis of the formation and development of the problems of group psychological corrective work is grounded on the basic principles identified by representatives of various directions. The authors propose to build the training of future teachers on the basis of a model of joint thinking for the subsequent organization of teachers’ interaction with children who have experience of traumatic effects. The authors analyzed the basic principles of group psychologically corrective work from the point of view of the possibilities of organizing joint thinking. The basic principles of the organization of training of future teachers were highlighted, their meaningful characteristics for the purposes of organizing joint thinking were given. A comparison of the principles of group psychological corrective work and the principles of the organization of joint thinking of future teachers is carried out. Their correlation and the importance of using joint thinking in organizing the training of future teachers and for conducting psychologically corrective work with children are shown.

The article presents the results of an empirical study of the collaborative solution of thinking problems by groups of students. The study was conducted in the context of educational activities when students solve educational problems. The student group was divided into subgroups of four people; each subgroup was given a learning task. In accordance with the author’s ideas, collaborative thinking is carried out through the implementation of the following functions: generation, selection, meaning transfer, implementation. These functions are distributed among participants in collaborative problem solving. The purpose of the study was to study the distribution of functions when students collaboratively solve thinking problems. To study the distribution of functions, the author used a questionnaire to determine the distribution of functions between students. The author has shown that in the process of collaborative problem solving, functions are distributed among the participants. It is revealed that in the processes of collaborative solution of thinking tasks, each group of students has a unique combination of functions, which the author defines as the group’s thinking style.

The paper presents the results of an empirical study of the emotional characteristics of students when solving thinking problems. The study used an experiment that simulates a students’ collaborative solution to the puzzle-doing problem. To study emotional variables, we used the method of B.I. Dodonov for determination of the general emotional orientation. To investigate feelings experienced by students, we used the method of K. Isard. According to the authors, the following types of general emotional orientation (with decrease) are dominated among students: altruistic, communicative, and mixed types. All students showed the dominance of emotions of interest, joy and surprise under the decision processes, regardless of the emotional type of personali-ty. It was revealed that under the processes of solving thinking problems, students with the dominance of various types of emo-tional orientation showed a different ratio of emotions. Four strategies of solving thinking problems were identified, which are characterized by the representation of various emotions.

The article presents the results of an empirical study of the collaborative solution of thinking problems by groups of students. The study was conducted in the context of educational activities when students solve educational problems. The student group was divided into subgroups of four people; each subgroup was given a learning task. In accordance with the author’s ideas, collaborative thinking is carried out through the implementation of the following functions: generation, selection, meaning transfer, implementation. These functions are distributed among participants in collaborative problem solving. The purpose of the study was to study the distribution of functions when students collaboratively solve thinking problems. To study the distribution of functions, the author used a questionnaire to determine the distribution of functions between students. The author has shown that in the process of collaborative problem solving, functions are distributed among the participants. It is revealed that in the processes of collaborative solution of thinking tasks, each group of students has a unique combination of functions, which the author defines as the group’s thinking style.

The article presents the results of an empirical study of the collaborative solution of thinking problems by groups of students. The study was conducted in the context of educational activities when students solve educational problems. The student group was divided into subgroups of four people; each subgroup was given a learning task. In accordance with the author’s ideas, collaborative thinking is carried out through the implementation of the following functions: generation, selection, meaning transfer, implementation. These functions are distributed among participants in collaborative problem solving. The purpose of the study was to study the distribution of functions when students collaboratively solve thinking problems. To study the distribution of functions, the author used a questionnaire to determine the distribution of functions between students. The author has shown that in the process of collaborative problem solving, functions are distributed among the participants. It is revealed that in the processes of collaborative solution of thinking tasks, each group of students has a unique combination of functions, which the author defines as the group’s thinking style.

The paper presents the results of an empirical study of the emotional characteristics of students when solving thinking problems. The study used an experiment that simulates a students’ collaborative solution to the puzzle-doing problem. To study emotional variables, we used the method of B.I. Dodonov for determination of the general emotional orientation. To investigate feelings experienced by students, we used the method of K. Isard. According to the authors, the following types of general emotional orientation (with decrease) are dominated among students: altruistic, communicative, and mixed types. All students showed the dominance of emotions of interest, joy and surprise under the decision processes, regardless of the emotional type of personali-ty. It was revealed that under the processes of solving thinking problems, students with the dominance of various types of emo-tional orientation showed a different ratio of emotions. Four strategies of solving thinking problems were identified, which are characterized by the representation of various emotions.

The results of psychometric analysis of the new technique of thinking styles diagnostics are presented. The fundamental principles of thinking style concept by A. Belousova, according to which the thinking style is determined by the dominance of a person’s function in the structure of thinking activity during the problem solving, are covered. In accordance with A. Belousova’s ideas that the collaborative thinking activity as a self-organizing system is carried out by means of functions assumed by each participant: function of generating ideas, the function of selection (review and evaluation of information), functions of sense transfer and function of implementation. Thinking of adult, acting as a complex self-organizing system, combines the same functions: generation, selection, sense transfer and implementation. In this connection, we believe that the thinking style is defined as a characteristic set of functions actualized by a person in different situations of the problem solving. Domination of generation function determines the development of initiative thinking style, selection - critical, sense transfer - administrative, implementation - practical. The results of testing the reliability and validity of a new questionnaire for the thinking style diagnostics on a representative sample of Russians are given. The author’s version of the questionnaire is presented.

The results of psychometric analysis of the new technique of thinking styles diagnostics are presented. The fundamental principles of thinking style concept by A. Belousova, according to which the thinking style is determined by the dominance of a person’s function in the structure of thinking activity during the problem solving, are covered. In accordance with A. Belousova’s ideas that the collaborative thinking activity as a self-organizing system is carried out by means of functions assumed by each participant: function of generating ideas, the function of selection (review and evaluation of information), functions of sense transfer and function of implementation. Thinking of adult, acting as a complex self-organizing system, combines the same functions: generation, selection, sense transfer and implementation. In this connection, we believe that the thinking style is defined as a characteristic set of functions actualized by a person in different situations of the problem solving. Domination of generation function determines the development of initiative thinking style, selection - critical, sense transfer - administrative, implementation - practical. The results of testing the reliability and validity of a new questionnaire for the thinking style diagnostics on a representative sample of Russians are given. The author’s version of the questionnaire is presented.

The results of psychometric analysis of the new technique of thinking styles diagnostics are presented. The fundamental principles of thinking style concept by A. Belousova, according to which the thinking style is determined by the dominance of a person’s function in the structure of thinking activity during the problem solving, are covered. In accordance with A. Belousova’s ideas that the collaborative thinking activity as a self-organizing system is carried out by means of functions assumed by each participant: function of generating ideas, the function of selection (review and evaluation of information), functions of sense transfer and function of implementation. Thinking of adult, acting as a complex self-organizing system, combines the same functions: generation, selection, sense transfer and implementation. In this connection, we believe that the thinking style is defined as a characteristic set of functions actualized by a person in different situations of the problem solving. Domination of generation function determines the development of initiative thinking style, selection - critical, sense transfer - administrative, implementation - practical. The results of testing the reliability and validity of a new questionnaire for the thinking style diagnostics on a representative sample of Russians are given. The author’s version of the questionnaire is presented.

This article presents research devoted to the issues of the collaborative thinking activity in preschool age. The approach to the study of the collaborative thinking activity as a system that operates on different levels is shown. There is a detailed analysis of the communicative sphere of preschool children collaborative thinking activity provided in the form of some of the characteristics of dialogue.

This article presents research devoted to the issues of the collaborative thinking activity in preschool age. The approach to the study of the collaborative thinking activity as a system that operates on different levels is shown. There is a detailed analysis of the communicative sphere of preschool children collaborative thinking activity provided in the form of some of the characteristics of dialogue.

This article presents research devoted to the issues of the collaborative thinking activity in preschool age. The approach to the study of the collaborative thinking activity as a system that operates on different levels is shown. There is a detailed analysis of the communicative sphere of preschool children collaborative thinking activity provided in the form of some of the characteristics of dialogue.