Science for Education Today最新文献

{"title":"Cultural transfer of school participatory budgeting and the Soviet tradition of education","authors":"Elena Mikhailovna Karpova, Vladimir Vladimirovich Vagin, Boris Lv. Kupriyanov","doi":"10.15293/2658-6762.2306.10","DOIUrl":"https://doi.org/10.15293/2658-6762.2306.10","url":null,"abstract":"Introduction. The article provides a literature review on the problem of cultural conformity of school participatory budgeting practice in traditional ideas about education in Russia. The purpose of the article is to evaluate the conformity of the ideas of school participatory budgeting with traditional approaches to education formed in the twentieth century (works by S. T. Shatsky, A. S. Makarenko, I. P. Ivanov). Materials and Methods. The research methodology relies on the ‘cultural transfer’ concept which is defined as a study of foreign cultural form (the object of the transfer) and its resonance with traditional cultural norms (address of the transfer). A comparative analysis of significant works by Soviet education scholars and research articles of international and Russian authors devoted to school participatory (initiative) budgeting was used as a procedure for conducting this study. The comparison parameters represent a modification of the components of the school educational system. Results. The conformity of school participatory budgeting with the Soviet tradition of education is revealed through the following main results: 1) the similarity in ideas about the educational ideal is characterized (socially active, proactive citizen-owner, focused on improving the environment, capable of expressing and defending their interests); 2) common features in the positioning of the child-adult community as an economic and self-governing organization have been established; 3) the analogy between ‘social creativity’ and ‘experiments with democracy’ is proposed and justified; 4) partnership in child-adult relationships is presented as a common feature of the compared phenomena; 5) in both cases, the determining role of social technology of interaction between participants in the relationship was revealed. Conclusions. The article draws the following conclusion: school participatory budgeting does not contradict the ideas of authoritative twentieth-century pedagogues about education; moreover, it allows to enrich the Soviet experience with modern solutions that take into account the peculiarities of the market economy.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":" 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139135849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploration of gender-determined differences in the level of university students’ diligence","authors":"V. G. Sharmin, T. N. Sharmina, D. V. Sharmin","doi":"10.15293/2658-6762.2306.02","DOIUrl":"https://doi.org/10.15293/2658-6762.2306.02","url":null,"abstract":"Introduction. The article examines how students’ gender determines their diligence in studying core and non-core disciplines, as well as how the level of diligence changes during the transition from the secondary school to the university. The purpose of this article is to identify the level of gender-determined first-year students’ diligence, based on their self-assessment. Materials and Methods. The research follows the structural-functional and aspect-based approaches. In order to achieve the purpose of the research, the authors used theoretical (analysis, synthesis, generalization and systematization of scientific publications) and empirical (questionnaire) methods. Statistical data processing was carried out using the Student's t-test and correlation analysis methods. The experimental research consisting of two stages was conducted at Tyumen State University. At the first stage, the sample consisted of 232 students; at the second stage it included 221 first-year students of various fields of study. The total sample was 453 people, including 242 men and 211 women. Results. It was revealed that the diligence of female students statistically significantly exceeds the diligence of male students in studying core and non-core disciplines at the secondary school, as well as in studying non-core disciplines in the first year of the university. Statistically significant differences in the level of diligence in studying core disciplines at the university between male and female students were not revealed. It is shown that during the transition from the secondary school to the university, diligence in core disciplines does not significantly change in male students, while a small but statistically significant decrease in diligence was recorded in female students. In the first year of university, diligence in non-core disciplines increases statistically significantly in both male and female students. It is established that there are weak correlations between the level of diligence in core disciplines at the secondary school and at the university, in non-core disciplines at the secondary school and at the university, as well as in core and non-core disciplines, regardless of the student’s gender. The reasons for weak correlations require additional study. The conclusions about the influence of various factors on the academic performance of students (determined by the student’s gender) made by the authors at the first stage of the study are confirmed. Conclusions. Based on the self-assessment of first-year university students, statistically significant changes in the level of their diligence during the transition from the secondary school to the university were revealed, as well as statistically significant differences in the level of diligence in studying core and non-core disciplines determined by the student’s gender.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"45 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139131372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Conditions contributing to productive family-school cooperation aimed at developing civic iden-tity and patriotism in adolescents: With the main focus on representatives of indigenous small-numbered peoples (the Kumandins)","authors":"Olga Nikolaevna Makarova, A. Bespalov","doi":"10.15293/2658-6762.2306.11","DOIUrl":"https://doi.org/10.15293/2658-6762.2306.11","url":null,"abstract":"Introduction. The article examines the problem of productive cooperation between family and school aimed at the development of civic identity and patriotism in Kumandin adolescents as representatives of indigenous small-numbered people, taking into account their ethno-cultural characteristics. The purpose of this article is to identify the conditions enhancing productive cooperation between family and school in solving the problems of forming civic identity and patriotism in Kumandin adolescents. Materials and Methods. The methodological basis of this study includes scientific works by leading experts devoted to the formation of civic identity and patriotism. The empirical data were obtained in Altai Krai in 2023-2023. The study used ‘My Ethnicity’ sociological questionnaire, which enabled the authors to identify cognitive and affective aspects of adolescents’ ethnic identity. Using the scale of civic consciousness as patriotism and nationalism of the International Social Survey Programme (ISSP) allowed to assess constructive and non-constructive manifestations of adolescents’ civic identity. Also, the authors used D. J. Finney’s Ethnic Identity Scale for assessing adolescents’ ethnic identity. In order to identify factors determining the formation of civic identity and patriotism in Kumandin adolescents, a survey of school teachers was conducted and moral education curricula were analyzed. The study involved 90 Kumandin adolescents. Results. The article presents a theoretical analysis of approaches to the formation of civic identity and patriotism. The results of the study showed that the majority of Kumandin adolescents demonstrated a high level of ethnic identification. Based on research data obtained by means of D. J. Finney’s inventory, the authors identified high internal consistency in the manifestations of cognitive and emotional components of adolescents’ ethnic identity. The authors revealed significant features in the intensity of various components of civic and ethnic identity among Kumandin adolescents compared to representatives of other nationalities. In particular, statistically significant strong (d from 0.65 to 0.92) differences were found for all indicators of ethnic identity according to D. J. Finney’s method, with average values higher among Kumandin adolescents. At the same time, it has been found that Kumandin adolescents have a poor understanding of the culture and traditions of their ethnic group, practically do not speak the Kumandin language, and do not strive to demonstrate their belonging to the indigenous people. The study showed the need for schools to organize conditions for productive cooperation between family and school aimed at the formation of civil identity and patriotism in Kumandin adolescents: targeted and systematic educational work on studying Kumandin culture and preserving the language in classes attended by Kumandin students, involving the family as part of civic and patriotic education by means of so","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"42 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139132627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Neurodidactic model of an integrated educational and industrial cluster: Evaluating the effective-ness of preparing labor resources","authors":"E. Politsinskaya, Alexander Valerievich Trofimov, V. G. Lizunkov","doi":"10.15293/2658-6762.2306.07","DOIUrl":"https://doi.org/10.15293/2658-6762.2306.07","url":null,"abstract":"Introduction. The article discusses the problem of developing significant competencies for a future engineer. The purpose of the study is to substantiate the effectiveness of the neurodidactic model of an integrated educational and industrial cluster for preparing labor resources proposed by the authors. Materials and Methods. The research follows the logic of a pedagogical experiment. The development of the neurodidactic model was built on the analysis of pedagogical practices in introducing neuropedagogy into the educational process. As part of the study, the material obtained from the empirical data collection was analyzed and summarized. The sample consisted of 289 students majoring in technical areas of study. V. Smekal and M. Kucher’s “Personality orientation” inventory was chosen to confirm the effectiveness of the proposed neurodidactic model. Results. Theoretical analysis of scholarly literature made it possible to systematize the existing practices of introducing neuropedagogy into the educational process and reveal the most effective ones, as well as to identify factors determining the effectiveness of applying neurodidactic principles in the educational process. The formative experiment involved a revision of educational content and substantiation of the significance of the neurodidactic model of teaching and learning. As part of the formative experiment, most students developed a professional personality orientation, which plays an important role in the development of significant key competencies for an engineer. Conclusions. The research findings indicate that the neurodidactic learning model implemented within the educational process of the university ensures the professional orientation of the student’s personality and, as a result, obtaining high learning outcomes.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"79 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139132267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The unity of subjective predictors of speech actions as an indicator of the subject’s agency in learning: An empirical study","authors":"T. S. Vershinina, N. Zhukova","doi":"10.15293/2658-6762.2306.09","DOIUrl":"https://doi.org/10.15293/2658-6762.2306.09","url":null,"abstract":"Introduction. The article presents the results of an empirical study of subjective predictors of speech actions. The purpose of the article is to substantiate the indicators of students’ agency in learning on the basis of empirical research in subjective predictors of speech actions. Materials and Methods. The study follows A. N. Leontiev’s activity-based approach, A. A. Verbitsky’s theory of context education, and J. Kelly’s cognitive theory of personality. The research methods include the following: analysis, synthesis, generalization, classification, J. Kelly’s method of repertoire gratings, methods of mathematical statistics. Moreover, the author used co-therapeutic computer system «KELLI-98». Results. The empirical study on the unity of (connection between) subjective predictors of speech actions, which include significant roles, conjugations of the I-real/I-ideal, and the type of communication allowed to reveal four kinds of students’ agency in learning. The first one is a normal type of communication, characterized by manifested agency in interpersonal interaction with all subjects of the educational process, and speech action at the dialogue level. The second is a normal type of communication characterized by latent agency in interpersonal interaction with all subjects of the educational process; speech action at this level is an internal dialogue. The third type is a rigid type of communication distinguished by lack of objectivity in interpersonal interaction with all subjects of the educational process; speech action is characterized by opposition to others and resistance. The fourth type of communication is a rigid one. Its distinctive features include a poorly developed ability to solve problems in interpersonal interaction with all subjects of the educational process; speech actions include manipulation. Conclusions. Finally, relying on the empirical data analysis, the author concludes that the unity of subjective predictors of speech actions (significant roles, conjugation of the I-real/I-ideal, type of communication) is an indicator of ‘activity/inactivity’; on the basis of this indicator, four kinds of students’ learning behaviors are described.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"123 42","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139134165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Learning experiences of deaf and hard-of-hearing students in digital media: challenges and the use of cognitive and metacognitive strategies","authors":"Y. Krasavina, E. Ponomarenko, A. Gareyev, Anastasia Andreevna Shishkina","doi":"10.15293/2658-6762.2306.03","DOIUrl":"https://doi.org/10.15293/2658-6762.2306.03","url":null,"abstract":"Introduction. The paper deals with the problem of developing cognitive competence of deaf and hard-of-hearing students when learning in the digital media. It is aimed at identifying and generalizing difficulties and successful strategies of metacognitive and cognitive nature in deaf and hard of hearing students of a technical university when performing assignments in the digital media. Materials and Methods. For the preliminary selection of participants, V. S. Yurkevich's \"Intensity of cognitive interests\" inventory and N. S. Kopeina’s learning styles questionnaire were used. Qualitative research methods applied included verbal records and observation; data analysis was carried out using the grounded theory method. The study involved 5 deaf and hard-of-hearing students, selected on the basis of survey results and academic performance. During individual sessions, participants were required to complete assignments developed on the basis of a scenario requiring the use of cognitive and metacognitive strategies. Results. The study identified main difficulties and cognitive and metacognitive strategies in carrying out learning activities in the digital media used by deaf and hard-of-hearing students, who were characterized as high achievers. They were generalized and classified into the following categories: understanding the task; predicting the result; planning; information search; online reading; information selection; \"survival\" strategies; personal learning network. Conclusions. The paper presents specific features of cognitive competence of deaf and hard-of-hearing students in the digital media: limited range of cognitive and metacognitive strategies, and challenges associated with insufficiently developed reading skills at the stage of understanding the task, selecting and correcting keywords, abstract analysis, site selection and information selection. The analysis of the study results led to the conclusion that deaf and hard-of-hearing students should be educated about cognitive and metacognitive e-learning strategies. The identified difficulties when working in the digital media have shown that digital content developers should consider the problem of generating incorrect subtitles, as well as recommendations for the designing digital texts using highlighting, hyperelements and plenty of illustrations.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":" 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139135883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessing students’ research competencies with the main focus on the level and direction of their development","authors":"Anastasia V. Pesha, Svetlana Yurievna Patutina","doi":"10.15293/2658-6762.2306.08","DOIUrl":"https://doi.org/10.15293/2658-6762.2306.08","url":null,"abstract":"Introduction. The article presents an analysis of approaches to the problem of effective assessment of university students’ research competencies. The purpose of the article is to reveal and demonstrate the results of adopting the inventory for assessing students’ research competencies, focusing on the level and direction of their development. Materials and Methods. The research is based on the application of a systematic approach and contextual methods in the assessment and development of university students’ research competencies. The authors applied comparative and retrospective analysis, systematization and generalization of existing approaches and methods for assessing students’ research competencies, which allowed them to develop and propose a content-based inventory. The empirical part of the study was conducted at the Department of Labor Economics and Personnel Management at Ural State University of Economics. More than 80 full-time students took part in the research by testing the inventory. The results of the empirical testing are presented using the tools of descriptive statistics, Spearman's correlation analysis, and Student's t-test determination. Results. Based on reviewing scholarly literature, the authors substantiate the importance of involving students in research activities and the development of research competencies (RC) as competitive advantages in the labor market. On the basis of generalization, a number of research approaches to the development and application of methods for assessing students’ RC are revealed. As a result, the authors present a six-component questionnaire for assessing research competencies as the basis of a comprehensive and personalized approach to the development of students’ potential, including: theoretical-information, cognitive, communicative, motivational-organizational, operational-activity and reflexive-prognostic components. The effectiveness of the inventory is proved by its content validity and the results of a two-stage approbation of the questionnaire in groups of students with and without research experience. The results of empirical testing of the inventory confirm that with comprehensive, contextual and systematic approaches to the assessment of research competencies containing personal recommendations for their development, the indicators for all 6 components of RC increase. Conclusions. The study concludes that there are many approaches to the assessment of RC and each of the methods can be relevant to the research tasks in the case of complexity and consistency. The six-component inventory has passed the stage of content validation and has shown relevance to the tasks of assessing university student’ research competencies with the main focus on the level and direction of their development.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"26 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139130180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘Constants’ and ‘variables’ of digitalized education","authors":"L. Letyagin, Denis Yu. Ignatev","doi":"10.15293/2658-6762.2306.04","DOIUrl":"https://doi.org/10.15293/2658-6762.2306.04","url":null,"abstract":"Introduction. The article examines the problem of informatization of a globalized society. The purpose of the study is to summarize the ideas about the ‘constants’ and ‘variables’ of modern university education as a self–organizing system actively involved in the processes of digitalization. Materials and Methods. In order to achieve the research aim, a thematic review of Russian and international studies on the issues of informatization of a globalized society has been conducted. The study involved a comparison of alternative points of view reflected in the works by B. Readings, P. Cramer, etc. The analysis of existing theories of the information society has been carried out. Results. Reviewing the results of Russian and international studies has shown that the world picture today is structured predominantly by the modern media, while most globalizing trends are becoming less and less manageable. The history of philosophy frequently addresses the problem analysis of such paradigmatic shifts which arise implicitly and take shape in emergence. The article discloses the authors’ understanding of ‘constants’ and ‘variables’ in contemporary university education as a self-organizing system that is rapidly undergoing an intensive process of digitalization. A traditional European university typically demonstrates its ‘aura of age’. The questions are: ‘To what extent is the structure of consciousness influenced by the development of digital resources and by outsourcing the functions of academic word and of individual memory to external digital data media?’; ‘To what degree can production of university knowledge act as an intellectual practice and determine the independence of thinking?’ The problem of establishing the topic of academic engagement and interaction in online formats is considered to be debatable. The authors show that today individuals as subjects of cognitive activities find themselves in a situation where they face value choices, which, in their turn, determine the prospects and the potential of cultural development. Mnemonic operations are to longer perceived as the art of memory. This problem attains special significance during the process of building humanitarian education within the system of electronic communication. One cannot claim categorically that individuals cease to think structurally when they relay the function of storing information to digitized sign systems as a universal resource. Conclusions. The conducted research allowed the authors to conclude that the development of digital technologies as a means of fulfilling social interests means positioning the idea of ‘digital equality’ as the main social asset. This has stimulated establishing cardinally new directions in humanities research. At the same time, the need in relevant and timely connections between the concepts of infogenesis and semiosis is seen today as one of the most current issues in world paradigm problems.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"54 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139130736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Transformation of the higher education system in the context of digital change: A research review on trends in the development of a post-digital university","authors":"M. Ashilova, A. Begalinov, Y. V. Pushkarev, K. Begalinova, E. Pushkareva","doi":"10.15293/2658-6762.2306.05","DOIUrl":"https://doi.org/10.15293/2658-6762.2306.05","url":null,"abstract":"Introduction. This article presents an analysis of a number of academic researches (in the Russian Federation, the Republic of Kazakhstan and the world) on the future prospects of the higher education system of post-digital university. The article aim is to determine the philosophical aspects of the ongoing changes based on a review of current research on the problem. Materials and Methods. The main methods of the proposed research are the philosophical analysis of academic researches in the field of education, as well as a review of the philosophical literature of 2020-2023 on the trends of the post-digital university. Results. The authors note that currently it put in the first place not the productivity of education, but its social characteristics. In a post-digital university, a radical paradigm shift is needed, the rejection of the standardized, algorithmic structure of the university, its transition to a socially significant, critical, responsible device. The authors show that new technologies, as well as digitalization in education, should not be a goal, but a means. Only then can progress in education and significant social transformations be possible. Conclusions. In conclusion, the authors note that the digitalization of the educational process itself, described in the leading documents on education, will not lead to any results, unless it is accompanied by serious transformations in the content of education.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"81 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139132184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interaction practices between pedagogical universities and regional educational systems: Indicators of scientific and educational effectiveness","authors":"S. V. Tarasov, Yuliya L. Proekt","doi":"10.15293/2658-6762.2306.06","DOIUrl":"https://doi.org/10.15293/2658-6762.2306.06","url":null,"abstract":"Introduction. The paper raises the issue of interactions between pedagogical universities and regional educational systems (hereinafter – RES) in the context of improving the efficiency of universities. The purpose of the study was to identify and systematically describe the nature of the interaction between pedagogical universities and RES in its relationship with the indicators of scientific and educational effectiveness of universities. Materials and Methods. The theoretical and methodological framework of the study is based on the ecosystem approach and the concepts of the educational environment. The authors used a mixed design of the study; the characteristics of the interaction between 33 federal pedagogical universities and RES were analyzed. The information posted on the official websites of universities was subjected to content analysis and inductive thematic analysis. Quantitative indicators of universities that made up the sample of the study were also analyzed based on the results of monitoring the activities of higher educational institutions. The data obtained were subjected to frequency, comparative, cluster and factor analysis. Results. It is revealed that universities are more likely to implement practices of interaction with the RES, aimed to strengthen practical preparation of students and meet the employment needs of regions. The results of the cluster analysis made it possible to substantiate the provisions on four types of practices of interaction between universities and RES: \"integration\", \"cooperation\", \"development\" and \"presence\". It is shown that universities implementing integration and developing interaction practices demonstrate higher indicators of scientific and academic efficiency. The authors come to the conclusion that with the coincidence of the targets of federal universities and RES, there is a need to develop mechanisms for their interaction. Different practices of interaction between universities and RES are generated by different strategies of their construction, which determine the role of a pedagogical university in the educational space of the region. It is shown that scientific and academic excellence of the university is associated with the implementation of integration practices of interaction. Conclusions. According to the research finding, the nature of the interaction between federal pedagogical universities and RES is revealed and described, the key types of interaction practices reflecting the vectors of inclusion of the federal university in the regional educational space are determined.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"92 26","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139131936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}