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Copyright of Bylye Gody is the property of Cherkas Global University Press 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.)

Copyright of Journal of Social Research & Behavioral Sciences / Sosyal Araştırmalar ve Davranış Bilimleri Dergisi is the property of Journal of Social Research & Behavioral Sciences 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 focuses on the research of the implementation of the Concept for the Development of the Slovak Educational System in Hungary, the so-called Our Compass Concept, which was presented in 2017 by the National Slovak Self-Government in Hungary. After a short historical excursion of Slovak education in Hungary, the author focuses on the importance of Slovak education in Hungary for the preservation of the Slovak minority in this territory. It is for this reason that supporting the functioning of the Slovak school system is important. The article presents the support of education "from above" in the form of research on the implementation of the aforementioned concept. At the same time, the author supplements the research with a "bottom-up" approach, in which she presents feedback from Slovak teachers working in Hungary. The data from Slovak teachers come from a questionnaire survey in 2019, and in this study, questions were processed where the teachers expressed their opinions both on the aforementioned concept of the development of Slovak education in Hungary, as well as on the extent to which the selected measures contribute to the functioning of the school system where they work. [ABSTRACT FROM AUTHOR]

As one of the symbols of the initial establishment of modern Chinese scholarship, the discipline of foreign literature emerged in the evolution of modern national education trends and changes in national education, which is the inevitable result of Chinese learning from the West since modern times. With the deepening of Chinese understanding of the values and connotations of Western studies, the reformists represented by Kang Youwei and Liang Qichao played an important role in the reform of national education and the creation of foreign literature discipline. They not only have a profound discourse of national education, linking national education with the era proposition of saving the nation from subjugation, but also notice and introduce foreign literature to varying degrees. Their thinking and practice have laid an important foundation for the development of foreign literature discipline in national education in the future. [ABSTRACT FROM AUTHOR]

ABSTRACT: Secondary education in Algeria follows competency-based frameworks that encourage an integrated approach involving multidisciplinarity, project-based pedagogy, and educational technology. The aim of French as a Foreign Language (FLE) education programs is to create a training framework that aligns with communication practices supported by educational technology, promoting the enhancement of language and intercultural skills. More than just a passing trend, hybrid teaching is an approach that combines in-person and remote classes in both synchronous and asynchronous modes. This approach reduces the student load and provides flexibility on various levels, including greater accessibility to education with fewer constraints related to space and time. However, to ensure effective human-technology interactions, significant attention has been given to training educators in the use of ICT (Information and Communication Technology) devices, both digital and audiovisual, and the associated methodologies. This study focuses on the feasibility of hybrid teaching and its potential for developing 21st-century skills. RÉSUMÉ : L’enseignement au secondaire en Algérie reprend les référentiels de compétences qui encouragent à entreprendre dans une démarche intégrant la pluridisciplinarité, la pédagogie de projet, le numérique éducatif et créatif. Ce qui est visé dans les programmes de l’enseignement du FLE, c’est de développer un dispositif de formation en rapport avec les pratiques communicationnelles soutenues par le numérique éducatif, vecteurs d’amélioration de compétences langagières et interculturelles. Bien plus qu’une nouvelle tendance, l’enseignement hybride est un dispositif dont la mise en place offre la possibilité de combiner des cours en présence et à distance en mode synchrone ou asynchrone. Ce qui permet de diminuer le flux des apprenants et d’assurer la souplesse sur plusieurs niveaux, dont une meilleure accessibilité de la formation, en inscrivant moins de contraintes en rapport avec l’espace et le temps. Toutefois, pour assurer les interactions humaines-interactions technologiques, la formation du personnel enseignant aux matériels et aux méthodologies d’emploi des dispositifs TIC (numériques et audiovisuels) a reçu un intérêt majeur de la part des responsables du secteur de l’éducation. Dans cette étude, notre intérêt reprend la problématique de la faisabilité d’un enseignement hybride, mais aussi de la possibilité du développement des compétences du 21e siècle.

The article analyses the views of a prominent representative of the Tatar emigration, teacher, journalist, and public figure Rukiya Mukhammadish on the Tatar woman and her role in the fate of the people. The work is accompanied by a publication written by Rukiya Mukhammadish in the newspaper “Milli Bayraq”, which was published in Mukden, Manchuria in 1935–1945. The publication made a considerable contribution to the enlightenment and the cultivation of national identity among the Tatars in the Far East. The presented source is dedicated to highlighting the role of the Tatar woman in the national education, life and history of the people in various periods of its existence. In the article “Woman in the Life of Our Nation”, R. Mukhammadish sets a goal to show the place of women in the family, in the life of the people and the state, and gives examples from various historical sources. According to the author, the position of women in the Turkic society was quite free; they were distinguished by their courage, determination and participated in solving not only family but also state-related issues. Women of the Golden Horde participated in the government affairs; in the Kazan Khanate, they ruled the country. The upbringing of mothers and Abystays helped to preserve Islam, their native language, and folk traditions. Thus, women fulfilled their responsibilities not only to their family, but also to the people and the country. The purpose of the presented article is to raise the national self-awareness (“milli barlyk”) of Tatar emigrants and disseminate historical knowledge among them. The relevance of documents of this nature lies in the fact that they are valuable sources for studying the life and features of the development of social and pedagogical thought of the Mukhadzhir Tatars.

The name of Sarah Kasymovna Shakulova, the daughter of an honorary citizen of Kasimov, is widely known. Having received brilliant mathematical education, Shakulova’s outstanding career, successful work in the field of education, and active life position have been adequately reflected in historical works. However, her personal century-old documents have not been researched in women’s history. These are the formular and biographical questionnaire discovered by us in the funds of the State Archive of the Russian Federation, which are introduced into scientific circulation for the first time in this article. They are weighty sources about important biographical markers of Tatar ‘Sophia Kovalevskaya’ and her relatives. The answers “from the first person” recorded the difficulties that stood in the way of the “other faith” in professional work in the field of education. The content of the submitted documents sheds light on the material component of the teacher's work at the end of the politically turbulent 1910s and at the beginning of the formation of secular education in the young Soviet state. Written by the hand of an outstanding woman, these documents are important historical artifacts of the national culture of the Tatars. In addition, the presented documents complement the source base on the problem of studying the processes of women’s emancipation in the early twentieth century and their high need to acquire societal status.

In this article, the author reveals an urgent problem of modern society and state – the formation of a harmoniously developed personality of younger generation. The author focuses on national education, which at the regional level contributes to the formation of such a model of personality. She gives specific definitions of the concept of «national education» by projecting this category through the past and modern parallels. As an example, she reveals the concept of national education, developed and practically implemented by an outstanding teacher and politician of the Republic of Bashkortostan in the 70-ies of the XX century Sabir Shayakhmetovich Ziganshin. Puts the following ideas into the basis of the national education of a harmoniously developed student's personality: the formation of a personality based on the historical past and culture of his people, folk pedagogy, knowledge and ability to use his native language in the process of communication, labor education, and the construction of the educational process through the integration of regular and extracurricular activities. The model of national education became the main foundations in the formation of the national-regional education system of Bashkortostan, which is relevant to this day, and requires reassessment by modern scientists and pedagogical community. Studying the phenomenon of national education of a harmoniously developed personality and the introduction of S.Sh. Ziganshin's pedagogical ideas today would be an important step in achieving the strategic objectives set for school education and society.

While 'national education' has regularly been invoked by post-1997 Hong Kong administrations, its pursuit has acquired new force and urgency since the introduction in 2020 of a National Security Law. Investigating the role of schooling in this reinvigorated project of thought reform, this article asks how far recent initiatives have merely amplified official identity discourse or marked a qualitative change. It does so primarily by analysing the official curriculum and textbooks for Citizenship and Social Development (CSD), introduced in 2022 to replace Liberal Studies, a subject widely blamed by nationalists for fomenting sedition. Following a comparative overview of the new and old curricula, there is a discussion of changes to the textbook treatment of: the historical framing of identity; the 'One Country, Two Systems' model; culture's significance for Hong Kong's place in China; and civil, legal and constitutional rights and duties. The analysis concludes with reflections on what these changes imply both for China's efforts to re-educate its unruly Hong Kong subjects, and for scholarly efforts to understand and explain such processes. [ABSTRACT FROM AUTHOR]

In the face of the rising tension between Hong Kong and mainland China, Hong Kong's Chief Executive Carrie Lam blamed the city's education system for its inability to develop a sense of 'I am Chinese' national identity and vowed to step up 'national education' from preschool. This article explores how 188 young preschool teachers perceived their national identity and viewed the applicability of national education in Hong Kong preschools. Data were collected using both quantitative and qualitative measures. The findings showed that even though the participants strongly resisted their Chinese identity, they agreed that national education could be introduced in preschools if it would be rendered rational and apolitical. Nevertheless, they suspected that the administration's motive behind national education was political indoctrination. They also noted several pedagogical difficulties. Finally, the implications are discussed against the changing socio-political context, serving as lessons for local and international readers. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Social Sciences (IJSS) / Uluslararasi Sosyal Bilimler Dergisi is the property of International Journal of Social Science 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.)

Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED 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.)

Copyright of Journal of Social Research & Behavioral Sciences / Sosyal Araştırmalar ve Davranış Bilimleri Dergisi is the property of Journal of Social Research & Behavioral Sciences 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.)

Copyright of Zeitschrift für Vergleichende Politikwissenschaft is the property of Springer Nature 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 delves into the impact of the refugee movement during the First World War produced on the self-identity of Latvians living in the Yenisei Province. This research aims to explore the formation and operation of social institutions that encapsulated Latvian self-awareness. These institutions include the Bureau of the Authorized Representative of the Latvian Central Committee for Refugee Assistance in the Yenisei Province, and the Krasnoyarsk Latvian Charitable Society. During this era, the growing national consciousness among the Yenisei Province’s Latvians was evident through an uptick in cultural events, frequently conducted in the Latvian language and organized by Latvians for their community. The author posits that the surge in Latvian self-awareness stemmed from the refugee movements of the First World War. The imperative to support Latvian refugees – offering housing, job opportunities, clothing, financial aid, and more – precipitated the designation of the Authorized Representative and the subsequent establishment of the Bureau under its directory in 1915. This concerted effort to assist the refugees catalyzed the unification of the Latvian intelligentsia, culminating in the foundation of the Latvian national organization, the charitable society, in 1916. The author underscores that the rise of Latvian civic organizations aligns with the broader Siberian trend of creating secular ethnocultural groups alongside the traditional confessional ones. This article caters to both specialists in the ethno-confessional history of pre-revolutionary Siberia and a more general readership.

This study explores the innovative path of ideological and political education in colleges and universities under the perspective of cultural self-confidence, and enhances the cultural self-confidence of college students, which is of great significance in improving the quality of national education and promoting national rejuvenation. The digital empowerment of teaching resources and efficient management algorithms significantly improve the efficiency of resource acquisition and application. The average score of teachers in accessing the resources of the Civics and Political Science course increased to 0.7182, indicating the effect of optimization of teaching resources. Meanwhile, the teacher team was optimized through rotation and exchange and professional training, and the proportion of teacher exchange and rotation increased to 18.22% in 2023, reflecting the rationalization of the teacher team structure. Students’ attitudes toward Civics and Politics reading differ significantly among different grades, with the best performance of juniors, with an average score of 4.53. In addition, creating a cultural atmosphere promotes students’ cultural self-confidence by increasing cooperation with all sectors of the society and building an influential “trinity” community of responsibility. The innovative strategy of Civic and Political Education in the perspective of cultural self-confidence has achieved remarkable results in improving the quality of education, optimizing the teaching staff’s structure and enhancing students’ cultural self-confidence.

The purpose of this article is to show how the EHL is used for the interpretation, awareness, and transmission of heritage and memory. As part of the EU European Heritage Label (EHL) program, Polish institutions received six distinctions in the years 2014-2019, which places Poland high in the ranking of the awarded Brands in Europe. Polish institutions are obligated to spreading knowledge about the cultural heritage of Europe. On the one hand, EHL’s task is to raise awareness and transmit common values, elements of European history, and heritage, which can be interpreted as promoting “uni memory.” On the other hand, EHL aims to deepen intercultural dialogue and synergy, recognizing the values of diversity, which can be understood as promoting the idea of plural memory. The EHL organizers in Poland are obliged (by the provisions of the EU Program) to conduct a European narrative, but in practice, they sometimes remain at the stage of restoring and refreshing the memory of the site, organizing local memory, and revising the regional policy due to “dormant memory” during the communist period.

The purpose of this article is to show how the EHL is used for the interpretation, awareness, and transmission of heritage and memory. As part of the EU European Heritage Label (EHL) program, Polish institutions received six distinctions in the years 2014-2019, which places Poland high in the ranking of the awarded Brands in Europe. Polish institutions are obligated to spreading knowledge about the cultural heritage of Europe. On the one hand, EHL’s task is to raise awareness and transmit common values, elements of European history, and heritage, which can be interpreted as promoting “uni-memory.” On the other hand, EHL aims to deepen intercultural dialogue and synergy, recognizing the values of diversity, which can be understood as promoting the idea of plural memory. The EHL organizers in Poland are obliged (by the provisions of the EU Program) to conduct a European narrative, but in practice, they sometimes remain at the stage of restoring and refreshing the memory of the site, organizing local memory, and revising the regional policy due to “dormant memory” during the communist period. [ABSTRACT FROM AUTHOR]

Social stability is crucial for enhancing the quality of life as it recognizes the interconnectedness of individuals within the society. To foster students' understanding of the National Security Law and related issues, The Hong Kong Polytechnic University provided an online national education program for research postgraduate students during the 2022/23 Semester 1. The program included a 3-hour self-paced lecture and accompanying learning materials for self-study of three hours. A total of 256 participants were subjected to a 19-item questionnaire to evaluate the program's effectiveness in several ways. We conducted confirmatory factor analyses to evaluate the scale's structure and multiple regression analyses to examine the relationships between different dimensions of students' perceptions of the program and their overall satisfaction. The results of the confirmatory factor analyses revealed three distinct dimensions (perceptions of course attributes, understanding of national education and law-abiding behaviors, and perceptions of self-paced learning) that are consistent with previous findings. The results indicated that students generally held positive views of the program across all dimensions. Furthermore, the multiple regression analysis demonstrated that these dimensions significantly predicted the overall evaluation. These findings imply that the research postgraduate students appreciated the online program and that it promoted their understanding of national education and law-abiding behaviors. [ABSTRACT FROM AUTHOR]

This study evaluated a national education program that covers "the history of China and Hong Kong", "law-abiding leadership", and "the Hong Kong National Security Law (HKNSL)" in taught postgraduate students at a university in Hong Kong. This study examined students' perceptions of the course attributes, understanding of national education and law-abiding behaviors, and self-paced learning, as well as the role of student perceptions of the program in predicting the overall satisfaction rate. We collected data from 1,808 taught postgraduate students via an online survey at a university in Hong Kong. Results revealed that students demonstrated high satisfaction with the national education program, and they had a favorable perception of the national education program. Moreover, multiple regression analyses indicated that different aspects of students' perceptions significantly predicted their overall satisfaction with the program. The present study underscores the value of the online national education program and suggests the usefulness of self-paced learning arrangements in delivering sensitive topics such as the HKNSL. Limitations and implications for future studies are discussed. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Social Sciences (IJSS) / Uluslararasi Sosyal Bilimler Dergisi is the property of International Journal of Social Science 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 work starts from the question of national interests and values, as well as from the importance of developing national identity for the individual and the society. Considering that national identity, the sense of belonging to the community and togetherness develops from an early age, the importance of national education in that process and its contribution to the affirmation of national values is pointed out, with special reference to the fact that a stronger sense of national identity also contributes to a higher degree of respect for other nations and developing multicultural values and interests. Besides emphasizing the importance of national education expressed in the ideas and conclusions of pedagogues and sociologists, the place of national education in the legal legislation is considered, through which educational policy is implemented, respectively, the focus of education in Serbia on the development of national identity. In that sense, areas that contain fundamental knowledge for the development of national identity are highlighted, with special reference to the contribution of content from the field of musical culture and education. Although a significant resource for developing national identity is recognized in the theoretical framework of national education, the question of strategy and methodology for developing teachers' competence for linking and balancing theoretically based knowledge into reflective practice arises. Through the analysis of works from music pedagogy, traditional folk and spiritual music were recognized as contents that contribute to the achievement of the tasks of national education, while a very small number of works included consideration of the representation and importance of patriotic songs, Serbian artistic music, as well as traditional music of other nations, in the teaching of music culture. It is therefore necessary to encourage music pedagogues as well as teachers of other subject areas to further pedagogical-methodological research and more studious design and realisation of teaching musical culture in order to achieve the tasks of national education more successfully. As a conclusion, it is emphasized that national interests are not fixed through tradition, and that they are determined by interests, needs and the current constellation in society, which is dependent on the principles of general humanist values, while respecting the specifics of ethical communities and identities.

The purpose of the article is to show the dynamics of studying the Tatar, Russian, Mari, Mordovian, Udmurt, Chuvash languages at the Republic of Tatarstan schools with an ethnocultural component in the second decade of the 2000s. The author concludes that at schools with an ethnocultural (Mari, Mordovian, Udmurt, Chuvash) component, the Tatar language at the beginning of the first decade of the 2000s was taught in a much smaller volume than in Russian and Tatar schools of the Republic of Tatarstan. However, children studying at such educational institutions had a better knowledge of the Tatar language than their Russian peers. The abolition of the obligation to study the Tatar language in 2017 did not prevent schools with an ethno-cultural component from continuing to teach the Tatar language, but it began to be carried out in a truncated volume. The reduction of hours affected not only the Tatar language, but also the Mari, Mordovian, Udmurt, Chuvash languages. Situations occur when some parents refuse to study their native language.

This article focuses on the problem of reforming national education in the Russian Empire in the first half of the XIXth century. The author draws attention to the significance of the value attitudes of the state education system in a multi-confessional and multi-ethnic state. The study aims to analyze the Jewish education state policy. The work is written on the basis of the principles of scientific objectivity and historicism, allowing to trace the development of Jewish education in relation to other historical phenomena. The author used problem-chronological, formal-legal, comparative, and other methods. The source base is represented by the office documentation of the Committee for Determining measures for the Radical Transformation of Jews of the 733 fund of the Russian State Historical Archive, legislative acts regulating the legal status of Jews. The author notes that for a long time the Jewish community in Russia has maintained a traditional education system based on the study of the principles of Judaism. The Regulation adopted in 1804 secured the right of Jews to secular education while preserving elements of the traditional school. It is noted that all subsequent actions of the government regarding secular education did not find support from Jews. In 1840, by decree of Nicholas I, a Committee was formed to determine measures for the radical transformation of Jews. Representatives of the Jewish community, scientists, and rabbis were involved in the work of the Committee. The result of the activity was the establishment of stateowned Jewish schools, the development of curricula with the preservation of elements of traditional Jewish education. As a conclusion, the author notes that the results of the reform were ambiguous. The attempt to destroy the traditional Jewish school provoked opposition from Jews. At the same time, the reform laid the foundation for the development of secular education, contributed to the formation of teaching staff.

In Ukraine, the social life transformation period continues and manifests in rethinking the ideals and educational guidelines. The processes of democratization aimed at the development of civil society that started in the last century are taking place in the Ukrainian society at the beginning of the 21st century. These trends cause changes in priorities in social policy oriented at solving the problems of educating the younger generation and the activities of such social institutions as family and school. Spiritual principles based on Christian morality also play an important role in the implementation of the education of the younger generation. The article focuses on the study of the socio-economic, cultural, and pedagogical environment in which the child grew and developed. The authors take a deep look into the historical and pedagogical essence and content of Christian education. The research proves that in the transition of Ukraine to a democratic state system the tendencies of educating the younger generation on Christian cultural traditions spread into the education system. A significant interest in the organization of domestic education is the study and use of the best achievements of the national education system. It has been established that the use of educational potential as one of the main links in the formation of a new generation of society has been established. [ABSTRACT FROM AUTHOR]

This article focuses on debates about the relationship between religion, science and national identity that unfolded in late nineteenth- and early twentieth-century Bengal. Combining perspectives from religious studies and global history, it offers a specific approach to theoretical and methodological issues revolving around entanglement, agency and modernity. This will be operationalized, first, through an exploration of personal networks surrounding the Bengali Tantric pandit Shivachandra Bhattacharya Vidyarnava; his Bengali disciple, philosopher and nationalist educator, Pramathanath Mukhopadhyay and Shivachandra's British disciple, the judge John Woodroffe. Second, an investigation of the connections between self-referentially 'orthodox' societies, so-called reformers, and the Theosophical Society will further illustrate the global exchanges that conditioned and shaped contemporary debates about religion, science and politics. This will complicate and shed new light on the contested relationship between modernity and tradition, or reformism and orthodoxy, opening new perspectives for further dialogue between religious studies and global history. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Social Sciences Research / Sosyal Bilimler Arastirmalari Dergisi is the property of ODU Journal of Social Sciences Research 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.)

In defense of an educational construction and organization at the national level, with the public school agenda, accessible and unitary, the presentation of the Manifest of the Pioneers of the New Education was launched in 1932, which in turn, was widely published by the Brazilian press in the period. This document is marked by the events in progress in society, such as the Revolution of 1930 and the entry of the industrial project present in the Vargas Era, among others, having in mind the civilizing, political and economic bias of power retention. In this scenario, the present study aims to analyze the renovators's proposals in the Manifest. For this purpose, it is subdivided into three moments: first, it describes the historical scenario of production and reproduction of illiteracy in the Old Republic (1889-1930); then, it presents the centrality attributed to the education in the process of modernization of society; and finally, it identifies the bourgeois order propagated in the educational system presented in the Manifest. [ABSTRACT FROM AUTHOR]

Copyright of Revista História da Educação is the property of Historia da Educacao 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 is a survey research that examines the experience of the formation and development of the national education system for small indigenous peoples of the Yenisei province in the pre-revolutionary period and analyzes the role of the Russian Orthodox Church in this process. The study provides a characteristic of the regulatory and methodological framework, describes the structure of church institutions involved in the education of foreigners, and also analyzes the activities of educational institutions for the foreign population. A complex of research methods is used for the study: comparative historical, structural-functional, problemchronological, anthropological, statistical. The author comes to the conclusion that the Russian Orthodox Church played a fundamental role in the genesis of the system of national education for the indigenous small peoples of the Yenisei province in the second half of the 19th – 20th centuries.

The article is devoted to the actual problems of children’s folklore formation, namely those that are not considered in the study of game folklore. Starting from the twentieth century, when the term «children’s folklore» was introduced, a deeper study of its development, as well as the study of game folklore began. Game folklore was divided from children’s folklore and classified into genres. However, during the research process, there were many problems that have caused discussions between folklorists and ethnographers. These include issues such as the obscurity of works covered by game folklore; lack of clarity in the classification of genres; correction of children’s folklore texts by editors; lack of intersectoral links and a common system; changing games to a modern way. The article analyzes these problems, gives recommendations for in-depth study of the topic, development of this direction. This Project has been completed and is in the publishing phase. In this article, the traces of Kazakhchildren’s games in cultural life and the teaching of cultural value judgments through games are examined. At the same time, a cultural analysis of current children’s games are in teaching cultural value judgments in the future. The study determined the requirements of Kazakh people in children’s folklore and suggested solutions based on these determinations.

As youth's national identity or adopting the nation as the identity is a public concern, arranging them to study in school and know about national culture and history is a supposed strategy. However, critics contend that the study is boring, unintellectual, and thus detrimental. To resolve the controversy over the study, this empirical study analysed survey data on 617 locally born Chinese youths in Hong Kong, which is a special administrative region of China. Results revealed that studying Chinese culture and history in junior high school and its concomitant knowledge were positively predictive of Chinese identity and self-esteem in the youth. Furthermore, the predictive power of the studying was higher for Chinese identity in the undergraduate than in the senior school student. These predictions follow the integrated model of socialization and life crisis resolution theories. Consequently, studying national culture and history is justifiable for strengthening youth's national identity and self-esteem. [ABSTRACT FROM AUTHOR]

This study makes a significant contribution to China's ambitious goals of achieving carbon dioxide (CO 2 ) neutrality and transitioning to green economic growth (GEG), and integrating the theoretical framework of the impact, population, affluence, and technology (IPAT) theory, with real-world application to reduce CO 2 and promote GEG for sustainable development. Furthermore, the study examines the ongoing theoretical debate on whether an inverted U-shaped environmental Kuznets curve (EKC) exists between technological innovations (TI) in environment-related fields and CO 2 emissions in China, using data from 1990 to 2020 and employing the threshold instrumental variable two-stage least-squares (Th-IV2SLS) model. The findings indicate that all the variables representing education contribute to reducing CO 2 emissions. The cost-effective levels of these variables to achieve CO 2 reduction are as follows: a 93% literacy rate index, 12% education expenditure as a percentage of GDP, and an average of 6 years of schooling. Furthermore, TI also contributes to CO 2 reduction, with a cost-effective level of 10.16% of TI. Educational variables promote GEG, with their respective cost-effective levels being 84% of the literacy rate index, 11.9% of education expenditure as a percentage of GDP, and an average of 5.5 years of schooling. In addition, TI promotes GEG, with a cost-effectiveness level of 10.4%. Moreover, there is a synergistic effect between education and TI that reduces CO 2 emissions; however, the synergy that promotes GEG is relatively weak. Based on these findings, policy recommendations are provided to enhance the effectiveness of education and TI in reducing CO 2 emissions and promoting GEG., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

Indonesia is a multicultural country consisting of various religions and ethnic groups. This diversity is unlikely to last long if the concept of Islamic teaching is filled with an exclusive and radical understandings. Moderate in Indonesia is known as religious moderation or Islam Wasathiyah which is understood as a concept of religious understanding that positions itself in the middle or has a middle stand. Moderate Islam in Indonesia came along with the teachings of Islam in the 13th century. According to historians, the content of Islam entering Indonesia has experienced moderation so that it is different from the Islamic teachings in Mecca and Egypt at that time. Yet, it is this difference that made Islam in Indonesia survived and turned to be the dominant religion in the archipelago. The history of moderate Islam in Indonesia begins with the Sufis in Aceh, followed by Walisongo in Java, public figures and Islamic organizations during the fight of independence, and authorities of the Ministry of Religious Affairs in the present days. This article is a result of a library research conducted in a qualitative approach. The method used for study is descriptive analysis toward recent relevant sources within the last 3 years. The result of study showed that the history of moderate Islam in Indonesia historically moves from essential dimension to authoritative one. The essential dimension covers moderate Islam in terms of Islam Wasathiyah (middle stand) values in various persuasive approaches. Whereas authoritative dimension is referred to the time moderate Islam is taken into the formal forms (government programs) called “Religious Moderation”. This further penetrates the content of education and feature of national curriculum. [ABSTRACT FROM AUTHOR]

Education is a process or effort of every nation that is unbroken in nature at all levels of human life, in accordance with the development of society and culture that aims to achieve perfection and maturity in humans, so that with awareness and responsibility can face various problems of life. [1] It can be said that education is the key to the success of a nation, because education can improve the nation's Human Resources. Based on this the government issued regulations that regulate everything about education so that education in Indonesia is right on target and in line with expectations. One of them is the Minister of Education and Culture Regulation Number 20 of 2019 concerning Amendments to the Minister of Education and Culture Regulation Number 51 of 2018 concerning the Acceptance of New Students in Kindergartens, Elementary Schools, Middle Schools, High Schools, and Vocational High Schools . Wherein the Minister of Education and Culture Regulation No. 20 of 2019 is regulated regarding the school zoning system. in which regulates the school zoning system. The research method used in this study is to use normative juridical legal research methods, with 2 (two) approaches, namely: statute approach and conceptual approach. The formulation of the problem of this research is: What is the legis ratio in Minister of Education and Culture Regulation Number 20 Year 2019? The results of this study indicate that the legis ratio of the Minister of Education and Culture Regulation No. 20 of 2019 is that the acceptance of new students can be done objectively, accountably, transparently, and without discrimination. In addition, there is also an equitable distribution of quality education.

This study focuses on the teaching and learning process of Indonesian overseas schools (SILN). The purpose of making this article is to find out how the actualization of the national education process in SIDH Belanda dan SIKL Malaysia in assimilation in their country. This type of research is qualitative research. The method used is descriptive document analysis. And based on the analysis of various documents, it was found that the two countries implemented national education into teaching and learning activities. There are similarities and there are differences between the teaching and learning activities of the two countries. There are similarities and differences in the teaching and learning activities of the two countries, which are seen from three aspects, among others, national education in the curriculum, national values in the curriculum, and the strategy for implementing national education. In addion, Learning at Indonesian Overseas Schools (SILN) is also carried out optimally by SILN teachers in facing challenges and obstacles, this learning is carried out in order to realize and implement national education even though in overseas areas and to create smart and quality successors of the nation.

As a case study on the presence (or absence) of environmental education in history textbooks, this paper examines how Singapore's nationally mandated secondary school history curriculum portrays the relationship between humans and the nonhuman environment. It analyzes all seven government-authored lower-secondary-level history textbooks, published between 1984 and 2015. The results show that history textbooks largely and consistently portray humans in Singapore as isolated from, rather than depending on and entangled with, the environment. We describe and analyze two trends. First, narratives about the nonhuman environment are largely relegated to Singapore's past and disappear almost entirely as textbook narratives approach the present. Second, history narratives represent narrowly utilitarian, negativistic, and dominionistic perspectives of thinking about and relating to the nonhuman environment. We contextualize these results and discuss the implications of teaching such narrow and misleading conceptions of human–environment interactions in official history education. [ABSTRACT FROM AUTHOR]

Copyright of Amman Arab University Journal is the property of Amman Arab University 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.)

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The article analyzes the famous Tatar scholar, teacher, enlightener, and public figure Riza Fakhreddin’s opinion on Muslim national and religious schools. Fakh-reddin’s publications published in the Tatar periodical in 1913–1914 served as a source for writing the work. In 1913, Mufti M.Sultanov received an official letter from the Department for Foreign Confessions of the Ministry of Internal Affairs of Russia. The letter requested Muslims’ opinions about the situation of religious schools from the Islamic perspective. In his works, Fakhreddin gives the questionnaire answers and covers the Muslim community's opinion about this document.