Perspectives of Science and Education最新文献

{"title":"Social and pedagogical support for self-developing teachers in crisis periods of professional activity","authors":"A. A. Ushakov, N. M. Sazhina, M. Aldoshina, Evgenia G. Denisenko","doi":"10.32744/pse.2024.3.39","DOIUrl":"https://doi.org/10.32744/pse.2024.3.39","url":null,"abstract":"Introduction. In modern society, the social demand for self-developing teachers capable of dynamic changes is being actualized. The process of professional self-development is carried out in the digital environment of education and is accompanied by the emergence of crises, in connection with which teachers, as subjects of activity, need social and pedagogical support. The purpose of the study: theoretical, methodological and empirical substantiation of socio-pedagogical support and the development of content and technological support for professional self-development of a teacher in crisis periods in the digital environment of education. Methodology, materials and methods. The research is based on the humanistic paradigm, as well as the integration of the principles of subjective, integrative, systemic, acmeological, axiological, ecological and activity-based methodological approaches. 142 teachers from educational institutions in Krasnodar and Krasnodar Territory (Russian Federation) participated in the study. Research methods: questionnaire, correlation analysis, Student's t-test. The results of the study. The positive dynamics of the high level of teachers' desire for self-development from the stage of the adaptator (42,6%) to the stage of the master (71,4 %) has been established. Professional crises occur at all stages of one's own development, but with the greatest probability in the most ablebodied periods of pedagogical activity (international – 59,5%, master – 50%). Socio-pedagogical support for a self-developing teacher is relevant both at the stage of adaptation (80,9%) and for experienced mentors (30,4%). The content and technological support of the process of professional self-development of a teacher includes the design of technology for socio-pedagogical support, as well as the development on this basis of programs for the implementation of individual professional development trajectories. The effectiveness of social and pedagogical support amounted to more than 90% of the maximum assessment. Conclusion. As a result of the research, the necessity and features of external socio-pedagogical support for the subjective process of professional self-development of a teacher in crisis periods in the digital environment of education are substantiated. The developed content and technological support for this process is reproducible and makes it possible to increase the effectiveness of professional self-development, which is the novelty and practical significance of the study.","PeriodicalId":422100,"journal":{"name":"Perspectives of Science and Education","volume":"9 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141694302","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":"Use of structural psychological protection mechanisms in dealing with youth in crisis situations","authors":"E. S. Varetsa, Olga V. Belous, Anna M. Dohoyan, Evgenia V. Volobueva","doi":"10.32744/pse.2024.3.29","DOIUrl":"https://doi.org/10.32744/pse.2024.3.29","url":null,"abstract":"Introduction. In modern conditions, adaptation to the dynamics of tension in social reality is of particular importance. One of the adaptation systems of personality is psychological protection. The optimal functioning of the complex system of psychological protection of the individual determines the effectiveness of overcoming life difficulties, preserves the positive ideas of the individual about himself, allows him to \"live\" problematic situations with the preservation of mental well-being. The main function of psychological defense mechanisms is to \"protect\" the content of consciousness from negative, traumatic experiences, ensuring the quality of psychological security of the individual. This allows, in a situation of optimal anxiety, adequate self-esteem, an adequate level of claims, to build and support the socio-psychological adaptability of the individual to the life situation. The purpose of this article is to reveal the possibilities of using constructive mechanisms of psychological protection in working with young people in crisis situations. Materials and methods. 40 students of the Armavir State Pedagogical University (Armavir, Krasnodar Territory, Russian Federation) participated in the study of the content of the protection mechanisms used. The testing was carried out using the methodology for diagnosing the structure and strength of psychological defense (developed by L. Y. Subbotina), and the methodology for diagnosing the dominant strategy of psychological defense in communication (V.V. Boyko). The results of the study. Experimental data obtained during the study showed that in the hierarchy of the high level of protection use, the projection mechanism (22.5%), then rationalization (15%), then the denial mechanism (15%) is the most common in the experimental sample of young people. At the same time, in the response variant of 40 respondents, 18 revealed such psychological protection as aggression, 12 are characterized by peacefulness, and the remaining 10 – avoidance. And when choosing strategies to overcome difficult life situations, respondents chose by importance – orientation to the goal, process and result. Conclusion. Thus, psychological protection is a multi-valued, phenomenologically complex, systemic education that determines the nature of the manifestation of personality and behavior. Therefore, in order to work out an adequate way of responding to young people in crisis situations, it is necessary to take into account the substantial mechanism of psychological defense mechanisms. During the construction of counseling and correctional work, it is possible to use activity aimed at building an adequate strategy for overcoming difficult life situations.","PeriodicalId":422100,"journal":{"name":"Perspectives of Science and Education","volume":"4 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141709274","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":"Evolvement of new professions in the sphere of career guidance as an imperative of our time","authors":"O. I. Krushelnitskaya, Antonina N. Tretyakova, M. Polevaya","doi":"10.32744/pse.2024.3.3","DOIUrl":"https://doi.org/10.32744/pse.2024.3.3","url":null,"abstract":"Introduction. The current situation with the employment of graduates, when almost half of them do not work in their speciality, is a negative phenomenon for both the state and the citizens. One of the reasons for this situation is a gap between the graduates’ expectations and the real content of labour activity. The core of the problem is inefficient career guidance. The need to modernise the career guidance system is recognised worldwide. Forecasting of new professions for career guidance should be one of the directions of this modernisation. Specialists having new competencies will be able to ensure the systemic and planned nature of transformations in the sphere of career guidance in order to optimise it. The aim of the study is to justify the need for and predict the emergence of new professions to improve the efficiency of career guidance. Materials and methods. The study involved the materials of the European Training Foundation, the World Economic Forum; the documents of the Ministry of Education of the Russian Federation: letters, orders, methodological recommendations; the data of the Russian Federal State Statistics Service; scientific articles by Russian and foreign authors. The following methods were used: theoretical analysis of the career guidance development sphere; inductive inferencing; forecasting based on the study of documents and scientific literature on the problem. Results. At present, there is a problem connected with the professional training of specialists engaged in career guidance. People with education in the fields of pedagogy, psychology, sociology and social work are not able to efficiently solve the numerous tasks of modern career counselling. The solution can be achieved by the introduction of new specialisations of employees in this sphere matching the needs of modernity and development trends. It is predicted that these specialisations will be transformed into new professions in the future. For instance, such new professions for career counselling as career research foresighter (prognosticator), career guidance playwork specialist, career guidance testing specialist and developer, career guidance imagemaker, etc. will presumably appear. Conclusion. The modernisation of the career guidance system requires innovations not only in its content and technical fit-out but also in its staffing. The research results can be further used in the process of development of new qualification requirements; for substantiation of proposals on training specialists in upand-coming professions in the sphere of career guidance. They can also serve as a basis for the development of training programmes in new specialities.","PeriodicalId":422100,"journal":{"name":"Perspectives of Science and Education","volume":"55 34","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141689563","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":"Paremiological material in teaching Russian in Arab audiences","authors":"E. Suliman, Saodat M. Raupova, Anna V. Fadeeva, Alla A. Zhukovska","doi":"10.32744/pse.2024.3.18","DOIUrl":"https://doi.org/10.32744/pse.2024.3.18","url":null,"abstract":"Introduction. In the modern context of teaching Russian as Foreign Language, it is necessary to clearly understand the advantages and disadvantages of paremiological material in general and in the Arabic-speaking audience in particular. One of the advantages of paremiological units is their special national and cultural content, which makes them very attractive for teaching to foreign audiences. At the same time, the disadvantages include such characteristics of paremiological units as their etymology and structure, which complicate their understanding and correct use by foreign students. The problem of failed communication is incredibly acute in the 21st century. The paremiological fund of any language includes linguocultural and regional knowledge necessary for students studying a language for better communication with native speakers. The purpose of the article is to identify and highlight the beneficial aspects of using paremiological material in teaching Russian as Foreign Language at all stages of study. Materials and methods. This thesis uses a structural research method that allows to identify and analyze paremiological units from the point of view of their use in teaching Russian language. Also, the structural method allows to carry out the necessary analysis of Russian as foreign language teaching aids using paremiological material, which is necessary for this purpose. Research results. The study of modern research in the field of application of paremiological material in Russian as Foreign Language has shown that this issue remains relevant in linguistics and methods of teaching foreign languages in general and RFL in particular. An analysis of Russian proverbs from the point of view of their use as educational material in an Arabic-speaking audience has shown their enormous potential as a material for teaching, especially in the practice of increasing the linguistic and cultural competence of Arab students. Conclusion. Paremiological units are useful in creating phonetic, morphological, grammatical, and syntactic exercises. They can also be used to create regional studies exercises and creative assignments, which is extremely important when working with foreign audiences at advanced stages of education.","PeriodicalId":422100,"journal":{"name":"Perspectives of Science and Education","volume":"19 S26","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141696357","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":"Self-leadership as the ability for self-management in relation to academic procrastination of engineering students","authors":"E. Chernyakevich","doi":"10.32744/pse.2024.3.33","DOIUrl":"https://doi.org/10.32744/pse.2024.3.33","url":null,"abstract":"Introduction. In the modern educational environment, attention is increasingly focused on the development of students’ personalities. The ability to self-organize, self-discipline and self-motivation becomes a necessary skill both for achieving educational goals and for successful integration into the professional environment of a future specialist. The purpose of the study is to study the influence of self-leadership, self-management and self-esteem on the level of academic procrastination of engineering students. Materials and methods. The sample is represented by 138 students of the St. Petersburg State University of Architecture and Civil Engineering, the average age was 20 years. The following methods were used: «Questionnaire to determine the level of self-leadership», adapted by Kim E-sung, «Scale for assessing academic procrastination», adapted by M.V. Zverev, questionnaire «Ability to self-government» N.M. Peysakhova, test «Determination of the level of self-esteem» S.V. Kovaleva. Results. The self-leadership and self-management skills of engineering students are at the «above average» level, there is also an average level of procrastination, and a low level of self-esteem was found. Students' academic procrastination decreases with a high level of goal-setting ability (r=-0,19; p≤0,05), introspection (r=-0,19; p≤0,05), self-control (r=-0,20; p≤0,05). Procrastination increases when using the strategies of «self-reward» (r=0,18, p≤0,05) and «visualization of one’s own success» (r=0,19, p≤0,05), as well as with high self-esteem (r=0,23; p≤0,001). Girls are more likely to procrastinate, care about the quality of work, and reward themselves after achieving results than boys. The most significant contribution to the academic procrastination of engineering students is made by goal setting (B = -0,36) and «visualization of one’s own success» (B = 0,40). Conclusion. Academic procrastination is one of the common problems in education. Self-leadership as the ability for self-management has a significant impact on procrastination, reducing it. Further research into the phenomenon of self-leadership may contribute to the development of programs for developing selfmanagement skills, which will improve learning outcomes.","PeriodicalId":422100,"journal":{"name":"Perspectives of Science and Education","volume":"33 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141693428","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":"School-based tobacco prevention and cessation program using psycho-education and counselling: a mixed method","authors":"Aroyewun Temitope Folashade, Hazalizah Hamzah, Shawn R. A. Fadzila, Nur Amanina M. Tamizia","doi":"10.32744/pse.2024.3.25","DOIUrl":"https://doi.org/10.32744/pse.2024.3.25","url":null,"abstract":"Introduction. In Malaysia, tobacco-related causes of death have claimed an estimated 27,400 lives annually, and that number is anticipated to climb in the coming years. Despite laws in Malaysia banning smoking in public areas, restrictions on tobacco sponsorship, promotion, and advertising in all media, as well as Graphic Warning Labels (GWLs) on cigarette packets and restricting the legal smoking age to 18 years, it is well-known that children and teenagers are involved and youth tobacco usage is rising. As there is a rise in the prevalence of tobacco use so is the call for effective school-based tobacco prevention and cessation program for children and teenagers. The study set out to understand the current level of knowledge, attitude, and behaviour of children and teenagers towards tobacco use and possible change through psycho-education and counselling towards prevention and cessation. Study participants and methods. This study adopted a pre and post Mixed Method Triangulation Design: Convergence Model. There was an independent and concurrent collection of quantitative and qualitative data from school children ages 11 to 18 years and 7 to 10 years respectively. A one-day four-module school-based prevention and cessation program was developed and carried out in five approved schools and data were collected before and after the program. The mean age for the quantitative study was 13 years, 66% were males and 34% were females. For the qualitative study, the mean age was 9 years, 54% were male and 46% were female A grand total of 131 students participated in the study. The data was analyzed using descriptive statistics, paired samples t-test thematic analysis. Results. The quantitative analysis showed a significant difference between knowledge test scores before psychoeducation intervention (M=.803; SD=.1793) and Knowledge test scores after the psycho-education intervention (M=.895; SD=.1193); [t (108) = -4.596, p = .000], attitude and behavior were insignificant Results from the thematic analysis on the qualitative results showed that the psychoeducation and counselling intervention had a significant impact only on knowledge. The children report on attitude and behaviour towards tobacco did not significantly change from before to after the program. The timing between the program and postdata may be a contributing factor but irrespective of the data collection method the outcome was similar for both children and teenagers. Practical Significance. Through psycho-education and counselling towards prevention and cessation the study set out to understand the current level of knowledge, attitude, and behaviour of children and teenagers towards tobacco use and possible change through psycho-education and counselling towards prevention and cessation. Therefore, intervention programme should include psychoeducation and counselling to improve the knowledge of students in school-based interventions.","PeriodicalId":422100,"journal":{"name":"Perspectives of Science and Education","volume":"74 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141690769","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":"Ecosystems and entrepreneurial intention among students: the mediating role of Islamic values","authors":"Raya Sulistyowati, Farij Ibadil Maula, Angga Martha Mahendra, A’rasy Fahrullah","doi":"10.32744/pse.2024.3.7","DOIUrl":"https://doi.org/10.32744/pse.2024.3.7","url":null,"abstract":"Introduction. The study of ecosystem, entrepreneurial intention, and Islamic values is relevant as it explores the intersection between education, religious principles, and entrepreneurship, which is prominent for promoting ethical business initiatives and socially responsible in this contemporary society. For this matter, this paper aims to examine the influence of entrepreneurial ecosystems, including business incubators, entrepreneurship education, entrepreneurial mindset, and role models, on the entrepreneurial intention of students, with the mediating of Islamic values in the context of Islamic boarding schools. Study participants and methods. This study involved a self-administered survey to Islamic boarding schools students. The targeted sample in this research was Islamic boarding schools in several areas in Indonesia, including Madura, Mojokerto, Bandung, Jakarta, Semarang, and Banyuwangi. Approximately 550 questionnaires were distributed and resulted 516 valid responses for further analysis using partial least square structural equation modeling (PLS-SEM). Results. The findings indicate that entrepreneurship education has a robust influence on entrepreneurial intention (t-value = 10.206; p-value = .000), and Islamic values (t-value = 8.209; p-value = .000). In addition, role models have a robust effect on entrepreneurial intention (t-value = 35.852; p-value = .000) and Islamic values (t-value = 2.228; p-value = .026). While business incubators have no effect on entrepreneurial intention (t-value = .900; p-value = .368), but it has an effect on Islamic values (t-value =11.538; p-value = .000). Indeed, entrepreneurial mindset has no influence on entrepreneurial intention (t-value = .781; p-value = .435), but it has an influence on Islamic values (t-value = 2.228; p-value = .026). This study also confirms the linkage between Islamic values and entrepreneurial intention (t-value = 13.679; p-value = .000). The mediating testing showed that Islamic values act as partial mediators for the linkage between entrepreneurship education and entrepreneurial intention (t-value = 7.388, p = .000). Similarly, Islamic values act as partial mediators for the relationship between role models and entrepreneurial intention (t-value = 2.189, p = .029). Meanwhile, Islamic values failed in mediating the link between business incubator and entrepreneurial mindset on entrepreneurial intention. Conclusion. Entrepreneurial ecosystems play a prominent role in enhancing entrepreneurial intention among students as well as driving Islamic values. The findings add insights into the literature on entrepreneurship education, which notes a robust linkage between the entrepreneurial ecosystem and entrepreneurial intention. Hence, there is an increasing direction for policy developers, entrepreneurship institutions, and Islamic boarding schools in Indonesia and other Islamic countries to more effectively facilitate the development of entrepreneurship that combines religious ","PeriodicalId":422100,"journal":{"name":"Perspectives of Science and Education","volume":"7 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141700358","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 project-based learning model of training engineers: exploring opportunities for building an individual learning trajectory from the students’ and instructors’ perspectives","authors":"Alexander V. Bobrovskii, M. Bazhutina, Daria A. Gorokhova, E.D. Chizhatkina","doi":"10.32744/pse.2024.3.11","DOIUrl":"https://doi.org/10.32744/pse.2024.3.11","url":null,"abstract":"Introduction. The project-based approach into engineering training is an innovative education practice that exemplifies the UNESCO strategy for implementing such practices in education worldwide. The motivation of the study is justified by the fact that the implementation of project-based learning involves building a student learning trajectory, which meets demands for competitive specialists in the automotive industry. The research aimed to investigate opportunities for building students’ learning paths in correlation with the formal performance of the project-based learning model and to elicit issues for its improving. Materials and methods. The study used analysis of previous research and formal performance indicators of the project activity at the Mechanical Engineering Center, where pilot engineering training was launched at Togliatti State University (TSU, Russian Federation). To collect empirical data, an online survey was administered among 118 engineering students (its reliability reached Cronbach’s alpha 0.84), and unstructured and focused interviews among student advisors and project supervisors were conducted. Methods of descriptive statistics and IBM SPSS Statistics 23 package were employed to process the obtained quantitative data. Research results. Quantitative performance indicators of the model demonstrate overall positive dynamics in engineers’ training from 2017 to the present. The study discovered project satisfaction at the Mechanical Engineering Centre (74.1%) and the majority of students (71.9%) evaluate positively project opportunities. The correlation between the project role and the awareness of project opportunities was found (r = 0.23; p < 0.05): all student advisors considered project activity as an opportunity to develop their learning trajectory. However, 14.9% of participants did not consider such project prospects. The focused interview clarified reasons for this choice. Conclusion. The study shows that the correlation between the positive dynamics of formal indicators and assessments of the opportunities of building an individual learning trajectory reveals the need to improve the introduced model in terms of finding the optimal balance between the number of projects and their quality. The study prospects include the formation of students’ readiness and internal motivation for participating in engineering projects. The TSU experience in evaluating the opportunities of forming students’ learning paths through project participation can be helpful for other Russian universities where project-based learning is implemented.","PeriodicalId":422100,"journal":{"name":"Perspectives of Science and Education","volume":"118 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141712977","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":"Developing emotional intelligence of future choreography teachers in the practice of creating multimedia stories","authors":"Elena V. Soboleva, Svetlana S. Bykova, Elena V. Levkina, Ella G. Patrikeeva","doi":"10.32744/pse.2024.3.14","DOIUrl":"https://doi.org/10.32744/pse.2024.3.14","url":null,"abstract":"Problem and goal. Modernization of higher education opens up new prospects for the use of digital technologies to improve the quality of training choreography teachers. The use of services that support multimedia content (PowerPoint, Piktochart, Tilda, etc.) satisfies both the requirements for training programs for specialists engaged in choreography and the requirements for the level of the developed skills that form the basis of the personal emotional intelligence. The authors investigate the problem of substantiating the effectiveness of including digital storytelling in choreographic education. The purpose of the research is to study the impact of choreography teachers’ participation in the development of multimedia stories on the development of their emotional intelligence. Research methods. Multimedia storytelling is considered as an innovative narrative practice based on creating emotional stories using digital technology. Software support is the Tilda constructor. 64 students of the Vyatka College of Culture took part in practical developing stories (Russian Federation). The training program is Folk Art. The N. Hall’s test is used to diagnose and assess the formed emotional intelligence. Statistical data processing was performed using Pearson's χ2 (chi-squared) criterion. Results. Stories were developed and used in the courses “Computer Science”, “Educational and methodological support of the educational process” according to the plan: studying the service that supports multimedia content, its capabilities; defining the concept; collecting and analyzing information; creating a story and implementing it in the digital format; presenting and subsequent use in practice. The peculiarity of the program is adaptation of its content to the specifics of the field of study. Statistically significant differences were revealed in the quantitative changes that took place in the pedagogical system (χ2 = 6.990; p < 0.05). The conclusion states that the development of multimedia stories contributes to the development of emotional intelligence due to the social nature of the activity, the multilayered and non-linear treatment of them while designing the plot, multimodality, and support for an emotionally comfortable atmosphere. Difficulties are also highlighted: low initial level of digital skills; different motivation; specialization in dancing.","PeriodicalId":422100,"journal":{"name":"Perspectives of Science and Education","volume":"106 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141694850","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":"Analysis of educational needs of migrant families raising children with disabilities","authors":"E. A. Olkhina, E. Y. Medvedeva, S. E. Uromova, Marina Z. Gazieva","doi":"10.32744/pse.2024.3.24","DOIUrl":"https://doi.org/10.32744/pse.2024.3.24","url":null,"abstract":"Problem and purpose. In terms of increasing migration flow, it is important to provide conditions for building an open, accessible multicultural educational space. To accomplish this objective, it is required to study in detail the educational needs of migrant families. Particularly relevant are studies that involve the analysis of parents’ requests for children with disabilities to receive preschool primary and basic education. The purpose of the study is to analyze the educational needs of migrant families raising children with disabilities of school age. Materials and methods. 228 respondents took part in the pilot study. The experiment used a questionnaire developed by the authors for migrants raising children with disabilities of school age. The criteria for its compilation are presented and the structural components are described. The questionnaire was supplemented by conversations with migrants raising children and special and inclusive education teachers. Results. The results obtained make it possible to analyze the direction and content of requests to an educational organization and a teacher. The expectations and ideas of respondents regarding children's education were studied. 60.5% of parents prioritize their child’s mastery of the educational program, especially in-depth study of the Russian language. All participants in the experiment show a high level of demands on the correctional, developmental and educational work of the school. 68.8% of families do not expect teachers to help in carrying out career guidance work with students with disabilities. Requests for psychological support from parents were not presented in the results of the experiment, and all participants in the survey expected the teacherpsychologist support for the child. Conclusion. The conclusions obtained during the pilot study can be useful for building a comprehensive system of school support for migrant families raising children with disabilities. Taking into account the risks and problem areas in the interaction between the educational organization and parents will optimize the process of adaptation of migrants to new socio-cultural conditions and make education accessible and open.","PeriodicalId":422100,"journal":{"name":"Perspectives of Science and Education","volume":"1997 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141707346","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}