The importance of this study is linked to the topic of increasing the quality of future teacher professional training by creating a collaborative learning environment. The purpose of this research is to conduct a theoretical analysis of the effectiveness of creating a collaborative learning environment in university and demonstrate its impact on the successful professional activity of future teachers. The paper presents the data of the experimental research in the form of Action Research, conducted among 1st and 2nd year students of pedagogical specialties in the natural sciences (chemistry, biology, physics, computer science). The core requirements of the personality-oriented, activity-based, systemic, environmental, axiological and competence-based approaches form the methodological foundation for building a collaborative learning environment. Students who are immersed in a collaborative learning environment have the opportunity to reflect on the level of formation of their own professional skills, the success of achieving educational goals, and the processes of self-realization, self-development, and self-actualization on a regular basis. This study examines the impact of collaborative learning on students’ communication skills, knowledge quality, assessment of educational achievements, and study time savings. The research findings are linked to the use of Action Research in the educational process, involving students in the process of professional self-improvement. The novelty of the research is characterized by the identification of developmental effect of a collaborative learning environment based on the concept of a zone of actual student professional growth. The practical significance of the research is the development of positive experience in structuring the educational process, with the prospect of applying this experience in future professional activities, such as working with students.

Research problem. Recently, being known as the most vital asset to as well as the capital of organizations, the issue of organizational knowledge creation has attracted a great deal of attention in several settings encompassing educational centers and institutions. Not only may a high-quality capital account for the success of a given organization, publishing its success stories, and consequently both clients’ and employees’ satisfaction, it can result in the escalation of scientific, human, and financial resources. Knowledge management has been defined as the process of discovering, acquiring, developing, maintaining, evaluating, and applying the right knowledge at the right time by the right person in an organization through the creation of a link between human resources, information technology, and communication while creating a suitable structure for achieving organizational goals (Afrazeh, 2005). Similarly, Hoffman, Hoelscher, and Sheriff (2005) described it as the process of creating and sharing knowledge in such a way that the results can be used effectively in the organization. In educational institutions also, knowledge management is a systematic and organized process of creating and disseminating information, selecting, refining, and disseminating explicit as well as implicit knowledge, in order to create a unique value which can be used to strengthen the learning and teaching environment (Gonzalez & Martins, 2017). Having probed into the relevant literature, we realize that in many studies (Jashpara, 2004; Messa & Testa, 2004; Newman & Conrad, 2000) knowledge management includes four general processes: knowledge creation, knowledge retention, knowledge sharing, and knowledge application. Purpose of the study: In this research, using the system dynamics method, a model is proposed to identify the effective factors in the knowledge management cycle in an educational center. Then, the effectiveness of the identified factors over time is simulated and the changes in the behavior of the institute, which are the result of the changes in the behavior of the staff as well as capabilities and tendencies, are observable. This study attempts to identify the most influential factors in the knowledge management process using the presented dynamic model and by examining the factors. The levers suggest appropriate operations to focus on these factors. Research method: This is applied research that is conducted using the system dynamics approach introduced by Sterman (2000). This approach is used to represent the status quo of a system and its changes in the future. Identifying and problematizing the main issue through studying related works and interviewing twenty-eight experts in the field using a semi-structured researcher-made survey; creating dynamic hypotheses and drawing the cause-effect diagrams and the flow diagram; using Vensim software to simulate the mod, and finally, sensitivity analysis was the stages followed respectively. The results of this study showed that by implementing the knowledge management process in the institute, the performance of the teaching personnel increased in an s-shaped manner; the experience improved exponentially, and the family-student contentment improved which would consequently result in organization growth. Finally, the researchers presented and analyzed two proposed policies.

In addition to editing Education & Self Development I am on the reviewer panel for other journals in the field. I never begrudge the work involved in reviewing: it gives me insights into what other researchers are thinking, long before their work reaches the stage of being published. It also gives me a way of moderating the reviewing activities of E&SD so that we are matching the standards of other journals. This piece was prompted by a discussion between the authors and reviewers of an article submitted to one of these journals. It concerned the recency of the references and I recalled that on several occasions over the past few months, submissions to E&SD had been criticised because many of the references were ‘old’ – that is, published more than ten years ago. It is a simple matter to read through the list of references and count the number that are more than, say, ten years old, but that does not necessarily mean that they do not have value. In contrast to high energy particle physics, our field of education and psychology moves relatively slowly.

The article deals with the problem of rejuvenation of the staff potential in scientific organizations and higher educational institutions through the selection and motivation of talented young specialists to build their career trajectory in the field of science, high technology and higher education. The authors provide a detailed description of the target characteristics necessary for successful work in a creative environment. Based on original methods and building on the basic provisions of the theory of motivational complex work activities and use of the MMPI diagnostic test, they define the reference variant personality, and motivational profile of the scientist and compare it with the real profiles of undergraduate and graduate students wishing or not wishing to continue their graduate education with subsequent employment in a higher school or scientific organization. By logical comparison of the reference and real profiles, the article came to the paradoxical conclusion that people who are predisposed to scientific activity do not have aspirations to enter graduate school. Those who are professionally unfit for scientific activity, on the contrary, tend towards graduate school. Based on the analysis of the causes of this situation, a number of proposals for improving the system of professional selection and motivation of talented young professionals are formulated and justified. They are mainly related to the development of diagnostic tests for career guidance and the use of the postdoctoral institute. The authors suggest that the implementation of these proposals will contribute to the rejuvenation and strengthening of the human resources of higher educational institutions and scientific organizations in the Russian Federation.

This article examines the perception of belles-lettres works with explicit mythological structures in Ukrainian literature by senior secondary school students. The integral perception of a belles-lettres text depends on the students’ understanding of the author’s mythological figurative language. The aim of the research is to define the problems of children’s perception of mythological structures by classification into levels, and further to propose some ways for improving intelligibility of such texts. The experimental work involved analysis and synthesis, a study of curricula and belles-lettres, and diagnostic questioning. The research was carried out during the academic years 2017- 2018 with 208 pupils in three general education institutions. The analysis corroborates the working hypothesis about the complicated nature of knowledge about the specificity of world outlook within the frame of a certain mythological system.