Learning styles in secondary vocational education: disciplinary differences

Psychonephrology I: Psychological function in haemodialysis and transplantation: Edited by Norman B. Levy. Plenum Medical Book Co., New York, London, 1981, pp. 287. Price not given.

Авторы анализируют ожидания студентов среднего профессионального образования от общения с родителями и на основе данного анализа выявляют структурную модель ожиданий студентов. Цель статьи - определить ожидания участников от их взаимодействия с родителями.

This study aims to promote the development of vocational education in our country energetically. The analysis is followed by introducing the course of development on vocational and technical education in Britain and summarizing the successful experience of vocation in our country with strengthening the funding and legislation for the state of vocational education as well as putting forward suggestions for reform and innovation of education to improve the system of certificates.

Цель работы заключается в исследовании аспектов формирования технического мышления у студентов как результата образовательного процесса в системе среднего профессионального образования (СПО). Основными задачами исследования являются: анализ факторов, оказывающих влияние на развитие технического мышления у студентов СПО, оценка методов и подходов, способствующих формированию технического мышления у обучающихся СПО при преподавании общеобразовательных дисциплин и поиск наиболее действенных из них, отвечающих тенденциям глобальной трансформации процессов в сфере образования Российской Федерации. Гипотеза исследований состоит в предположении, что эффективное формирование технического мышления у студентов СПО будет обеспечено, если при преподавании общеобразовательных дисциплин в профессиональной деятельности педагоги будут использовать обновленные и эффективные методики подготовки обучающихся. Для решения поставленных задач были использованы такие методы, как сравнение, теоретический анализ, обобщение информации из открытых источников, синтез исследования и обобщения психолого-педагогической, научной, методической и учебной литературы; изучение материалов конференций по внедрению новых педагогических технологий в обучение; анализ учебно-методической литературы, аналитические методы. Результаты исследований: проблема формирования технического мышления у студентов СПО при преподавании общеобразовательных дисциплин на сегодняшний день актуальна. Решение указанной проблемы является одним из путей развития творческого и критического мышления, выступает механизмом развития мотивации обучающихся для расширения практических навыков, фактором, обеспечивающим более глубокое изучение студентами учебных дисциплин и формирование требуемых профессиональных навыков – компетенций XXI века. The purpose of the work is to research the aspects of formation of technical thinking in secondary vocational education students as a result of education process in the secondary vocational education system. The principal objects of the research are as follows: analysis of factors influencing the development of technical thinking in secondary vocational education students, estimation of methods and approaches promoting formation of technical thinking in secondary vocational education students while teaching general education disciplines and search of the most efficient ones responding the trends of global transformation processes in the field of education of the Russian Federation. The assumption of the research is that the efficient formation of technical thinking in secondary vocational education students can be ensured provided that the teachers in the their professional activity use updated and efficient students’ training methods in the process of general education disciplines teaching. To resolve the set objects such methods as comparison, theoretical analysis, generalization of information from the open sources, synthesis of research and generalization of psychological and pedagogical, scientific, methodological and study literature; study of conferences’ materials on introduction of new pedagogical technologies in education, analysis of learning and teaching literature, analytic methods are used. The research results are as follows: the issue of formation of technical thinking in secondary vocational education students while teaching general education disciplines is currently urgent, its resolution is one of the ways to develop the creative and critical thinking, being the mechanism for promoting the student’s motivation for broadening practical skills, being the factor to ensure more profound study of the educational disciplines by the students and formation of professional skills fully complying with the requirements of formation of modern skills in secondary vocational education graduates – expertise of XXI century dictated by the need of professional training aimed at communication, cooperation, creativity, innovations, critical and analytical thinking, and ability to efficiently resolve the real-life problems that will altogether allow to build an efficient strategy on improvement of current and future specialists’ training.

While much is known about the achievement of high ability students, much less research has focused on their lower ability peers. In addition, although academic self-concept, locus of control and learning approaches have been demonstrated to be important personal variables that influence learning outcomes, less effort has been made to integrate these variables simultaneously to understand the complexity of low-achievement. The present research aimed to not only identify key causes of the low-achievement of academically disadvantaged students, but also provide appropriate and productive enhancement approaches to foster low-achieving students’ school success by conducting a pioneering longitudinal experimental study particularly in mainland China.\n\n\n\nThe participants were low-achieving junior secondary students who had recently enrolled in Secondary Vocational Education (SVE) in mainland China (total N = 724). It was found that compared with normal- and high-achieving students in mainstream secondary education, students in SVE were characterized with less achieving motives, less internal-oriented control beliefs and particularly lower academic self-concepts. In addition, the academic self-concept of SVE students was found to be the most significant predictor of their academic achievement (p＜ .001) compared with achieving approach (p＜ .05) and locus of control (p＞ .05). These findings, in light of the 3P learning model, revealed the likely major role of academic self-concept in affecting academic achievement among adolescent students in SVE. In particular, Study 2, a comparative study, confirmed that vocational students had the lowest English self-concept of the groups studied. Hence, the focus of Study 3 (a longitudinal intervention) was on English self-concept.\n\n\n\nBy incorporating recent advances in Western feedback enhancement approaches and the construct-validity approach to fully explore the intervention effects, Study 3 demonstrated that the researcher-administered treatments (performance feedback and combined feedback) in natural classroom settings successfully enhanced participants’ English self-concept, the targeted facet. Importantly, both the competence and affect components within the English self-concept of targeted students also gained statistically significant improvements from the two feedback treatments, compared with those of students who received no particular treatment. An interesting finding was that the two feedback treatments appeared similarly significant in changing the competence component of English self-concept. However, the internally-focused performance feedback was less effective in changing the affect component of English self-concept compared with the combined feedback. Non-significant transfer effects were found on untargeted facets of academic self-concept among participants receiving only the performance feedback. A slightly significant transfer effect was found on Chinese self-concept (one control facet) among participants receiving the combined feedback, indicating the power of the combined feedback to influence a facet that is closely related to the targeted facet. The present findings provided important cross-cultural empirical evidence to support sound within-network validity of the feedback intervention in a vocational setting. Impressively, the English achievements of students in both experimental classes also gained statistically significant improvements. Based on key research designs of the present intervention, future implications of the two feedback treatments to cultivate positive academic self-beliefs and enhance learning among vocational and non-vocational secondary school students are discussed.

The COVID-19 pandemic, a special military operation conducted by the Russian Federation, and, as a result, the imposition of economic sanctions against Russia, have influenced the choice of graduates of the 11th grade of school in their further educational path. The main goal of the study is to analyze the changes in the choice of graduates of the 11th grade in favor of either secondary vocational or higher education under the influence of the events mentioned. Another task is to forecast the upcoming load on the secondary and higher levels of education, taking into account the demographic situation. The study is based on the data from statistical forms OO-1 (school), SPO-1 (secondary vocational education), VPO-1 (higher education), as well as demographic forecasts by single-year ages up to 2050. The research was conducted using the method of mathematical analysis of statistical information. The time range from 2017 to 2022 was divided into three periods: before the pandemic, the first year of the pandemic, the second year of the pandemic, and the beginning of the special military operation. The conducted research shows that significant changes in the choice of graduates of the 11th grade who enter secondary vocational and higher educational organizations immediately after completing their studies at school occurred during these specified time periods. Thus, the beginning of the pandemic increased their interest in the secondary vocational education system and decreased it in favor of higher education. In the second year of the pandemic, on the contrary, interest in entering universities grew, and the beginning of the special military operation led to an increase in interest in transitioning to both the secondary vocational education system and the higher education system, but only for full-time education, with a decrease in choosing part-time and distance learning forms. The research results allow for forecasting the possible load (flows of graduates of the 11th grade) on the secondary vocational and higher education systems in the long term, taking into account changes in the population size at the age of 18 (the main age of youth completing the 11th grade of school).

This study aimed to investigate the preferred learning styles of sports students in higher education in Algeria. Using the Felder-Silverman model, which categorizes learning styles into four dimensions: active-reflective, visual-verbal, sensing-intuitive, and sequential-global, the research also examined differences in learning styles based on specialization, academic level, and diploma. The research involved 268 students from the Sports Institute in Setif, and the data were analyzed using SPSS version 28. The findings revealed a predominant preference for the visual learning style, followed by the sensing and sequential styles. No significant differences were found in learning styles according to specialization. However, significant differences were observed between groups based on academic level and diploma, and the study recommended creating training courses for teachers that adopt modern methods and encourage them to consider the learning styles of each student.

As the PISA 2006 results came out, the Netherlands briefly celebrated their 9th position in the overall country ranking for science. After that, interest in the PISA results rapidly declined. Nevertheless, there is sufficient reason to take a closer look at the PISA results, for instance because (a) our neighbours are catching up, (b) currently ambitious curriculum innovation programmes are being conducted in most of secondary education, and (c) fierce debates are going on about the merits of the proposed innovations. The pressing question is: are we heading in the right direction? To answer this question we additionally analysed PISA 2006 data, we identified strengths and weaknesses at the item level, and we analysed the student data for those specific items. As a reference for comparative analyses across countries, we used a relevant peer group of seven neighbouring countries. Main findings include that Dutch students do well on highly contextualized items, interpretation of graphs and Knowledge of Science. Dutch students perform relatively weak on items with low context and on multiple response items. In addition, Dutch students in secondary vocational education have specific difficulty in answering open-constructed response items. A major issue in the Netherlands is the low science attitudes and self-concept of students in secondary education. In view of those results, recent efforts to promote and improve science education might be well on track. However, we also identify some policy threats, especially when it comes to Knowledge about Science.

В статье рассматривается одна их общих компетенций ФГОС, которая отвечает за формирование информационной грамотности студентов СПО, будущих специалистов. Проблема поиска информации всегда актуальна т.к. умение за короткое время находить необходимую информацию, которая поможет в решении конкретной задачи, стоящей перед специалистом – это и есть важнейшая компетенция, которая позволяет сократить время, единственный не восполняемый ресурс. Вторым аспектом является тот факт, что такая информация должна являться максимально полной и релевантной к решаемой в данный момент задаче. Целью исследования является выявление особенностей и перспективного направления использования интеллект-карт в обучении работе со справочно-поисковыми системами студентами СПО. В ходе исследования проведено онлайн-анкетирование 160 студентов колледжа ГБПОУ КПСР на предмет выявления их уровня владения информационным поиском. Результаты анкетирования продемонстрировали, что студенты не обладают знаниями в глубоком поиске среди научных материалов, профессиональных баз данных, документов, которые широко представлены во всемирной паутине, а так же не используют электронные библиотеки. Показано, что для профессионального становления и трудоустройства будущих выпускников системы среднего профессионального образования, возникает потребность в повышении эффективности обучения работе со справочно-поисковыми системами посредством применения интеллект-карт, обеспечивающих повышение эффективности процесса запоминания сложного для восприятия материала в рамках дисциплины путем структурирования и систематизации информации в особой визуальной форме. Проведён анализ программного обеспечения для создания интеллект-карт, выявлено, что программа X-Mind обладает рядом преимуществ. Приведены рекомендации для составления интеллект-карт, отображены этапы учебного занятия, на которых они могут быть применимы. Была разработана интеллект-карта «Справочно-правовые системы», которая применялась при изучении темы «Информационные технологии использования справочно-правовых систем». В статье представлено сравнение результатов обучения контрольной и экспериментальной групп, которые показывают, что интеллект-карты повышают эффективность обучения студентов. The article considers one of the general competencies of GEF, which is responsible for the formation of information literacy of the students of secondary vocational education (SVE), future specialists. The problem of information search is always relevant because the ability to find the necessary information in a short time that will help in solving a specific task facing a specialist is the most important competence that allows you to shorten the time, which is the only non-refillable resource. The second aspect is the fact that such information should be as complete and relevant as possible to the currently solved task. The purpose of the study is to identify the features and prospective directions of using Mindmaps in teaching students to work with reference retrieval system in secondary vocational schools. In the course of the study, an online survey of 160 students of the State Budgetary Professional Educational Institution the Moscow College of Social Workers Training was conducted to identify their level of proficiency in information search. The results of the survey showed that students do not have knowledge in deep search among scientific materials, professional databases and documents that are widely represented on the world’s Wide Web, as well as students do not use e-library. It is shown that for the professional development and employment of future graduates of the system of secondary vocational education, there is a need to increase the effectiveness of training in working with reference retrieval systems by using Mind-maps. These maps provide an increase in the efficiency of the process of memorizing difficult to perceive material within the discipline by structuring and systematizing information in a special visual form. The analysis of its software (a fragment of the Mind-maps) was carried out, and it was revealed that the X-Mind program has a number of advantages. Recommendations for the Mind-maps drafting are given, and the stages of the training session where they can be applied are displayed. The Mind-map of "Reference legal systems" was developed and was used in the study of the topic "Information technologies for the use of the computer-assisted legal research".

This article addresses the development of universal (soft) skills among students of secondary vocational education (SVE) programs in fields related to tourism and hospitality. Based on an analysis of strategic and regulatory documents, as well as the results of a sociological survey of tourism industry representatives, the study identifies key employer expectations regarding the professional and personal profile of future specialists. It is shown that universal skills are viewed as an essential component of professional competence. The article justifies the need for pedagogical approaches that ensure the targeted development of these skills within the educational process. As a practical recommendation, the use of extracurricular competitive activities is proposed as a realistic and replicable mechanism for cultivating soft skills in SVE students.

The article defines the problems of the modern Russian education system and identifies priority areas in the development of educational services using the methods of statistical, mathematical, economic analysis, as well as methods for predicting market conditions. The study highlights the need to create a sustainable environment in the field of educational services. New approaches are proposed to improve the quality of services in the education system of Russia in order to ensure the progressive development of the entire national economy. In order to improve the education system, the features of interpreting the key points in terms of the time of formation and reflection of key indicators in the education system were identified, as well as the features of human capital production cycles. In the course of the study, a retrospective analysis of the number of students in the field of primary and secondary education, secondary vocational education in full-time, part-time and extra-mural forms of education, higher education in full-time, part-time, extra-mural forms of education was carried out. The features of the non-linear development of the education system and the estimated indicators are identified, indicating the hidden nature of the transition period difficulties, which can create significant problems in the medium term. At the same time, based on the results of calculations of the growing number of students in educational institutions, new directions for the development of education have been identified. According to the coefficients, funding for each form of education was determined in the amount of cost (in thousand rubles) equal to the modulus of the trend coefficient and the second-order time indicator. In order to improve the training of highly qualified specialists at the levels of secondary vocational and higher education, it is proposed to create an education support fund, which, in combination with external factors, will be able to create favorable conditions for qualitative and quantitative changes in relation to the student population. At the same time, the formation of an education sector that is accessible to a significantly larger number of citizens (compared to the actual one) remains the most important task, considering the possibility of modeling and adjusting the number of consumers of educational services.

This study explored the learning styles prevalent among high and low achievers in 14 public and independent senior secondary schools in Lagos State, Nigeria. The study utilised a survey design to elicit information from 414 participants across three local government areas of the state, using a random sampling technique and the English Language Achievement Test (ELAT) instrument. The collected data were analysed using t-test analysis. The findings showed no significant difference in the learning style preferences of high and low achieving students in secondary schools for visual and auditory styles, while there was a significant difference in tactile learning style. Low achievers had a higher preference for the tactile learning style (M = 17.96) than high achievers (M = 16.24). The study also revealed that the most prevalent learning style among high and low achieving students in public and independent secondary schools is visual, followed by auditory, while tactile/kinesthetic is the least prevalent learning style. Based on the findings in this study, a number of recommendations were articulated for teachers, curriculum developers and learners.

The task of ensuring the effectiveness of practice-oriented secondary and higher professional education based on social partnership and network interaction of subjects of education in an innovative educational environment is set based on the requirements of the Federal State Educational Standard 3+ for the pedagogical and psychological specialties in higher education and modern (actualized) educational standards for the specialties “Construction and exploitation of buildings” (08.02.01) and “Primary school teaching” (44.02.02) in vocational professional education for the formation of general (general cultural) and professional competencies of students and graduates of institutions of secondary vocational and higher education. The aim of this study is to present the results of theoretical and experimental studies of activities and innovation platforms based on the institution of secondary vocational education, in conditions of the social-network educational partnership. The main methods used in this study were analyses, experiments, questioning and expert evaluation. The results of the experiments show the positive impact of partnerships on the levels of innovative activity of teachers and formation of general (general cultural) and professional competencies of students and graduates of secondary vocational education organizations. The study proves the role and importance of social-network educational partnerships in ensuring the effectiveness of practice-oriented education in modern professional schools, as it takes into account and reflects the characteristics, requirements and needs of the society and individual. It allows one to fulfill his role and take into account the interaction of organizations, institutions and individuals in ensuring the transfer and mastering of the content of professional education in organizations of secondary vocational and higher education.

Background. Chat GPT is a natural language model developed by OpenAI, based on the GPT (Generative Pretrained Transformer) architecture. It is renowned for its ability to generate text that closely resembles human writing, including in chat and conversational interactions. In the growing digital era, artificial intelligence technology is increasingly playing an important role in various fields, including education. Purpose. This study aims to identify the benefits of using Chat GPT in learning in higher education and how its use can improve the quality of learning, accelerate the assessment process, increase student engagement, improve teaching efficiency, and facilitate student understanding. Method. The research method used is quantitative by using google form which will produce data in the form of numbers. By using google form, a questionnaire will be made and distributed to students in higher education. Results. The results show that the use of Chat GPT has significant benefits in learning in higher education. The use of Chat GPT can improve the quality of learning, accelerate the assessment process, increase student engagement, and improve teaching efficiency. Conclusion. The conclusion from this study is that the use of Chat GPT in a college setting can be beneficial in supporting learning in an innovative and effective way. However, the limitation of this study is that the researcher was only able to conduct a study of a few students in higher education. Therefore, the researcher hopes that future research can be conducted with a wider scope. The researcher also recommends that future research can be a reference material in conducting research related to the utilisation of Chat GPT in supporting learning in higher education.

The study aims to design, develop, and assess the effectiveness of a model for developing mathematical competence in secondary vocational education students (training program 09.02.07 ‘Information Systems and Programming’) through the use of mobile technologies. The article analyzes current approaches to fostering mathematical competence. Special attention is given to the structural components of the developed model: the functional-objective component (goal, approaches, principles, regulatory framework); the content-technological component (content selection, methods, forms, teaching aids); and the assessment-outcomes component (criteria, levels, assessment methods). The scientific novelty lies in the unprecedented development and theoretical substantiation of a holistic model for enhancing mathematical competence in vocational students (program 09.02.07 ‘Information Systems and Programming’), where mobile technologies are viewed not merely as an auxiliary tool but as a system-forming component capable of transforming learning content, methods, and organization. Unlike existing approaches that predominantly focus on the use of isolated digital services, an integrated structure is proposed, ensuring coherence across the functional-objective, content-technological, and assessment-outcomes components. Experimental work, conducted at the Mari State University, confirmed the model’s effectiveness: a significant increase in students’ mathematical competence was observed (the percentage of students with a high level increased by 15.38%, with a medium level by 7.69%, while those with a low level decreased by 23.08%). The research findings confirm the advisability of integrating mobile technologies into the secondary vocational education process.