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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.)

In this essay, I suggest that to best understand the future of the University and the future of higher education, we need to un-imagine it. By this, I mean that, in the current marketised conditions, universities – and the University – have become and always have been so deeply implicated in coloniality, (neo-)liberalism and market capitalism that to imagine a decolonised, anti-colonial, anti-capitalist, inclusive, and liberatory future necessitates a rejection of the institutional structures which underpin the very concept of the university. Instead, I argue for an education via the commons, what I envision as a radical, anti-University, located and embedded in localities and particularities of context, open, without walls and borders, and available to all. [ABSTRACT FROM AUTHOR]

The article examines the problem of the teacher’s professional growth due to continuous selfeducation and personal development in the conditions of martial law. The aim of the article is to outline the pathways of self-educational activities for teachers and the approaches to enhancing the professional level of educators, implemented at Alfred Nobel University under martial law conditions. In the course of the research, methods of analogy, retrospective and semantic analysis, SWOT analysis, generalization, and specification of scientific principles and the regulatory framework related to teacher self-education were employed. A SWOT analysis of interpretations of the concept of “self-education” was conducted, and it was found that self-education is a necessary component of professional activity which is determined by social order and is a factor in the personal and professional growth of a specialist. Emphasis is placed on self-education of the teacher as the leading form of improvement of pedagogical skill and professional competence, which consists in assimilation, renewal, dissemination and deepening of knowledge, generalization of experience through purposeful, systematic self-education activities aimed at self-development and self-improvement of the individual, satisfaction of personal interests and objective needs of the educational institution. It was found that the conditions of the martial law in Ukraine and changes in educational orientations made corrections both in the content of teachers’ self-education and in the forms and types of their self-education activities. Some approaches to raising the professional level of a teacher, which were implemented at Alfred Nobel University under martial law conditions, namely acquiring competencies to preserve and restore mental health, providing psychological support to participants in the educational process, improving information competence, implementing effective ways to improve the quality of education in online learning, and mastering new learning/teaching methods, are considered. The content of the developed and implemented comprehensive program of care for human mental health, including a marathon of online meetings with domestic specialists and lecturers from European countries, aimed at mastering the competencies to ensure one’s own psychological health and improve the psycho-emotional state of higher education students in wartime conditions, is disclosed. The expediency of particular directions of development has been substantiated including teachers’ mastering various software, the ability to work on various educational platforms, and the use of interactive applications; cooperation and interaction with domestic and foreign higher education institutions in order to gain experience for the further implementation of the best European practices in the educational process; internships, participation in international projects, thanks to which teachers found and implemented effective ways to improve the quality of education in online learning, and mastered new methods of learning/ teaching. The feasibility of implementing special measures to support the self-educational activities of teachers under martial law conditions has been confirmed, with a focus on the targeted development of key professional competencies related to continuous professional self-development. The conclusions emphasise the need for purposeful self-education of the teacher, thanks to which a new invaluable experience of providing quality education in wartime conditions is formed.

The article aims to review current trends in the organization of self-education activities for medical college students, models of blended learning, and its main components that ensure the self-education of future nursing specialists. The research methods are terminological and comparative analysis, generalization, specification, and modelling. Based on the analysis of primary sources, it has been established that self-education activities are a type of educational and cognitive activity motivated by an internal drive for self-improvement and facilitated by the use of specific methods for seeking and assimilating social experience. It has been emphasized that through self-education, medical professionals are better able to handle complex clinical cases and provide high-quality medical care to their patients, including via the use of digital technologies. Blended learning is defined as a combination of traditional face-to-face (contact) learning and computer-mediated or online learning. It has been pointed out that the implementation of blended learning requires the development of appropriate pedagogical design and innovations that ensure the application of adequate teaching and assessment methods with carefully planned content and structured academic courses. The blended learning system is presented as an integration of face-to-face classroom and clinical sessions, independent student work, and online learning. It has been noted that in blended models, the supply of educational material and interaction with the teacher can occur in both physical and virtual environments, during both classroom sessions and asynchronously during extracurricular activities. The specifics of self-education activities for medical college students using some models such as rotational, laboratory, independent blended learning, flexible learning, enriched virtual learning, flipped classroom, and personalized learning have been described. In each model, the core element is identified as the electronic educational resource. In the blended learning system such a resource is viewed not as an auxiliary tool of the traditional educational process but as the one that successfully combines traditional and distance learning forms, incorporating both non-digital and digital technologies. It has been determined that blended learning is based on the flexible combination of in-class learning (contact hours) with online sessions (asynchronously or synchronously). Among the tools for blended learning used in organizing self-education activities for medical college students, the following have been highlighted and described: online lectures, practical sessions in webinar mode, project and group work online, learning management systems such as LMS Moodle, laboratory work in a blended format, virtual and augmented reality technologies, a combination of formal and nonformal education, self-testing complexes, webinar consultations, artificial intelligence technologies, and specialized medical applications. It has been concluded regarding the feasibility of implementing blended learning in the training of medical college students and the organization of their self-education activities. This will enhance the quality of education, and the efficiency of resource utilization of educational institutions, increase the level of professional expertise and mobility of teachers, and ultimately provide additional competitive advantages to the educational institution in the educational services market.

In vocational education and training of computer literacy as part of vocational rehabilitation, learners often work on problem-solving exercises as self-study assignments, and check if their answers are correct. Sighted learners can get information on their incorrect answers by comparing their answers with the correct answers. However, learners with visual impairments largely depend on their teachers for getting this feedback. To remove this dependence, we designed a self-checking system for learners with visual impairments to verify the correctness of their answers. In this paper, we report the results of a usability study to evaluate whether learners with visual impairments can self-check spreadsheet problem-solving exercises using our system in a teacherless environment. Usability evaluation experiment was conducted using 2 × 2 crossover design with people with visual impairments (n = 11). The participants checked their answers (detected and corrected errors) after working on problem-solving exercises in two ways: (i) manually; and (ii) using our system. The system usability was evaluated by measuring Detection-And-Correction (DAC) ratio as effectiveness, time taken and the number of steps required for DAC as efficiency, and System Usability Scale score as satisfaction. The results show that all the participants could complete the DAC task by using our system, and the time required for DAC task was significantly reduced by using our system as compared to by checking manually. Our system enables learners with visual impairments to self-check problem-solving exercises answers. However, to increase the user satisfaction, the number of required keystrokes needs to be decreased. Vocational rehabilitation for learners with visual impairments to improve their computer literacy is becoming increasingly important. Learners with visual impairments have the potential to acquire computer literacy in a teacherless environment by using simple assistive software like our self-checking system. Simple assistive software for learners with visual impairments like our self-checking system may have a positive effect not only on learners with visual impairments but also on sighted people. Moreover, our system reduces the teaching load of the teachers so that they can be more effective in helping learners with visual impairments. [ABSTRACT FROM AUTHOR]

The research at the Mykolaiv V. Sykhomlynskyi National University provided diagnostics of levels of self-educational activity of students of humanities faculties. It has been determined that self-education activity actualizes the subjective characteristics of future specialists: level of self-awareness, professional motivation, self-regulation, self-realization. Analysis of diagnostic results of 593 students revealed a predominantly low level of self-education activity. The theoretical and empirical research made it possible to predict its growth in the traditional educational process in the conditions of activation of students’ self-education. The results of the study can be applied in the process of psychological and pedagogical support of students. [ABSTRACT FROM AUTHOR]

Involved in the process of formation of the personality and of the self-formation, aesthetic education aims at the development of the ability to correctly perceive and understand the beauty in the real life, the formation of aesthetic consciousness, aesthetic taste and sense, the need and possibility to participate in the creation of beauty in art and in life. Through the aesthetic education, we aim to prepare pupils for the act of valorization-reception-assimilation and the act of creating aesthetic values. The article presents ways and strategies to contribute to the development of the competence of self-instruction of pupils, in terms of education for beauty, so that they become efficient and autonomous in daily school activities, assume responsibilities, develop skills inside and outside the classroom. The conclusion of this article is that by encouraging pupils to be independent and responsible in their learning, they will become adults with motivation for lifelong learning. [ABSTRACT FROM AUTHOR]

The emergence of widely accessible artificial intelligence (AI) chatbots such as ChatGPT presents unique opportunities and challenges in public health self-education. This study examined simulations with ChatGPT for its use in public education of sexual health of Black women, specifically in HIV prevention and/or HIV PrEP use. The research questions guiding the study are as follows: (a) does the information ChatGPT offers about HIV prevention and HIV PrEP differ based on stated race? and (b) how could this relatively new platform inform public health education of Black women educating themselves about sexual health behaviors, diagnoses, and treatments? In addressing these questions, this study also uncovered notable differences in ChatGPT's tone when responding to users based on race. This study described valuable insights that can inform health care professionals, educators, and policymakers, ultimately advancing the cause of sexual health equity for Black women and underscoring the paradigm-shifting potential of AI in the field of public health education. [ABSTRACT FROM AUTHOR]

Copyright of Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud is the property of Centro de Estudiso Avanzados en Ninez y Juventud alaianza Cinde, Universidad de Manizales 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.)

This paper tells the history of The Read Everything Michael White Published Project, in which I read all the works available to me that were published by Michael White, the co-originator of narrative therapy. I describe the reading project's conception, its effects on my work, some practices that Michael White believed were useful for therapists, tips for others considering a reading project of their own, and new initiatives this project was generative of in my work. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages 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 Strategic Universe Journal / Univers Strategic is the property of Dimitrie Cantemir Christian University, Institute for Security Studies 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 system of continuous professional development of doctors in Ukraine needs detailed analysis and comprehensive dynamic monitoring to become a process that includes the possibility of a doctor’s professional growth. The research aims to monitor approaches to the continuous professional development of dentists for the formation and improvement of professional competence skills by highlighting the role of individual educational trajectory based on the priority of work formats with professional information, methods of familiarization with it and its receiving. 2216 respondents took part in the research, filling out a questionnaire during scientific and practical events of professional schools for dentists in online mode in March 2023, which included questions on the definition and objectification of forms, formats, ways of implementing continuous professional development and the vision of approaches to acquiring new knowledge and skills. The data obtained was processed using the StatSoft Inc licence program. Analytical research methods and structural-logical analysis were applied. According to the survey results, an individual's educational trajectory should include attending lectures, professional seminars, working with scientific and practical publications. The main quality requirement for publications is their good illustration of clinical cases and algorithms for working with patients. The analysis results of the rating parameters of professional dental journals declare the request of the dental community to improve the quality of material content, visual design and a possible change in positioning.

Social Software as a special kind of organization of goal-oriented joint activity is considered in the present article in the context of cultural-historical epistemology, which is based on the understanding of knowledge as a sign-semiotic, historical phenomenon. This approach, according to the authors, makes it possible to reveal in a new way the educational and pedagogical potential of social software, which today attracts the attention, first of all, of sociologists, political scientists, and economists, who only partially touch upon its cognitive parameters. Meanwhile, appeal to the epistemological dimension of social software allows us to emphasize characteristics that significantly expand the scope of its application, and in particular, the characteristics that open up an additional opportunity to quite effectively motivate students for self-education, for an inherently creative understanding of knowledge as a sociocultural value. The “motivational” potential of social software today is acquiring a particularly important role in the educational structures of “research education”. In such structures, step-by-step software opens up for the student, on the one hand, a sequence of operations that lead research to knowledge as the goal of education, and on the other hand, it dramatically changes in the eyes of students the process of assimilation of information determined by the curriculum, since it involves participation in its “creation”. At the same time, the presence of a social dimension in the software gives cultural and historical meaning to the sequence of students’ efforts, which opens up additional opportunities for motivating their activity through an appeal to the cultural and historical status of the scientific activity within which this knowledge was firstly created. The article demonstrates the experience of implementing one of these opportunities to additionally stimulate the attitude towards self-education through the introduction of philosophy faculties students to archival research of university science in Russia.

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages 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 GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) 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.)

Explores the evolving landscape of education, emphasizing the imperative for continuous professional development, particularly in the field of pedagogy. It underscores the challenges posed by the rapid advancements in information technologies and the need for educators to adapt through self-education. The discussion encompasses the role of information processes intensification, the impact of global communication, and the necessity for a proactive, open, and accessible education system. The importance of fundamentalization and advanced education principles is highlighted, with a focus on preparing individuals for the dynamic challenges of the 21st century. The text concludes by emphasizing the importance of continuous education, self-education, and the integration of web technologies in shaping the future of teacher training. [ABSTRACT FROM AUTHOR]

In this article, the use of information technology in teaching chemistry in schools to solve problems related to the main class compounds of inorganic substances: "Chemistry: for schoolchildren (use of interactive method in teaching solving problems related to the main class compounds of inorganic substances using the proportion method) the results of using self-education" electronic publication (EP) are highlighted. In the study "Chemistry: for schoolchildren (using an interactive method in teaching solving problems related to the main classes of compounds of inorganic substances using the method of proportions) self-education" electronic publication (EP), chemistry in the context of the use of information technologies teachers' activity, analysis of normative documents, observation, analysis of personal experience, interviewing, questioning, analysis of received data were used in teaching problem solving. As a result of the research, the use of the electronic publication(EP) "Chemistry: for schoolchildren (the use of interactive methods in teaching solving problems related to the main class compounds of inorganic substances using the proportion method) self-education" in schools students learn the basic concepts and laws of chemistry, get acquainted with the notation system, understand quantitative relationships between reactants, gain experience and develop practical skills. According to the results of the survey I liked working - 90%. 2. I did not like to work - 3% 3. The idea did not work - 7%. This assumption was later confirmed experimentally. In conclusion, the use of the electronic publication (EP) "Chemistry: for schoolchildren (use of interactive method in teaching solving problems related to the main classes of compounds of inorganic substances using the method of proportions) self-study "facilitates students' assimilation of the studied material, helps to develop and strengthen the skills of solving typical problems, forms chemical thinking in students, creates new opportunities for information transfer. [ABSTRACT FROM AUTHOR]

Aim. To find out the relationship between the awareness level of clinical guidelines on heart failure (HF) with reduced ejection fraction and a number of professional characteristics (specialty, work experience, self-assessment of awareness level, attitude towards the use of guidelines, the main way of document study). To improve the efficiency and development of the postgraduate education system, the factors that influence doctors' awareness of guidelines should be determined.Material and methods. The study included the results of an anonymous survey of 207 doctors (155 cardiologists, 44 therapists, 8 doctors of other specialties). To assess the significance of differences, Student's t-test, c2-test and Fisher's exact test were used.Results. The mean number of correct answers to the questionnaire among cardiologists was significantly higher than among general practitioners (p

The journal “Bulletin of Knowledge“ (1903–1918) was popular in various readership groups, aspiring to self-education. The purpose of the article is to determine the role of the communicative strategy of the editor–publisher of the journal V. V. Bitner for the creation of the community of “Bulletin of the Cognoscenti”, which was a “community of interpreters” (according to S. Fish), within the framework of the history of reading. The sources for the analysis were a set of journals stored in the Sverdlovsk Regional Universal Scientific Library named after V. G. Belinsky (Yekaterinburg), editorial articles, letters from readers, memoirs of V. V. Bitner and his contemporaries. Changes in the volume of the journal’s headings help to trace the history of the creation of a of readers community. The journal had sections to answer subscribers’ questions, as well as headings to publish letters to find friends, requests for help, and discussions of topical contemporary issues. “Discussion branches” of separate topics, continued sometimes for a year or more. Members of the readers’ community also interacted in real life. Their “disvirtualization” took place thanks to the organization of lectures, excursions and congresses of subscribers. The titles of the headings, examples of readers’ letters and the assessment of contemporaries indicate the uniqueness of this educational project. The portrait of V. V. Bitner by I. E. Repin, commissioned by subscribers for the tenth anniversary of the journal, can serve as an evidence of respect and admiration of the editorpublisher work. The commercial success of the “Bulletin of Knowledge” allowed V. V. Bitner to implement other publishing projects.

The article is devoted to the problem of developing future social workers’ social skills (soft skills). The relevance of the study is due to the public need for training competent and competitive social workers who are able to solve various social issues in society promptly and in a team, creatively perform social tasks, have motivation for self-development and self-realization. For this purpose, such research methods as the analysis and generalization of normative, literary sources, educational and scientific programs of higher educational institutions on the investigated problem, as well as questionnaires among students of higher education at bachelor's and master's levels – future social workers – were used. We understand soft skills as social skills – skills, abilities and characteristics that allow one to be competitive and successful in professional activities. As a result of the survey conducted among students of 9 institutions of higher education, it was found out that 10 skills are the most important soft skills of future social workers: knowledge of a foreign language, an active civic and life position, analytical thinking, communication skills, the ability to inspire new ideas, time management, the ability to build an algorithm of actions to provide the necessary social assistance to people, the ability to resolve conflicts, leadership qualities and the ability to lead, work organization skills. The necessary socio-pedagogical conditions for the effective development of future social workers’ soft skills at a higher education institution were defined and substantiated: the motivation and readiness of future social workers to develop soft skills necessary for successful social work; integration of the development of the complex of social skills "soft skills" in students in the process of educational work and during extracurricular practical social activities; availability and integrative implementation of various forms of "soft skills" development; use of a complex of innovative technologies and interactive methods of "soft skills" development; self-education through the involvement of students in practical social work beyond school hours. The set of factors affecting the introduction of socio-pedagogical conditions for the development of students’ social skills in institutions of higher education is characterized. Integration forms, innovative technologies and methods are highlighted, which are expedient to use in the educational process of modern institutions of higher education for the effective development of future social workers’ soft skills.

The article carries out a categorical and definitional analysis of the self-educational competence phenomenon of future bachelors in economics, analyses the concepts of «self-education», «self-educational activity», «competence», «self-educational competence». It has been emphasized that, along with indicators of professional mastery, future specialists, for the sake of their self-efficacy and professional success, are called to become proficient in the knowledge, skills and experience of self-education, as well as to develop professionally important personal qualities - cognitive independence, cognitive activity, the ability for professional self-development and self-improvement via specially organized self-study. The purpose of the article is to determine the essence and structure of self-educational activity and self-educational competence and their specific content for future bachelors of economics. To implement the set tasks, in the study, a number of methods are used; among them a categorical and definitional analysis of scientific research enlightened the essence of self-education and self-educational competence, modelling of components of self-educational competence, specification and systematization of existing theoretical works to determine the structure of self-educational competence of future bachelors in economics. Self-education in the context of future bachelors of economics professional training is defined as a type of basic and professional education directed at systematic, purposeful, continuous improvement of knowledge, abilities and skills necessary for successful performance of one’s activities and achievement of certain personal and social significant goals. It has been established that the goal of students’ self-education is the achievement of certain personally significant educational aims, the satisfaction of cognitive interests, general cultural and professional requests, and qualitative changes of personality in the process of independent acquisition of subjectively and objectively new knowledge. It has been found that the crucial characteristics of self-education are self-governance, self-organization, self-efficacy, self-activity, internal freedom, voluntariness, self-regulation, focus on self-improvement and self-realization. It has been substantiated that self-educational competence is a crucial component of the future specialists’ professional competence, a person’s integrative property, which allows them to achieve productivity and success in self-educational activities, receive a quality education, master the profession, and achieve necessary qualifications. The self-educational competence of future bachelors in economics is presented from the point of view of the structure of self-educational activity, which covers the motivational and value aspect (needs, motives, instructions and attitude); knowledge-based aspect (special knowledge); the activity-based aspect (ability, skills, competences), the reflective aspect (that which characterizes the products of self-educational activity in external and internal plans) and the personal aspect (specific features and qualities that enable self-educational activity). Self-educational competence is revealed as a multidimensional personal formation that encompasses a number of other competencies including moral and ethical, general educational, subject, methodological, informational, digital, general cultural ones, and competence in self-development. It has been concluded that the formation of self-educational competence should be a mandatory component of the content of studies in higher education institutions and the system of professional training of future bachelors in economics.

The relevance of the study is determined by the active development of the pedagogical art branches, where the professional competence development of future choreographers and the development of their creative views becomes the main aspect of specialists training in higher education institution and involves the creation of the necessary conditions on the way to their creative growth and professionalism. In this regard, the purpose of the research work is to determine the features of the training of choreographers in higher education institution, their professional development in the context of educational activities, the professional competence development in the process of practical professional training, as well as to determine possible ways to overcome the professional crisis and destruction. The basis of the theoretical and methodological approach in this article is a qualitative combination of system analysis methods of choreographer training in higher education institutions with an analytical study of the professional competence development of future specialists in the art of dancing, where the use of modern approaches involves the use of innovative forms and means of learning to implement the educational concept regarding the professional development of choreographers. The article presents the results that reflect the problem of implementing the training of choreographers in higher education institution on the way to the professional qualities development of future specialists, their motivation for self-education, the development of creative abilities and creativity, as well as the necessary skills development for future productive professional activity. The obtained results of the research work are of practical value for educators of higher education institutions that train the specialists in the art of dancing, for the perspective of introducing and implementing the latest training approaches in the educational process, as well as for practical purposes for determining the development of professional qualities of future choreographers in higher education institutions.

The role of educational programmes and their influence on personal development (self-education) is indisputable. The aim of this article is to reflect on my personal experiences from a summer school completed in July 2023 at Oxford University. Using a very specific example, I try to explain the motivations that led me to attend the summer school and the possible practical effects in my professional and personal life. Numerous discussions and debates with colleagues from very different cultural backgrounds were very beneficial during my stay in Oxford. As part of these debates, reflection of practice, sharing of experiences, but also guided activities within the educational programme, I will try to describe several areas in which I observe contribution and benefit. Finally, I will use a practical example (essay) to show how the discussions in this course influenced me in thinking about problems and stimuli in my professional life while working on a development co-operation project in Kenya.

The relevance of the study is due to the lack of a methodological concept and training program for foreigners entering the Russian magistracy after completing bachelor's degree in their home country. As a rule, these students are not well-trained in Russian. This negatively influences the formation of their professional and communicative skills and abilities necessary for mastering the subject competence in the university. The aim of the study is to propose a methodology of professional language education of foreign non-humanitarian undergraduates in the conditions of linguistic educational situation with reduced teaching time, weak general language preparation of students and/or lack of understanding of the language of the specialty. The authors used the methods of direct and indirect observation of teaching and communicative activity of undergraduates while studying the teaching material according to the proposed methodology, accompanied with the analysis, fixation, description and generalization of accompanying changes, as well as the analysis of students’ communicative needs and mistakes. The research is based on practice of teaching scientific speech to non-philological first-year bachelor and master foreign students of the Academy of Engineering, Institute of Environmental Engineering, Faculty of Science of RUDN University, and also conducting entrance, intermediate and final tests. As a result of the research, the teaching program with the system of text and lexical-grammatical tasks for both classroom and independent work adapted for the students, was developed. The given technology allows to form and improve not only linguistic but also cognitive and metacognitive skills of undergraduates, extending possibilities of self-education, abilities to take independent decisions. It seems promising to use the obtained results to create a full-fledged textbook on scientific speech not only for undergraduates, but also for PhD students who have completed the previous stage of professional training in their home country.

Self-education is aimed at heights and perfection, self-education puts simpler issues. An impulsive person with an explosive character gets used to not yelling, self-control helps – this is self-education. A calm and adequate person teaches himself/herself wisdom – this is self-education. The child teaches himself/herself not to lie and not to fight – this is self-education. A young graduate of the conservatory willingly performs transitions masterfully day after day – this is self-improvement. Self-education is the first step towards self-development. Self-education is one of the very necessary links of a single complex of intellectual labour. This type of activity, which includes the elements of independent activity, has been the centre of attention in all structures and stages of social life as a means of improving a person's socio-political and professional-specialization training and acquiring knowledge, it has always engaged people with progressive views and has been highly valued based on its usefulness “coefficient”. It is necessary to perform the opposite operation in the mental work process. In addition to giving these operations a great place in training, the teacher should also take care of their formation in students. Insufficient development of students’ analysis-composition activities negatively affects not only the depth of their knowledge, but also the level of their skills. The purpose of the article is to examine the high demands placed on school preparation in the era of scientific and technical progress, in a situation where information is growing rapidly. In addition to arming the young generation with scientific knowledge, the school should teach them to acquire independent knowledge, free work habits, intellectual work culture, independence of thought, self-education habits, and better prepare for independent work activities. This is one of the important directions of educational reforms.

Education was apparently of central importance to Manès Sperber from an early age and remained significant throughout his life. From the experience of his Hasidic upbringing, he retained the idea of learning as a high value, whereby he understood it to be a thoughtful and examining approach to whatever should be the subject of the learning process. Structural multiperspectivity and the ideal of a demanding and supportive teacher played no small role and probably made it easier for Sperber to gain personal access to Alfred Adler and his Individual Psychology. From this he took the concept of self-education and made it useful for himself. His primary approach to psychotherapy was that of a social pedagogue, which at the same time could accommodate the possibilities of therapeutic thinking in larger contexts, because not only the pathology of the patient, but also the setting in which he acted, could be taken into account. [ABSTRACT FROM AUTHOR]

Copyright of Lubelski Rocznik Pedagogiczny is the property of Maria Curie-Sklodowska University in Lublin 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 Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages 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 Pedagogy Studies / Pedagogika is the property of Vytautas Magnus 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.)

The relevance of the study is determined by the active development of the pedagogical art branches, where the professional competence development of future choreographers and the development of their creative views becomes the main aspect of specialists training in higher education institution and involves the creation of the necessary conditions on the way to their creative growth and professionalism. In this regard, the purpose of the research work is to determine the features of the training of choreographers in higher education institution, their professional development in the context of educational activities, the professional competence development in the process of practical professional training, as well as to determine possible ways to overcome the professional crisis and destruction. The basis of the theoretical and methodological approach in this article is a qualitative combination of system analysis methods of choreographer training in higher education institutions with an analytical study of the professional competence development of future specialists in the art of dancing, where the use of modern approaches involves the use of innovative forms and means of learning to implement the educational concept regarding the professional development of choreographers. The article presents the results that reflect the problem of implementing the training of choreographers in higher education institution on the way to the professional qualities development of future specialists, their motivation for self-education, the development of creative abilities and creativity, as well as the necessary skills development for future productive professional activity. The obtained results of the research work are of practical value for educators of higher education institutions that train the specialists in the art of dancing, for the perspective of introducing and implementing the latest training approaches in the educational process, as well as for practical purposes for determining the development of professional qualities of future choreographers in higher education institutions. [ABSTRACT FROM AUTHOR]

Рассматриваются вопросы влияния феномена нестандартной занятости на вовлеченность занятого населения в практики самообразования. Представлен краткий анализ показателей, косвенно характеризующих динамику масштабов нестандартной занятости в России. Показаны российский и зарубежный подходы к классификации нестандартной занятости и систематизированы ее атрибутивные характеристики. На основе проведенного опроса подтверждена гипотеза о том, что работники с признаками нестандартной занятости имеют более высокий уровень вовлеченности в практики самообразования для развития профессиональных компетенций. Сделан ряд выводов, в частности, о том, что нестандартная занятость для многих сегодня выступает драйвером внутренней самоорганизации, выстраивания системы действий, нацеленных на осознанное самостоятельное получение знаний, умений и навыков в соответствии с возникающими профессиональными потребностями. В качестве методологической основы исследования выбраны методы теоретического, сравнительного и статистического анализа, онлайн-опрос по технологии CAWI, контент-анализ материалов, представленных в базах данных открытого доступа. Материалами исследования послужили данные Росстата, EWCS, Международной организации труда и материалы проведенного анкетирования, а также документы стратегического развития Российской Федерации.

The article dwells upon massive open online courses in the professional self-education of health policy makers in the system of continuous training.

The purpose of this article is to reveal the resources of “metaphysics of man” for understanding the phenomenon of education. The creativity of “metaphysics of man” based on understanding a man as a self-founded, free and self-creating creature, allows taking education as a process of molding, forming a person from himself and thereby affirming his anthropological foundations and ideals. Education can be defined as a fundamental characteristic of anthropic identity. The conclusion that the deep meaning of education is in line with the goal of human metaphysics, which consists of the self-elevation of a person above himself and attainment of himself is substantiated. Scheler’s concept of an “educated creature” was taken as an example of a bearer of a metaphysical relation to education, the essential features of which are ontological participation, the culture of the soul, openness to others, and living integrity, freedom, decency, guidance by common sense. The novel nature of the study is in the substantiation of the heuristic meaning of the comparative analysis of the institutional and metaphysical dimensions (modes of existence, aspects) of the educational process, which appeared to us in the form of individual models of education. The institutional and metaphysical models of education differ from each other: 1) according to the forms of communication between the teacher and the student (vertical or subject-object, and horizontal or subject-subject relations respectively); 2) according to the predominance of one of the educational aspects: teaching or learning (the dominance of teaching or the dominance of learning and self-learning); 3) according to the way the student relates to education (consumer relation or relation to education as an inherent value). The main difference between these models is anthropological: whether a person has made a choice in favor of the metaphysical dimension of life. Allowing moving away from practical relation to the education process, the metaphysical model of education introduces a true axiological meaning into it, affirming the commitment to the social and individual good.

Autonomy is a pedagogical concept with multiple educational dimensions, the most important correlative notions being involvement, freedom of choice, responsibility, critical thinking, and metacognition. Educational autonomy is a pedagogical concept with multiple educational dimensions, important correlative notions being activation, freedom of choice, responsibility, critical thinking, and metacognition. The common teacherstudent actions aim to increase the student's autonomy and include the acquisition of metaknowledge and the use of meta-cognitive strategies, reflection on knowledge, performing self-evaluations and co-evaluations, combining individual activity with cooperative work activities, and mutual exchanges. The student thus contributes responsibly to his own training, (self) training. The autonomy of the student is objectified in the management of the new knowledge, in setting their own goals and strategies of learning and training, in the hierarchy of priorities, in the design of the strategies of (self) monitoring and self-evaluation, in the curricular management, in the time management. Just like selfeducation, self-training refers to the conscious, voluntary processes, in which the person undertakes actions aimed, consciously, at qualitative transformations, which lead to the development of his own personality. In self-training, "learning to learn" is essential, understood as the assimilation of cognitive/intellectual and metacognitive skills, contributing to the transformation of self-instruction and self-training into a necessity. [ABSTRACT FROM AUTHOR]

The paper substantiates that the radical changes taking place in all spheres of modern society necessitate a revision of the basic requirements for the training of specialists who should be not only highly qualified, but also be prepared for lifelong education. It has been shown that the state regulations and international documents on education define lifelong learning as the main vector of educational development in the 21st century. It has been determined that the achievement of this goal is possible due to the organization of the training process at university, aimed at gradual transition from the traditional educational format in the form of providing students with a set of ready-made knowledge to self-education, which is the highest degree of education. The essence of the key components of the concept “self-education”, i.e. the categories “self-“ and “education” has been disclosed. The essential differences between the concepts “training” and “education” have been explained, namely: the purpose of training is forming utilitarian skills with specific pragmatic goals, and education is aimed at developing a person as an individual, developing his/her spiritual strengths and abilities. Examples of dictionary equivalents of the term “self-education”, which exist in foreign scientific, reference and encyclopedic literature, have been given. The term “self-education” in the context of philosophy, sociology, psychology and pedagogy has been analyzed. It has been ascertained that among contemporary researchers there is no unanimous position on the interpretation of this term as each of them considers it through the lens of a particular aspect. The main approaches to the definition of the concept “self-education” that have developed in Western pedagogical theory have been characterized. It has been substantiated that full-fledged self-education is possible only if self-study and selfeducation are combined. Self-study involves the acquisition of knowledge on the basis of the person’s own aspirations and through self-selected means. Self-improvement is associated with the manifestation of significant willpower, a high degree of self-awareness, perseverance and purposefulness, resulting in the development of the individual’s qualities that determine the sustainable nature of any kind of independent activity. It has been revealed that in modern didactics self-education is defined as an activity process, and activity is defined as the basis of self-education. The differences between the concepts “self-educational activities”, “independent activity” and “independent work” on key features have been outlined, namely: on the source of goals, the level of independence and the definition of the subject of control over the results. It has been proved that the student’s self-educational activity, in contrast to independent activity, goes beyond external goal-setting and control and is implemented in a completely autonomous mode both during training at university and after graduation. The definition of the term “self-education” is given as the individual’s purposeful systematic cognitive activity, in the course of which he/she independently acquires knowledge and improves skills, resulting in the qualitative development of their personality. The need for continuous self-development is the basis of this activity, and a personal educational product, which involves self-mastery of the system of knowledge and ways to acquire it as well as the development of personality and his/her abilities, is the result of this activity. The main characteristics of self-educational activity are motivational activity, internal freedom, purposefulness, ability to independently acquire necessary knowledge, a strong desire for self-improvement.

Introduction. This article presents the results of the content analysis of dissertation research by Russian and foreign scientists devoted to the socio-pedagogical support of families raising a child with disabilities. The problems of raising children with disabilities are considered; the actual problems of interaction between a child, parents and an educational institution are described. Theoretical analysis. The article describes the methodology of the problem of accompanying the family of a child with disabilities. Socio-pedagogical support based on culturological and axiological approaches is considered. The author identifi es the main directions for accompanying the family of a child with disabilities from the beginning of the XIX century to the present in Russia and foreign countries. Common problems that occur most often are highlighted. Conclusions are formulated about the need for socio-pedagogical support of parents and self-improvement of their psychological and pedagogical competence. A comparative analysis of the problems of support in Russia and abroad is given. Conclusions. It is revealed that successfully organized socio-pedagogical support of parents of a child with disabilities in the conditions of interaction between school and family contributes to the improvement of socio-pedagogical competence of parents; creation of conditions for constructive interaction and communication of subjects of support; optimization of relationships in the family; development of the ability to accept, understand and trust each other, and be able to realize the importance of family attention and upbringing.

When I began my career as a pediatric emergency medicine physician, I believed I was prepared to take on any medical emergency. However, I was not prepared to provide a good patient family experience. Throughout my years of training, I was not taught productive ways of interacting with patients and was unaware of how impactful the patient family experience would be. Negative patient family experience scores affected my interactions with patients, my shared decision making and my ability to provide quality care. After working to improve my scores, I focused on skills I obtained in a non-medical setting, as a waitress, and applied them to my patient interactions. These 10 tips, which I have adapted from the hospitality industry, will help with not only improving your patient-family experience scores, but improving your entire interaction with patients in the emergency room or any clinical environment in which you work. Experience Framework This article is associated with the Patient, Family & Community Engagement lens of The Beryl Institute Experience Framework (https://www.theberylinstitute.org/ExperienceFramework). Access other PXJ articles related to this lens. Access other resources related to this lens.

Tumanyan was one of the most widely read Armenian writers. With the help of self-education, the study of a huge number of scientific and artistic books, the poet, who did not finish school, became publicist, literary critic, and author of scientific research. The proof of Tumanyan’s great love for the book is his personal library of 10.000 items. Tumanyan became a symbol of book giving. The birthday of the great poet, February 19, is enshrined in the history of Armenian culture as the Book Giving Day. [ABSTRACT FROM AUTHOR]

The main aim of the article is to explore the self-education and ways of teacher competence formation. In the context of rapid informational flow, a number of high requirements are imposed on school education in the era of scientific and technological progress. The school should not only equip the younger generation with scientific knowledge, but also instill in them the skills of independent acquisition of knowledge, free labor skills, intellectual work culture, independent thinking, self-education, better readiness for independent work. This is one of the important directions of modern education reform. Self-education is one of the very necessary rings in a united complex intellectual work. This type of activity, which includes elements of independent activity, was in the center of attention in all structures and stages of public life as a means of improving socio-political and vocational training and acquiring knowledge by a person, besides has always attracted people with progressive views and has been highly appreciated it basing on its" utility coefficient". Very little attention was paid to the work on the organization and implementation of self-educational activities of specialists engaged in professional activities, it was not considered as a means corresponding to self-educational upbringing, personal development and self-control skills. It should be added that in pedagogy there is no complete concept on self-education and teacher competence. [ABSTRACT FROM AUTHOR]

Copyright of Revista Hojas y Hablas is the property of Fundacion Universitaria Monserrate - Unimonserrate 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.)