Актуальные проблемы общеобразовательной подготовки по истории для освоения вузовских общественно-гуманитарных и правовых дисциплин

Beyond Colonization — Programs of U.S. Legal Education Abroad by Indigenous Institutions

Introduction. As a discipline, History holds a specific place among disciplines of a humanitarian cycle of educational programs of higher education institutions regardless of university specialities. History plays an important role in the course of formation of a citizen and development of critical thinking of a personality as an element of a common culture. However, new federal standards require a drastic reduction of the classroom hours for studying a History course by students of non-humanitarian specialties, and, at the same time, enhancement of the contents of a discipline (its reorientation from History of Russia towards World History). Therefore, History programmes and courses demand up-to-date approaches, methods and didactic means to provide formation of holistic worldview of future experts. The aim of the article is to consider the features of innovative methods application in teaching history in high school taking into consideration modernization processes. Methodology and research methods. The research undertaken is based on activity and competence-based approaches. The methods of analysis and synthesis of the academic literature on the research topic were used; the methods of reflection and generalization of teaching activities of the Department of Humanitarian Disciplines of theKazanNationalResearchTechnologicalUniversity were applied as well. Results and scientific novelty. A modern view on historical education has been proposed as means of students’ systems thinking formation, designing the ideas about the world historical process among students, the mission ofRussia in this process, and evolution ofRussia as a part of the modern civilization. It is stated that History university course is designed not only to give the students strong subject knowledge, but also to create axiological orientations and abilities on the basis of the analysis of historical collisions, objective and subjective factors of society development. Moreover, modern university History course teaches students to establish casual links, to defend own position with deep arguments, to reproduce and present information streams. Learning activities presented above will definitely help future experts to become competent professionals. Learning objectives can be solved by means of a complex of the following innovative pedagogical technologies: problem-based, design and game methods that stimulate cogitative activity of students; dialogue (interactive) forms of training (case-study, debate, discussion) that promote mutual understanding between a teacher and a student, joint solution of educational tasks, and acquisition of positive communicative skills among students. The case study of new formats of History studying is described; it is shown that introduction of new formats into educational practice is possible only under the conditions when a teacher masters the ways of organization and conducting discussions, develops an understanding of distance education and virtual training environments. Students, for their part, have to demonstrate high motivation and activity, to find independently required data, to process and analyze information including historical original sources. Practical significance . Guidelines for application of interactive methods of teaching history in non-humanitarian universities are provided; recommendations for the organization of independent work of students are given as well. The recom mendations have universal character and can be used by teachers of other disciplines after applying specific content adaptation.

FreeComparative and International Education: A Bibliography (2009)PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinked InRedditEmailQR Code SectionsMoreAdult, Rural, Literacy, Vocational, Nonformal, Lifelong, and Popular EducationÅberg‐Bengtsson, Lisbeth. 2009. “The Smaller the Better? A Review of Research on Small Rural Schools in Sweden.” International Journal of Educational Research 48, no. 2 (June): 100–108.Alexopoulos, George, Alex Koutsouris, and Irene Tzouramani. 2009. “The Financing of Extension Services: A Survey among Rural Youth in Greece.” Journal of Agricultural Education and Extension 15, no. 2 (June): 177–90.Bhola, H. 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The methodological resource aimed at aesthetisation of the educational environment of a higher pedagogical education institution under conditions of reforming the Ukraine’s education system is highlighted in the study. The purpose of the study is to present the content of special methodological work on the development of the aesthetic competence of the future teachers specialised in the Humanities. The research methods are as follows: theoretical – analysis of scientific sources on the problem related to the development of the aesthetic competence of the future specialists in the field of education – in order to specify the phenomenon “aesthetic competence of the teacher specialised in the Humanities” and to determine the characteristics of its development; practical – analysis of pedagogical experience – in order to highlight the effective forms of work with students within the educational environment of higher education institutions which contribute to the development of the aesthetic competence on certain grounds. The aesthetic competence of the teacher specialised in the Humanities is interpreted as an integrative personal and professional characteristic of a teacher specialised in the Humanities based on his / her abilities to build professional pedagogical activities according to the laws of aesthetics (to understand markers of the tragic and comic, beautiful and ugly, lofted and low); it consists of a dynamic complex of specialized knowledge and skills (abilities to solve professional tasks based on aesthetic ideals, cultural and humanistic values); it is actualised through the identifiers of aesthetic and humanitarian training: aesthetic taste, aesthetic consciousness, aesthetic culture. The article describes the content of the experimental work with the students majoring in these specialties: 014 Secondary education (the Ukrainian language and literature) (10 bachelor students), 014 Secondary education (Language and literature (English)) (10 bachelor students), 014 Secondary education (History) (10 bachelor students) at the State institution “South Ukrainian National Pedagogical University named after K. D. Ushynsky”. The specificities of the work of the pedagogical circle within which the elective special course “Aesthetic competence of the future teachers specialised in the Humanities” (3 ECTS credits) was taught have been presented. Some ways enabling the modification of the content of the educational disciplines “Pedagogy”, “Psychology”, “Cultural Studies”, “The History of Ukrainian Culture” have been presented. Keywords: competence, aesthetisation, aesthetic competence, future teachers of the Humanities, institution of higher education, educational environment of a higher education institution, methodological work.

The article that follows is about presence and development of philosophy teaching in Brazil, trying to understand several elements involved in that process and, above all, how the discipline has always been treated with some neglect within educational process and national educational project. That points out even being present in our history of education that subject has always been in a condition of dispute to assert itself and become present in our curriculum. Finally, we seek to understand philosophy in curriculum and how it is consolidated in context of national basic education.

First-year students often lack basic self-regulated learning skills when transitioning to higher education. The emergency remote teaching period during the COVID-19 pandemic enhanced the importance of skills in self-regulated learning, due to the reduction of face-to-face contact with the teacher. This study focuses on first-year students’ experiences of their challenges related to self-regulated learning as well as how they engage in self-regulated learning during emergency remote teaching in autumn 2020. The data consisted of 67 reflective journals written by first-year students. The journals were analysed using a thematic analysis. The findings show that there were considerable differences between the students in terms of their ability to engage in self-regulated learning, particularly in how they approached the challenges mentally and in terms of study behaviour. However, most of the first-year students adjusted relatively well to emergency remote teaching in terms of their self-regulated learning and were able to utilise self-regulated learning strategies at least to some extent. This study stresses particularly the importance of some components of self-regulated learning: good time management skills and an ability to regulate attention, as well as positive academic emotions and a high level of self-efficacy. Conclusions of the study are also discussed.

In order to manage the demands of university studies, research suggests that university students should possess efficient self-regulated learning (SRL) skills. The use of mobile learning is believed to enhance SRL skills. Yet, despite the potential benefits of mobile learning, many first-year students encounter challenges in using mobile devices to foster self-regulated learning skills. It is against this backdrop that this study aimed to examine how first-year medical students utilisee mobile learning to foster self-regulated learning. This study employed a Explanatory Sequential Study Design , combining both quantitative and qualitative data. It used the interpretativist and pragmatic paradigms to understand how students perceive and use mobile devices for self-regulated learning. The interpretivist paradigm focused on understanding students’ perspectives, while the pragmatic paradigm aimed to identify effective ways of using mobile devices to promote self-regulated learning. Participants to this study were first-year medical students. The mixed-methods approach aimed to provide a comprehensive understanding of the research problem by collecting data through various methods. Questionnaires gathered quantitative data, while participatory observation, reflective workshops, and focus group discussions provided qualitative data. The theoretical frameworks that guide the study include the Unified Theory of Acceptance and Use of Technology model (UTAUT) (Venkatesh et al., 2003) and Vygotsky's (1978) socio-cultural theory (SCT). The study findings revealed that mobile devices were used by first year medical students to manage and control their learning, both inside and outside the classroom. Notably, significant improvements were observed in cognitive learning strategies, metacognitive self-regulation strategies and resource management learning strategies, including time management. Additionally, the study found that first-year medical students had a positive perception of mobile learning. Furthermore, mobile devices were generally perceived as enablers of self-regulated learning (SRL), providing flexibility, convenience, and access to diverse learning resources. However, distractions and interruptions posed challenges to focus and attention. To mitigate these challenges, strategies such as device management and setting boundaries were suggested. Moreover, first-year medical students expressed the need for support in developing SRL through mobile learning. Guidance in selecting effective mobile applications, opportunities for collaborative learning, and technological skill training were identified as essential forms of support. The study thus recommends integrating mobile learning into curricula to enhance self-regulated learning skills in higher education students, especially among first-year students. Higher education institutions should establish deliberate policies and initiatives for mobile learning programs, especially for first-year students. Educators should offer guidance and training on using mobile learning tools effectively, including information searching skill. However, students should be cautious about distractions from the use of mobile devices.

The legal profession has attracted and continues to attract numerous high school and college graduates who aspire to join the profession. This is primarily due to various reasons, which, among other things, relate to the fact that it is one of the courses that offers a multitude of career options, job security, respect, and financial stability. Despite the foregoing, the profession faces myriad challenges. For instance, high standards are set to excel in the profession and/or to accredit legal education service providers. Excessive competition among law schools for the dwindling pool of qualified prospective students, combined with inadequate funding, has adverse effects on staff recruitment, research, and institutional development. It is for these reasons that this paper, employing a doctrinal research method, endeavors to analyze the history of legal education and training, as well as the regulatory framework that facilitates it in Kenya, with a specific emphasis on the Bachelor of Laws and Advocates Training Programmes. Additionally, the paper examines the role, challenges, and prospects of the Council of Legal Education and the Commission for University Education in regulating and supervising legal education in Kenya, with a particular focus on promoting quality in legal education. Finally, in order to enhance quality in legal education in Kenya, the paper proposes two main recommendations: amendment of the Kenya School of Law Act 2012 and the Legal Education Act 2012 to cure the existing superiority contest between the Acts and designing law programmes taking into account the current and future market demands.

The purpose of the article is to determine psychological factors and compare the predictor structure of legal awareness among students of historical and medical education profiles. The article is devoted to the analysis of psychological aspects of the formation of legal awareness among students who study in the medical and historical profiles of education. The paper examines the key factors affecting the development of legal awareness among young people who are preparing for professional activities in medicine and historical education. The emphasis is placed on the students’ psychological characteristics which shape their attitude to legal norms and historical context, and it is also studied how the educational process affects their legal awareness. The article includes an analysis of scientific literature on psychology, history and medicine. The results of empirical research conducted among students of higher educational institutions are revealed. The study emphasizes that the main criteria for the development of legal awareness of students of medical and historical education profiles are the legal knowledge, level of legal education, attitude to legal norms, stability of legal beliefs, value orientations, formation of legal attitudes and compliance or non-compliance with legal norms revealed in the behavior. It is noted that in order to assess the degree of formation of legal awareness of students of medical and historical education profiles, one can use the levels of development of each of its components: substantive, motivational-value, reflexive-evaluative, and personal-content. The results of the study highlight the need to integrate psychological knowledge into the educational process of future specialists in the fields of history and medicine. Based on the analysis of the results of a diagnostic study conducted among the students of medical and historical profiles, it can be concluded that the factors of formation of legal awareness in different groups of respondents have certain differences depending on the direction of their education. The students of medical profile demonstrated strong internal socially significant motives, which may expose their desire to contribute to society and help others. At the same time, they showed high self-motivation and orientation towards their own development, which is important for successful mastering of the medical subject. The article will be useful for teaching medical and historical subjects, students of these specialties, as well as everyone who is interested in the issue of psychological features of the formation of legal awareness. The problem of legal awareness of young people in modern conditions of the development of Ukrainian society is the most relevant task. At the same time, the study of legal awareness among students of the historical education profile is in a certain way predictable and has a fairly good track record in science, which cannot be said about the students of the medical profile. And this occurs despite the fact that the legal factor is key to their professional training, as the formed legal awareness not only contributes to the understanding of legal norms and ethical standards, important for protecting the rights of patients and avoiding legal errors, but also forms the professional responsibility and ethical behavior of a medical student, emphasizing not only the rights, but also the responsibilities of medical specialists to the patients, colleagues and society as a whole. Taking into account the rapid development of the medical industry and the updating of legislation, the constant clarification of legal issues provides medical specialists with up- to-date knowledge necessary for high-quality patient care and adherence to the professional standards. The peculiarity of the formation of legal awareness among students of historical and medical profiles lies in different approaches to the learning process. Whereas for future historians it is critically important to understand the course of the historical development of law and analyze the influence of historical processes on the formation of legal institutions, for the future medical workers the issue of legal awareness affects their general worldview and the process of positioning themselves as specialists in the Ukrainian medical system. The relevance of this topic is determined by modern challenges, in particular, the need for general legal education of young people (not only those of profile specialties) to ensure compliance with human rights, development of democratic institutions, prevention of corruption and strengthening of the rule of law, which is especially relevant in wartime conditions. However, the issue of the predictor structure of psychological components that influence the process of forming legal awareness of modern youth remains insufficiently studied, which creates a demand for research on this topic precisely in the psychological plane. Conclusion. In general, the study revealed that both groups of students have a high level of self- respect and a positive attitude towards themselves, which is the basis for their professional and personal development. These features can be considered as key factors in the formation of legal awareness of young people who are open to learning and observing social norms and legal principles, which is an integral part of their academic and future professional life. The obtained data can be used to enhance the efficiency of the educational process, create motivation programs and a favorable environment for the development of legal awareness and professional growth of students.

The physical development of students is an important aspect of their overall well- being and academic performance. Higher education students, especially first-year students, enter a new environment that can affect their physical development, as not only their living conditions change, but also their daily routine, diet and level of physical activity. The purpose of the study: to investigate the indicators of physical development in first-year students. Research material. The study was conducted at the S. Kuznets Kharkiv National University of Economics. It was attended by first-year students (boys and girls) aged 17. Research methods: theoretical analysis and synthesis of scientific and methodological literature, anthropometric methods, statistical methods of processing results. The level of physical development in this contingent was determined by indicators of body height, body weight, chest circumference, right and left hand strength, body mass index. Results of the study. Indicators of physical development in first-year higher education students are determined: body height, body weight, chest circumference, right and left hand strength, body mass index. Conclusions. The obtained results showed that the problem of low motor activity is typical for modern student youth. These data indicate the need to increase physical activity in young men in order to prevent obesity and cardiovascular diseases. It was found that at the age of 17 there are significant differences in morphological development between boys and girls. It has been established that 17-year-old higher education students are characterised by an insufficient level of strength abilities, which can affect their performance. In order to improve performance, prevent morbidity, it is necessary to increase the amount of physical activity in students and to carry out a specially oriented impact on improving the morphological state through physical education. Prospects for further research: to study the impact of stress and emotional state on the level of physical development in higher education students.

One of the objectives of education in schools is to acquire values. In this sense, history courses are among the important courses in which students can acquire values. Students can acquire values such as justice, peace, honesty, empathy, tolerance, human rights, respect, love, responsibility, charity, patriotism, etc. through history courses. There are many materials in history courses that support value education and that can be used in value education. One of these materials is poetry. It is possible to detect the historical events of the period they were written and the values of society. From this perspective, it is important to use poems in value education in history education. Different learning environments will be granted for students through the use of poetry in value education in history courses. Furthermore, the use of such different materials in the acquisition of values in history lessons will enable further internalization of values. In this study, the fact that value education could be carried out via the use of poetry in history courses was tried to be explained. With this purpose in mind, a theoretical framework for the relation between values and poetry was aimed to be put forward and how poetry could be used in value education in history courses was tried to be explained.

Most first-year university students experience serious academic and adjustment challenges, which remain undetected until it is too late to provide meaningful intervention. Universities are therefore developing academic support systems that can assist in identifying students who experience learning challenges early on, and provide quality first-year experiences that ensure that first-year students adapt, engage and succeed at the university. Such student academic support systems should provide resources that detect risk factors as early as possible. This study explores the support provided by the Retention Officers (ROs) in assisting first-year students to overcome disengagement issues at the Cape Peninsula University of Technology in Cape Town, South Africa. Modelled on Tronto’s (2010) Theory of Ethics of Care, the design of the First Year Experience project is underpinned by the value of inclusion and care for first-year students in higher education. This practitioner-based paper draws on the experiences of ROs in monitoring first-year students’ disengagement in a science faculty at the Cape Peninsula University of Technology. Data extracted through interviews and written reports by ROs formed the basis for a qualitative interpretation of ROs’ experiences dealing with first-year students’ disengagement. This paper therefore highlights the importance of mediating between discipline-based support and generic psycho-social support through the involvement of ROs to enhance student engagement.

The purpose of the research is to characterize the process of training librarian specialists based on the analysis of available historiographical research and archival sources at the Faculty of Political Education of O. O. Potebnia Kharkiv Institute of Public Education. The methodology. Methods of research that allow to solve the tasks and achieve the goal were historical approach, chronology, analysis and processing of archival documents, reconstruction, generalization and systematization. The results. Considering the history of the formation and implementation of the educational process at the library and book section of the Faculty of Political Education makes it possible to determine the specifics of the training of librarians of the highest category, its saturation in the field of socio-economic and narrow-profile issues. The Faculty of Political Education of Kharkiv Institute of Public Education was the founder of higher library education in Ukraine The scientific novelty. The training of a modern librarian and information specialist requires consideration of society’s requirements for access to information and provision of services. Overcoming the challenges of the time requires analyzing the experience of predecessors. The requirements for librarians were formulated in the second decade of the XX century., which were implemented on the basis of institutions of higher education. The used of the principle of the unity of theory and practice in the fields of library and book science contributed to the formation of specialists capable to of satisfy any needs of users of library services. Kharkiv State Academy of Culture is the successor of the traditions started by the Faculty of Political Education of Kharkiv Institute of Public Education. The practical significance. The practical significance consists of the study of the history of higher library education, its formation in Kharkiv. The analysis of the theoretical and practical component of student training contributed to the understanding of the development of the main trends in library education. In the future, this will help restore the history of library education in institutions of higher education that were the predecessors of Kharkiv State Academy of Culture.

Through the analysis on the basic professional skills of students majoring in fashion show from colleges and universities, this paper concluded that it is the most significant task to improve the basic professional skills for the students majoring in fashion show with along the rapid development of economic integration in Central Plain. The analysis of the prerequisite demand for the basic professional skills of students offers guidance for the educational work of the fashion show major in colleges and universities in Henan Province.

The purpose of this research is to establish the preconditions for the effective use of distance education elements to provide high-quality educational services for the development of general and specific professional competencies among future specialists in information technologies. In this article, various methods of scientific research are used; however, the main one is the statistical method of processing quantitative data obtained with an anonymous questionnaire survey of 85 applicants of higher education studying the “information systems and technologies” speciality in the Western region of Ukraine. The reliability of the obtained results has been checked by applying the regression analysis method. The study demonstrated that incorporating elements of the distance education process organization is a practical approach for ensuring the quality of education by fostering the development of appropriate general and professional competencies in future information technology specialists. The share of these elements can be 30–60 % of the educational time and depends on various aspects of the training. One of the main aspects that affects the value of this indicator during the training of information technology specialists is the affiliation of individual educational components to scientific areas: humanitarian or physical and mathematical. The obtained results provide a basis for further research on the influence of specific aspects of the organization of the distance educational process. The results of this study fill a gap in the current literature, providing empirical data for further research into the application of remote education organizational elements to ensure the quality of education during the training of specialists in various fields of knowledge. Keywords: higher education; quality of education; mixed (hybrid) learning; information technology; educational competences; elements of distance learning.