Science for Education Today最新文献

{"title":"Creating a supportive learning environment: The impact of dominant love styles on students’ motivation","authors":"Irina Sergeevna Trifonova, Albert Anatolevich Tokarev, Anna Yurievna Levenkova","doi":"10.15293/2658-6762.2305.02","DOIUrl":"https://doi.org/10.15293/2658-6762.2305.02","url":null,"abstract":"Introduction. The article reveals the influence of emotions on the intrinsic student motivation to studies. The aim of the article is to identify the dominant love styles, to validate their impact on the intrinsic student motivation to studies and the types of their motives in order to design a supportive learning environment. Despite the fact that different investigations into the role of emotional factors on learning have been frequently undertaken since the emergence of psychoanalysis, currently, the emotional reaction to the experience of love is insufficiently articulated in educational and methodological literature and is still peripheral. Materials and Methods. The methodological basis of the study is formed by general scientific methods: theoretical analysis and literature review. They are underpinned by a set of specific methods: personality analysis (personalised, environmental and structural approaches), the colour wheel theory of love (J. A. Lee) along with quantitative, qualitative, diagnostic and interpretation methods (N. Ts. Badmaeva). In order to achieve the aim, an analytical and comparative review has been carried out in order to identify the links between emotions and intrinsic student motivation, as well as the main parts of the supportive learning environment. Quantitative and diagnostic methods include two surveys, used as data collection tools. Qualitative and interpretation methods have allowed the authors to determine student motivation through love styles in correlation with types of motives, as well as to design a three-part supportive learning environment based on teaching strategies. Twenty eight students in their third-fourth year of study at University of Tyumen aged between 20 and 25 years majoring in Linguistics have participated in the study. Results. Literature review has shown that emotions are a significant component in cultivating student intrinsic motivation to studies. The authors have identified and described the key components of the supportive learning environment. The results of the diagnostics and their interpretation analysis have shown a high level of love styles’ impact on the student intrinsic motivation to studies and revealed statistically significant links between prevailing love styles and motives. The dominant love styles are Ludus, Pragma and Agape. Assessment of the student motivation level and dominant types of motives has shown that 51 percent of respondents (n=16) have below average or low level of motivation. Among the prevailing motives, the authors highlight the following: communicative, failure avoidance and social motives. These findings have allowed the authors to design a meaningful model of the supportive learning environment based on teaching strategies and to justify its significance. The authors’ model consists of three main parts involving intellectual stimulation, flexible assessment system and reflection. On the one hand, these components result from the prevailing motives ","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136022990","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":"Evaluating performance indicators of scientific schools in the pedagogical university","authors":"Elza Khafizovna Shaimardanova, Svetlana Vladimirovna Ryabova, Raisa Rafailovna Iumaguzhina, Zaliya Damirovna Battalova, Svetlana Airatovna Gareeva","doi":"10.15293/2658-6762.2305.07","DOIUrl":"https://doi.org/10.15293/2658-6762.2305.07","url":null,"abstract":"Introduction. The authors investigate interrelated problems including the motivation of young people for involvement in scientific and research activities, on the one hand, and changes in scientific traditions of educational or scientific institutions determined by modern trends, on the other hand. The purpose of this article is to evaluate the performance indicators of scientific schools at the pedagogical university, to identify the most effective criteria for evaluating the performance of scientific schools. Materials and Methods. The research is based on the theoretical foundations of science studies, forming the idea of a scientific school as a formalized system of scientific views of the scientific community (M. G. Yaroshevsky, etc.). The article analyses the problem of performance indicators for scientific schools with the main focus on Bashkir State Pedagogical University named after M. Akmulla. The sample included 12 scientific schools in the fields of humanities and natural sciences. In the article, we considered such qualimetric indicators of the effectiveness of scientific schools as the number of published monographs, research articles and defended dissertations. Results. We found that in 2018-2022 the publication efficiency of the academic staff at the Bashkir State Pedagogical University named after M. Akmulla increased, but this criterion was unstable with the publication efficiency of scientific schools. Data analysis shows that the main performance indicators do not demonstrate stability – a steady increase or decrease. The development of the scientific school determines the mechanism of accumulation of effectiveness for each indicator for several years, which is determined both by internal factors (the system of encouraging academic staff based on the results of research activities; increase in number of young researchers: master’s and doctoral students) and external ones. Thus, we found that the most effective criterion for assessing the activities of scientific schools is evaluating a set of qualimetric indicators, as well as evaluating external factors including changes in the rules of dissertation councils, in scientific publications ratings, in the system of grant support for research activities, etc. Conclusions. In conclusion, the authors summarize the results of evaluating the performance indicators for scientific schools at the pedagogical University, emphasizing the most effective assessment criteria.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136067829","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":"Comparative analysis of models of educators’ digital competencies in the context of digital transformation of education","authors":"Vera Ivanovna Toktarova, Olga Vasiljevna Rebko, Dina Alekseevna Semenova","doi":"10.15293/2658-6762.2305.04","DOIUrl":"https://doi.org/10.15293/2658-6762.2305.04","url":null,"abstract":"Introduction. The article focuses on analysis and evaluation of digital competence of academic staff in higher education institutions. The authors draw attention to the fact that in the conditions of digital transformation of education, the issue of educator’s competencies is becoming increasingly acute. However, currently there are no uniform standards of digital competencies, as well as their uniform definition. This determines certain difficulties in updating initial teacher education and professional development programs for educators. The purpose of this article is to identify the specifics of teachers’ digital competencies models and to illustrate their implementation in the educational practice of higher education institutions in the context of digital transformation of education. Materials and Methods. The research is based on the provisions of competence, system, activity and environmental approaches. In order to achieve the research goal, the authors used a set of theoretical (structural-functional and content analysis, synthesis, generalization), empirical (questionnaire, survey, conversation, ranking, expert evaluation) and mathematical (mathematical statistics, mathematical modeling) methods. As part of the study, the empirical data were analyzed and summarized. The sample consisted of 573 students pursuing their degrees in the field of Education at Mari State University. In order to confirm the reliability and significance of the presented statistical data, the Pearson criterion χ2 was applied. Results. Based on the analysis of theoretical research and educational practices, the authors analyzed the concept of ‘digital competencies’. The results of a comparative analysis of five models of digital competencies for educators (DigCompEdu, TPACK, SAMR, TDC and INTEF) are presented and described. The authors identify the common components for the above-mentioned models. They include technological, educational, cognitive, communicative, and personal ones. Their characteristics and interrelation are considered. The authors provide data from a survey of education students at Mari State University and identify the degree of formation and development of competencies within the identified components of the generalized model. The conditions for the integration of the five-component structure of the digital competencies model into the initial teacher education are clarified using the example of the master's degree program in Digital Pedagogy within the field of Education (44.04.01). Conclusions. Based on the data obtained, the authors identify features and specifics of implementing the models of educators’ digital competencies. They include the common core of five components within competencies and the need for their harmonious development among modern educators. The interdisciplinary nature of their formation and development in the conditions of digital transformation of education is emphasized, which is illustrated using the example of the mas","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136022599","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":"Specificity for improving the efficiency of English language acquisition by IT-Master’s students","authors":"Nadezhda Anatolyevna Goncharova, Aleksandrina Iosifovna Khaitova, Alla Anatolyevna Oshkordina, Elena Nikolaevna Makarova","doi":"10.15293/2658-6762.2305.03","DOIUrl":"https://doi.org/10.15293/2658-6762.2305.03","url":null,"abstract":"Introduction. The authors study the problem of training professionals having sufficient English language proficiency in the modern conditions of globalization of scientific and technological progress and the accompanying international discourse in the field of IT. The purpose of the article is to identify specificity for improving the efficiency of English language acquisition by IT-Master’s students. Materials and Methods. The sample consisted of 94 1st-year Master’s students, majoring in IT, as well as 25 university teachers of English for Professional Purposes with more than 10 years of work experience. The results of the theoretical analysis of the problem were compared with the data obtained from the survey of 76 Master’s students, as well as with the results of a survey of 25 university teachers focusing on the issues of finding ways to improve the efficiency of English for Professional Purposes acquisition. The specific authors methodology called ‘multimedia presentation’ developed on this indicative basis was tested in the course of English for Professional Purposes in an experimental group of IT-Master’s students (n=18). At the same time, a control group of 21 Master’s students were studying standard English for Professional Purposes discipline. The results were processed by means of qualitative analysis and methods of mathematical statistics. Results. Comparison of the data from theoretical analysis and surveys made it possible to identify the criteria, conditions, factors, indicators and levels of increasing the efficiency of English for Professional Purposes acquisition, corresponding to the personal and professional characteristics of MA-students, majoring in IT. On this basis, the ‘multimedia presentation’ technique was developed and implemented in the experimental group of MA-students. A comparative analysis of the indicators of mastering English for Professional Purposes in the control and experimental groups revealed statistically significant differences in the levels of these indicators. Statistically significant data have shown that the experimental group had more master’s students who achieved high performance, whereas the control group included more postgraduates, who did not rise above the average level in their performance. As one of the possible interpretations of the data obtained, an assumption about the dominance of motives that are different in essence and formed in each group was made. As a result, in the experimental group, procedural motives could grow, creating enthusiasm for the learning process, which allowed participants to demonstrate high indicators. In the control group, only external stimuli could dominate. In the absence of significant enthusiasm for the learning process, this became a subjective justification for the MA-students’ acceptability of a satisfactory grade. Conclusions. The developed methodological tools statistically significantly increase the efficiency of English for Professional Purposes acq","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"29 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136023118","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":"Evaluating STEAM-competence of prospective natural science teachers","authors":"Natallia Stanislavovna Salahub, Natallia Vladimirovna Navumenka, Roman Idelevich Aizman","doi":"10.15293/2658-6762.2305.01","DOIUrl":"https://doi.org/10.15293/2658-6762.2305.01","url":null,"abstract":"Introduction. The article studies the problem of developing STEAM competence in undergraduates pursuing their first degree in natural science education. The authors justify the necessity of introducing the discipline called ‘STEAM-approach in natural science education’ into the curriculum. The purpose of the article is to assess the readiness of future teachers of natural science subjects to implement STEAM education. Materials and Methods. The research methodology follows integrative, complex and contextual principles and the essential ideas of STEAM education aimed at the formation of STEAM-competencies in future natural science teachers. The authors summarized existing approaches to identifying key competencies, developed the structure of STEAM competence and designed the syllabus for ‘STEAM approach in natural science education’ discipline. The academic discipline ‘STEAM approach in natural science education’ was integrated in the curriculum of ‘Biology and Geography’ undergraduate programme and tested in the educational process. Final evaluating procedures which assessed the level of developing the components of STEAM competence included the comparative analysis of data obtained by means of questionnaires of teachers and students and the comparative assessment of some components of the STEAM competence in the control and experimental groups. Experimental work was conducted in secondary education settings in the Republic of Belarus and in the Faculty of Natural Sciences at Belarusian State Pedagogical University named after Maxim Tank. The study involved 33 natural science teachers and 70 undergraduates doing their first degrees in the Faculty of Natural Sciences at BSPU named after Maxim Tank. The methods of theoretical analysis, comparison, questionnaire, testing, and statistical data processing were used in the study. Results. In the course of the research, the need for the formation of STEAM competence in future teachers of natural science subjects is substantiated; a system of their preparation for the implementation of STEAM education is developed and justified. The results of experimental work confirm that the effectiveness of training future natural science teachers to implement STEAM approach is determined by academic disciplines, which involve students in STEAM education. Conclusions. The results obtained prove the effectiveness of developing STEAM competence in future natural science teachers by means of targeted method training provided at the first stage of higher education. Teaching ‘STEAM approach in natural science education’ discipline as one of the elements of future teachers’ method preparation for implementing STEAM education contributes to the improvement of their STEAM competence.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"93 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136068057","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":"Establishing scientific educational space within the university: factors contributing to successful Eurasian integration","authors":"Aleksandr Sergeevich Gonashvili, Elena Evgenievna Lanina, Marina Yurievna Spirina","doi":"10.15293/2658-6762.2305.09","DOIUrl":"https://doi.org/10.15293/2658-6762.2305.09","url":null,"abstract":"Introduction. The problem of the article is to focus on a range of aspects in the field of integration of science and higher education, which play an important role in the process of establishing the Eurasian scientific and educational space. The purpose of the article is to identify factors contributing to successful Eurasian integration in the process of establishing scientific educational space within the university. Materials and Methods. The theoretical and methodological basis of the study is made up of general scientific (philosophical) methods and a systematic approach. The subject of the study required the use of a combination of different approaches, primarily systemic, which allowed to conduct the correct analysis of applying historically established and modern educational technologies and practices in Eurasian education, as well as to describe some aspects of the effective integration of science and education in the Eurasian space. The object of the study is the experience of the University under the IPA EurAsEC on developing a system of scientific, organizational, research, publishing and educational activities in the Eurasian space. The authors used the following research methods: comparative, historical, interdisciplinary, content analysis method, etc. Results. The article considers the experience of using methods of ethno pedagogy in preparing innovative staff for the Eurasian space as a means of developing scientific and educational cooperation, expanding Eurasian integration, and giving it a humanitarian dimension. The authors substantiate the idea that strengthening and expanding the capabilities and needs of a unified Eurasian scientific and educational space should be considered as conditions for achieving effective cooperation in the field of science and education, allowing to restore professional communication of researchers from different Eurasian countries, update the content of higher education and contribute to bringing new scientific knowledge to the scientific community. The authors emphasize that a significant contribution to the development of the Eurasian integration process is made by the University under the IPA EurAsEC, which initiated a number of international projects contributing to the inclusion of new scientific knowledge and methods in the educational process within the framework of Eurasian economic integration. Conclusions. The article concludes about the values of higher education and about a need for integrating science and education as a basis for further development of Eurasian integration process. The authors draw the conclusion that today integration must be based on the historical experience of cooperation between Eurasian states in the field of science and education. Such interaction is considered to be the basis for further successful integration.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"76 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136023115","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":"Factors having the most significant impact on university students’ level of financial literacy: Forecasting based on cognitive methodology","authors":"Evgenia Yuryevna Tyumentseva, Vitaliy Aleksandrovich Shamis, Svetlana Khamityanovna Mukhametdinova","doi":"10.15293/2658-6762.2305.06","DOIUrl":"https://doi.org/10.15293/2658-6762.2305.06","url":null,"abstract":"Introduction. The authors explore the problem of increasing financial literacy in modern university students based on an analysis of the results of a sociological survey and cognitive modeling tools. The purpose of the study is to identify a set of interrelated factors that have the most significant impact on the level of financial literacy and predict the features of the development of the system. Materials and Methods. During the research, the survey method, mathematical and statistical methods for processing empirical data, expert assessment and computer modeling were used. The methodology of cognitive modeling, founded by R. Axelrod, was used as a methodological basis of the study. In order to identify factors that have the most significant impact on the level of financial literacy, a survey was conducted involving 195 Omsk university students. Based on the results of the survey and expert assessment, a cognitive model of the level of financial literacy was developed and a series of computer experiments were conducted. Results. During the research process, the highest priority topics in the field of financial education were revealed; a set of factors influencing the level of financial literacy was identified, connections between them were determined and an expert assessment of their intensity was carried out; a cognitive model of the level of financial literacy in the form of a weighted directed graph has been developed; a series of computer experiments was conducted and the impact on the target factor of influences of varying intensity exerted on the associated control factors such as, the ability to plan a personal budget, etc. was predicted. Conclusions. The study showed the social significance of increasing the level of financial literacy in university students. The results of the computer modeling made it possible to predict to what extent influences made on control factors can determine the level of financial literacy and to draw conclusions about the highest priority topics. The results obtained can serve as a scientific basis for designing financial literacy courses in modern universities.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136022847","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":"International students’ adjustment to the educational environment of the Russian university: medical and psychological aspect of socio-cultural integration","authors":"Anna Mikhailovna Markus, Inna Nickolaevna Dmitrusenko, Igor Andreevich Tishevskoy","doi":"10.15293/2658-6762.2305.10","DOIUrl":"https://doi.org/10.15293/2658-6762.2305.10","url":null,"abstract":"Introduction. The increase in the number of academic exchange programmes for students contributes to a significant growth in the number of international students in Russian universities who often experience a sense of dislocation and have to adjust to new academic and cultural environments. The key problem of integrating international students into the Russian educational environment is their psychological adjustment, which determines not only their academic attainment, but also indicators of their health and social well-being. The purpose of this article is to identify psychological and medical factors and manifestations of adjustment to the educational environment of the Russian university for international students, as well as to assess their satisfaction with medical and psychological support during their studies at university. Materials and Methods. The study has been conducted on the basis of an anthropo-systemic methodological approach, which implies a focus on improving constructive strategies and resources for students that allow them to overcome various difficulties more effectively, as well as on developing intercultural communication skills, creating internal and external conditions for self-fulfillment. Questionnaires designed to study medical and psychological aspects of the international students’ adjustment to the educational environment of the Russian university were used as research methods. Results. The study has revealed that 33 per cent of participating international students demonstrated ‘low’ and ‘below average’ levels of adjustment. ‘Above average’ and ‘high’ levels of adjustment were revealed in 56 per cent of participants. Only 11 per cent of the sample demonstrated the ‘average’ level of adjustment. At the same time, international students showed a low degree of self-determination in relation to the future career and prospects for personal development and a high demand for assistance in understanding the importance of professionalization and revealing students’ abilities for self-development and self-determination. The analysis of the demand and experience of receiving medical services by international students revealed that about 80% of the participants sought medical help. About 73% of them were fully or partially satisfied with the quality of medical services provided, 10% were dissatisfied with the quality, and 17% found it difficult to assess the quality of medical care. The study reveals the following drawbacks in the complex work implemented by university departments responsible for optimizing psychological and medical indicators of international students’ adaptation: time-limits for the examination of patients by a medical worker, difficulties in communication between a specialist and an international student determined by language and cultural barriers, as well as the fact that ‘supporting’ university staff insufficiently take into account the above-mentioned low degree of international students’ self-determina","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"611 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136022853","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 assessment of integrative potential of simple and compound interest models in increasing students’ financial literacy","authors":"Elena Aleksandrovna Kormiltseva, Natalya Yurievna Simonova, Alexandra Pavlovna Shmakova, Viacheslav Arkadyevich Filimonov, Nataliya Aleksandrovna Burmistrova","doi":"10.15293/2658-6762.2305.05","DOIUrl":"https://doi.org/10.15293/2658-6762.2305.05","url":null,"abstract":"Introduction. The article studies the contradiction between the unprecedented surge in financial technologies, which determines the relevance of financial decision-making, and the lack of the educational process organization in an economic university that takes into account the cumulative effect of using formalized models of simple and compound interests in terms of integrating academic disciplines. The objectives of the study are (1) to identify opportunities to increase students’ financial literacy using the integrative potential of academic disciplines and (2) to assess the relationship between skills in applying formalized methods of financial decision-making based on the models of simple and compound interests, and the dynamics of financial literacy that contributes to positive financial behaviors. Materials and Methods. The methodological basis of the study is the Pareto principle, or the 20/80 rule, which says that 20 % of efforts give 80 % of the result and vice versa. Financial literacy of 224 students of Omsk economic universities was evaluated by means of an online survey. The questions reflected the objective level of respondents’ financial literacy, the subjective level and the need for further knowledge and skills in financial literacy. Results. The study has identified the possibilities of increasing students’ financial literacy by using formalized models of simple and compound interests in terms of integrating academic disciplines. The results of the analysis confirm that a higher level of financial literacy correlates to skills in applying simple and compound interest models and reveal a positive dynamics of the cumulative effect of integrating academic disciplines. The use of the Pareto principle in this study confirms that skills in applying formalized models of simple and compound interests, which account for about 20 % of financial literacy (in terms of attitudes, knowledge and skills), determine 80 % of the positive dynamics in the overall financial literacy level. Based on the findings, recommendations for managing educational process in order to ensure the positive dynamics of digital financial literacy have been provided. Conclusions. The study suggests that it is a promising idea to use the integrative potential of simple and compound interest models in increasing financial literacy that contributes to positive financial behaviors of economic university graduates.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136022860","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":"Peculiarities of forming preschoolers’ socio-cultural agency as a condition for their cognitive- emotional development in the digital society","authors":"Yulia Valeryevna Batenova, Sergey Vladimirovich Tipushkov, Oksana Gennadievna Filippova","doi":"10.15293/2658-6762.2305.08","DOIUrl":"https://doi.org/10.15293/2658-6762.2305.08","url":null,"abstract":"Introduction. The article presents a theoretical review and an experimental study of preschoolers’ cognitive and emotional development in the digital era. The purpose of the research is to identify and clarify the synergetic effect of creating an event–organized educational space for joint activities of children and adults in the implementation of a complex of various types and forms of cultural practices aimed at developing agency and initiative in preschool children within the framework of socially transformative activities in digital society. Materials and Methods. The study follows the basic principles of the synergetic approach. In order to obtain empirical data, the following methods and techniques of psychological assessment were used: (1) structured observation of children’s joint activities, (2) social emotions inventory, and (3) G. A. Uruntayeva and Yu. A. Afonkina’s ‘Studying the effectiveness of social and personal motive’ inventory. The sample consisted of 56 preschoolers. In order to detect the randomness of the results and track the dynamics, the experimental data were subjected to mathematical processing (Wilcoxon's T-test, which ensures the validity and reliability of the results obtained). Results. The research findings show that the use of a synergetic approach and a complex of various types and forms of cultural practices, such as a creative workshop, a research quest, game simulation modeling, design, collecting, and studio work have a significant impact on the indicators of older preschool children’s social agency as a condition for their cognitive and emotional development. The study confirms the assumption that achieving a high level of preschoolers’ social agency is possible provided that an event-organized space of joint activities of children and adults is created in the educational process of the kindergarten. Conclusions. The article concludes about the effectiveness of the synergetic approach in the implementation of a set of different types and forms of cultural practices as conditions for preschoolers’ cognitive and emotional development in the new digital society. The authors emphasize that the use of a synergetic approach and a set of cultural practices in educational practice increases the level of initiative, independence, and responsibility in children, and contributes to redirecting their attention from digital devices to the peer-group and developing positive relationships based on verbal communication and cooperation between peers and adults through the amplification of the creative experience of cognition, application the surrounding objects in a new quality and transforming them.","PeriodicalId":21621,"journal":{"name":"Science for Education Today","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136022861","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}