Integration of Education

Introduction. The importance of exploring the possibilities of using digital media educational tools to popularize the Russian language and culture in West African countries is driven by the need to organize cultural and educational activities of Russia abroad in response to modern social, political and economic challenges. Russian science has not solved the problems of comprehensive analysis of factors of digitalization of educational processes in the region, identification of interests of local population in learning Russian language and culture, preferences of potential target audience for use of digital learning tools, identification of conditions for implementation of programs promoting Russian language and culture in the region. The purpose of the study is to analyze the possibilities of using digital didactic solutions to popularize the Russian language and culture in West African countries (case of the Republics of Cote d’Ivoire and Ghana).

Materials and Methods. The study covered 92 African students divided into two groups, differing in their integration into Russian culture and involvement in the study of the Russian language. The research tools were developed on the basis of the methodology of the socio-cultural approach which postulates the consideration of cultural patterns and norms of behavior in the design of educational practices. The study was conducted in three phases. The sample was divided based on geopolitical, linguistic, and educational factors. Survey methods were employed, including online surveys and focus groups. An algorithm was created to identify, evaluate, and determine significant indicators of potential and risks associated with the digitalization of media tools used to teach the Russian language and promote Russian culture in West African countries.

Results. The markers of opportunities and limitations of digital media content creation for West African countries have been identified: significant ideological correlation of the image of Russia with the Russian language and Russian culture, the positive perception of Russia, the importance of higher education and academic exchanges, and the desire to obtain information through the means of an up-to-date media environment. The communicative priorities of African students are defined as group offline contacts using audiovisual content, support for face-to-face communication with additional materials on social networks and messengers. The triggers of the risk of promoting digital products are presented for the scientific discussion: insufficient level of development and accessibility of cellular communications, the Internet, and information technologies in West Africa, low digital literacy of the population; stable communicative priority of live collective communication; restrictions on the use of social networks and software that arose as a result of the tense geopolitical situation.

Discussion and Conclusion. The materials of the article may be of interest to researchers of the socio-cultural foundations of learning Russian as a foreign language, to developers of Russian cultural and educational projects, teachers of open educational centers in Russian in Africa.

Introduction. Globalization has dramatically transformed existing educational paradigms, with English emerging as a dominant language in academia and the workforce. This phenomenon, known as “Englishization”, particularly affects educational systems in Africa and Asia through their adoption of English Medium Instruction (EMI). The article aims to explore the motivations, challenges, and impacts of EMI in these regions, focusing on linguistic identity, educational equity, and pedagogical effectiveness.

Materials and Methods. The study employs a qualitative research approach, involving a comprehensive review and thematic analysis of academic publications, policy documents, educational reports, and case studies published between 2000 and 2024. A systematic search of the Google Scholar database and analysis of secondary data enabled the identification of general patterns and contradictions in academic discussions on Englishization, identifying key themes and concepts making up the contemporary views on this phenomenon.

Results. The analysis revealed key themes of the scientific discourse on Englishization: the growing prominence of EMI driven by globalization and internationalization, the benefits and challenges of EMI implementation, and the impact on local linguistic identities and educational outcomes. Although EMI enhances international collaboration and employability, it also poses significant challenges: insufficient teacher training, language proficiency problems, and potential marginalization of local languages and cultures. The success of implementing EMI largely depends on contextual factors: state language policy and the level of economic development in the region. The findings also indicate the need for differentiated approaches to teaching, taking into account the linguistic and cultural characteristics of students.

Discussion and Conclusion. The Englishization of education in Africa and Asia represents a complex process, driven by the pursuit of international integration, economic factors, and national ambitions. Promoting EMI, despite its evident advantages, gives rise to problems related to preserving linguistic identity, ensuring equal access to education, the need to find new teaching methodologies. A promising direction for future research is the development of inclusive EMI policies which support multilingualism and consider the specific needs of inclusive education.  

Introduction. Despite significant scholarly attention to factors and methods of student personal development, the interaction of external and internal contexts, and the semantic expression of a person’s psychological state, research identifying differences in internal psychological context based on the subjective semantics of a student’s speech act at different developmental stages is lacking. The aim of this study is to explore the dynamics of the internal psychological context as an indicator of student personal development at different stages of education, based on the analysis of semantic characteristics.

Materials and Methods. The study involved first-year and third-year students from two universities in Yekaterinburg (conducted between 2022 and 2023). The semantic characteristics of the students’ internal psychological context were analyzed using Kelly’s repertory grid method. The significance of the differences in results between student groups was demonstrated using Pearson’s χ² test. The respondents’ repertory grids were analyzed using the co-therapeutic computer system “KELLI,” descriptive statistics, and mathematical statistics (Statistica v. 12).

Results. The results revealed differences in the semantic characteristics of the internal psychological context in speech acts among students of different years of study. These differences are attributable to a unity of parameters: communication type, significant roles in the conjunction of real self/ideal self, and rigidly linked constructs. The identified characteristics demonstrate levels of personal development during different periods of study; these manifest in the specific lexical units used in closely related pairs of characteristics, the stylistic register of the lexicon, the focus of consciousness on others (presence/absence of ego-centrism in evaluating the actions of others), the degree of correspondence between the semantics of closely related pairs of characteristics and the national communicative cultural matrix, and the categorical/flexible nature of judgments and evaluations in interpersonal interaction.

Discussion and Conclusion. This research advances the theory of contextual education and contributes to understanding the subjective semantics of speech acts, reflecting the characteristics of the internal psychological context at different stages of a student’s personal development within the context of a university’s educational environment. 

Introduction. Education plays a key role in shaping the younger generation’s agency, i.e. their proactive attitude and ability to constructively transform social reality. In this context, it is important to understand how involving schoolchildren in decision-making processes, such as school participatory budgeting, can contribute to the development of their personal responsibility and initiative. However, these practices have not been practically investigated in the context of students’ agency, and there is a lack of empirical evidence on how these initiatives can solve real problems and improve the school community. The aim of the study is to investigate the agency of schoolchildren involved in school participatory budgeting, with an emphasis on identifying the motives and effects of this activity. 

Materials and Methods. The empirical base includes the results of a survey of 670 schoolchildren in grades 7–11 enrolled in schools with significant experience in participatory budgeting, which was conducted from May to October 2023 in 32 regions of the Russian Federation. The questionnaire contained questions about specific practices of students’ participation in the development of the educational organization’s infrastructure, in holding events, competitions, the degree of involvement in school participatory budgeting, motives and results of this activity. The level of agency was determined using a specially developed methodology to assess its manifestations in various spheres: family, learning process, school life, interaction with peers, finances.
 
Results. The main motives for taking part in school participatory budgeting are personal development, acquisition of new competencies, knowledge and social mobility. The higher the level of agency, the higher the degree of involvement in budgeting. However, a high level of agency and the maximum degree of involvement are typical only for a small percentage of respondents. Participants in school participatory budgeting with the highest level of agency often seek changes to existing practices and regulations, as well as the implementation of socially significant projects aimed at improving the life of the school community.

Discussion and Conclusion. The level of schoolchildren’s agency is closely related to their involvement in participatory budgeting. With the most frequent mentioning by respondents of individually significant motives and results, participants of participatory budgeting with the highest level of agency are characterized by a combination of individualistic and altruistic motives and effects of this activity. This study provides educators engaged in school participatory budgeting with target benchmarks for analyzing educational outcomes, helps school leaders to more accurately define the school development strategy and determine directions for changing the corporate culture of interaction between children and adults in the educational environment. It also opens prospects for future research on the relationship between agency, participation in initiatives, and civic identity formation, which will be of interest to sociologists and psychologists analyzing youth behavior and social activity.

Introduction. Despite the constantly increasing demand for employee training, there is a lack of research dedicated to a comprehensive analysis of employer requirements for the skills of Learning and Development (L&D) specialists in Russian companies. This gap includes a consideration of industry specifics, regional differences, and the functional features of various business areas. The aim of this research is to investigate employer demand for the skills of specialists organizing employee training and development in Russian companies.

Materials and Methods. The research involved: a review of scientific, analytical, and corporate publications by Russian and international researchers, including research findings, statistical data, and reports on corporate training trends; content analysis of Learning and Development specialist vacancies to identify professional and advanced skills using the Russian vacancy aggregator “Rosnavyk”; clustering of vacancies across different salary ranges using the HeadHunter platform; and an investigation into the correlation between the proportion of vacancies and regional gross domestic product (GDP) per capita in Russian Federation subjects using open data from Rosstat.

Results. It was revealed that there is an increase in demand for specialists in personnel training and development in large companies and the need to develop their professional skills. The analysis of vacancy data shows the presence of two salary groups: line specialist and manager. The study of sectoral demand for training and development specialists revealed the predominant share of such vacancies in the tertiary sector of the economy, which corresponds to the high renewability of personnel in these industries and the relevance to the training of personnel focused on the provision of services to the population. The study of territorial demand for training and development specialists identified the leading regions by the largest share of these vacancies and showed their compliance with the list of regions with developed economy.

Discussion and Conclusion. The practical significance of this article lies in the opportunity for company managers, HR-specialists and training and development specialists to assess the current requirements for employees in the field of training and development in Russia and compare them with global trends. The study will be useful for educational institutions developing training programs for training and development specialists, and may serve as a basis for the development of a separate professional standard for a training and development specialist.

Introduction. The curriculum of General English in universities in China have been designed and conducted as a foreign language. However, the unsatisfactory learning outcomes urge a thorough examination of the curricular nature and an innovative curricular design. The nature of General English is evaluated with an innovative framework of assessment. This article aims to demonstrate the necessity of converting General English course for undergraduates in China into English Information Literacy Curriculum.

Materials and Methods. The conventional General English course is evaluated in accordance with the framework of language curriculum design by I.S.P. Nation and J. Macalister, in the aspects of environment, learners’ needs, course principles, goals, sequence and content, lesson format, and assessment procedures. With the method of deduction, English Information Literacy Curriculum is proposed to complement the defects of General English.

Results. The data of learners’ achievements consolidate the necessity of reforming General English as a second language course. Inaccuracy in defining curricular nature is revealed by the inadequate goals of competency for learners, the irrational multi-disciplinary pedagogical framework, the inefficient design of a systematic curriculum, and the ineffective blended teaching method.

Discussion and Conclusion. The significance of this article lies in the innovative curriculum evaluation system. It is recommended that General English should be reformed into a systematic information literacy curriculum in English, and English should be taught as a second language rather than as a foreign language. This study provides a new perspective for researchers in the field of foreign language pedagogy and curriculum developers of general English in universities.