Integration of Education

ISSN (print): 1991-9468ISSN (online): 2308-1058

Founder and publisher: National Research Ogarev Mordovia State University

Editor-in-Chief: Dmitriy E. Glushko, Cand.Sci. (Ped.)

Frequency / Access: 4 issues per year / Open

Included in: White list (2nd level), Higher Attestation Commission List, RISC, Scopus

Website: https://edumag.mrsu.ru

Integration of Education – a peer-reviewed open-access scholarly journal. The journal Integration of Education publishes original scientific articles (Full Articles) in Russian and English, previously not published in other editions. The aim of the journal is an objective presentation of results of original scientific research of current leading tendencies of educational processes, analysis of pedagogical, psychological and sociological problems of education development in Russia and the international scientific community.

The journal’s mission is to maintain and develop a unified research space in the field of education integration, as well as to foster interuniversity cooperation of academic staff.

The journal is addressed to researchers, analysts and practitioners in the field of pedagogy, psychology and sociology of education, as well as to a wide range of readers interested in the problems of integrating education in modern society.

The Editorial Board reviews (double-blind review) all incoming papers. The manuscript of the article is sent for review to several leading specialists of the corresponding profile, who have scientific specialization closest to the subject of the article, to evaluate the scientific content.

The Editorial Board follows the principle of zero tolerance to plagiarism. Plagiarism сhecking is carried out by using Anti-Plagiarism and iThenticate software.

The journal adheres to editorial ethics standards following international practice of editing, reviewing, publishing and authorship of scientific publications and recommendations of the Committee on Publication Ethics (COPE).

The journal is distributed in Russia and other countries of the world.

The journal offers direct open access to full-text issues based on the following principle: open access to research results contributes to the increase of global knowledge sharing.

The Journal is included in the List of peer reviewed scientific journals published by the Higher Attestation Commission in which major research results from the dissertations of Candidates of Sciences (Cand.Sci.) and Doctor of Science (Dr.Sci.) degrees are to be published. Scientific specialties of dissertations and their respective branches of science are as follows:

  • Pedagogical psychology, psychodiagnostics of digital educational environments (psychological sciences),
  • Social structure, social institutions and processes (sociological sciences),
  • Sociology of culture (sociological sciences),
  • Sociology of management (sociological sciences),
  • General pedagogy, history of pedagogy and education (pedagogical sciences),
  • Theory and methods of training and education (by fields and levels of education) (pedagogical sciences),
  • Correctional pedagogy (surdopedagogy and typopedagogy, oligophrenopedagogy and speech therapy) (pedagogical sciences),
  • Methodology and technology of professional education (pedagogical sciences).

 

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Updated quartiles of journals in Scopus (by SJR) 

Posted: 08.04.2025

SCImago Journal & Country Rank

At the end of 2024 the journal “Integration of Education” maintained its position in the SCImago Journal & Country Rank (SJR) - second quartile Q2.

The indicators of the journal "Integration of Education" can be found on the website: https://www.scimagojr.com/journalsearch.php?q=21100790339&tip=sid&clean=0


 

Current Issue

Vol 29, No 2 (2025)

Cover Page

Full Issue

International Experience in the Integration of Education

Management of Russian-Speaking Education in Sri Lanka: Problems and Solutions
Ilyina E.A., Poverinov I.E., Ilyina S.V., Khrisanova E.G., Shchiptsova A.V.
Abstract

Introduction. Promotion of national traditions, cultures and languages is an important component of the foreign policy of countries in the modern conditions of globalization and dynamically developing international relations. The Russian language occupies an important place, being one of the world’s languages with a centuries-old history and rich cultural heritage. The Russian Federation is currently paying great attention to the preservation of the Russian language and the strengthening of its position in the world. In the Democratic Socialist Republic of Sri Lanka the Russian language is not widely spread, but with the development of economic, scientific, educational, cultural international cooperation the interest of Lankans to study the Russian language is growing. The relevance of the study is due to the fact that the expanding trade, economic, humanitarian ties between Russia and Sri Lanka cause the need to study the Russian language and coordinate efforts to interact all participants of the educational process. The development of a set of measures aimed at increasing the number of Russian-speaking citizens, establishing long-term ties with educational organizations of Sri Lanka is an important task in strengthening and developing coopera­tion between Russia and Sri Lanka. The aim of the article is to develop a set of institutional mechanisms and measures aimed at improving the effectiveness of targeted management of the Russian-speaking educational process carried out in Sri Lanka.

Materials and Methods. During their research the authors adhered to the following sequence of work: during the preparatory stage data collection was carried out, then a sociological study among teachers and students and a qualitative study using the method of focus groups were conducted, after obtaining the necessary information the data were analyzed and specific recommendations on the functionality of the Russian language department of the linguistic direction of the National Institute of Education of Sri Lanka were developed.

Results. The research allowed us to highlight the demand for the study of the Russian language in Sri Lanka and measures for its promotion. Regulations for the formation of new management mechanisms to strengthen the position for the study of the Russian language, taking into account local traditions and peculiarities of the worldview of the population have been identified. Realization of the proposed measures, in our opinion, will provide effective coordination of actions of parties concerned in the study of the Russian culture and language.

Discussion and Conclusion. Practical significance lies in the use of the results obtained in the course of scientific research, expeditions to make up a list of systemic measures that will effectively manage Russian-language education in schools of Sri Lanka. The materials of the article can be useful to the authorities in the sphere of education and international cooperation, heads of educational organizations in Sri Lanka in order to improve the level of teaching Russian as a foreign language.

Integration of Education. 2025;29(2):214-229
pages 214-229 views
Features of Learning Strategies, Barriers and Motivation of Chinese Students in Russian-Speaking Environment and in China
Brem N.S., Dubrovskaya E.M.
Abstract

Introduction. The growing number of students studying abroad stimulates an active research interest in language pedagogy. There have been numerous studies to investigate the role of language immersion in foreign language learning considering corresponding financial and time costs. The objective of the current study was to investigate the influence of the language environment on: motivation, learning barriers, and learning strategies.

Materials and Methods. This study used survey as the main research method. We developed three questionnaires to investigate the specifics of motivation, learning barriers, and learning strategies of Chinese students learning Russian in China and in Russia. Survey data were collected from more than 228 participants. Students’ motivation was investigated using R. Gardner’s questionnaire – The Attitude/Motivation Test Battery; learning barriers were measured using the questionnaire “Diagnosing Barriers in FLA”; data on students’ learning strategies were collected using SILL. The accuracy of the results was ensured through pilot testing, analysis of question representativeness, verification of criterion validity, and control of test completion time. The obtained data were processed using Cronbach’s alpha and Student’s t-test.

Results. The data reveal no significant differences in learning barriers at home or abroad. In “Diagnosing barriers in FLA” the mean was 3 in Russia and 2.8 in China. However, students learning in Russia were more self-confident, they reported that they had been acquiring speech patterns easier, and that they regularly systematize things that they have studied. According to our data, linguistic environment has a signi­ficant influence on learning strategies and motivation. Participants in Russia use learning strategies often, students in China use learning strategies sometimes. General level of motivation in linguistic environment was 5.96, whereas in China the motivation level made only 5.14.

Discussion and Conclusion. This article contributes to the understanding of the significance of the language environment in foreign language learning at the current stage of Russian as a Foreign Language  teaching methodology. Linguistic environment teaches students not only language behavior but also new ways of learning language. Moreover, the Russian-speaking environment and the cultural background of the country play a crucial role in building motivation.  The research reveals the main motivations of Chinese students learning Russian and illustrates the dynamics of their development of learning-strategic competence.

Integration of Education. 2025;29(2):230-242
pages 230-242 views

Modernization of Education

Overcoming the Academic Failure of Students as a Priority of Educational Policy: The Case of Russia
Zborovsky G.E., Ambarova P.A., Shabrova N.V.
Abstract

Introduction. One of the priorities of the modern educational policy of Russia is to ensure the academic success of young students – schoolchildren and university students. However, the realization of this goal is in conflict with other objectives of educational policy and factors in the development of Russian higher education, including initiatives in the field of school education. Traditionally, academic failure is interpreted as an individual’s phenomenon related to the inefficiency of pedagogical approaches and techno­logies. However, in fact, the social scale and context of the problem make it necessary to consider it as an institutional phenomenon, the prerequisites of which are formed at the level of pre-university education. The purpose of the article is to interpret the problem of academic failure of students in the context of edu­cational policy.

Materials and Methods. The theoretical basis for studying the relationship between educational policy and academic failure of young students is the theory of inequality in education and the concept of the po­licy of “choosing winners”. The empirical basis of the article is the results of a study carried out using the following methods: analysis of documents (scientific publications, regulatory documents, statistical and monitoring research data), semi-formalized expert interviews with representatives of educational organizations in Yekaterinburg and the Sverdlovsk Region (n = 30 people).

Results. Government initiatives aimed at reducing inequality in education are shown as an institutional context for overcoming academic failure of young students, covering pre-university education. The contradictions of such state initiatives in Russian education as the Unified State Examination, a project to support schools with low learning outcomes and/or schools operating in difficult social conditions, and the Acade­mic Olympics movement are revealed. It is proved that the problems of implementing institutional initiatives in school education serve as prerequisites for the formation of academic failure of university students.

Discussion and Conclusion. The practical significance of the research results is seen in the justification of the directions for improving government initiatives and projects to support students to overcome their academic failure. Further analysis of the latent contradictions of the Russian education system in the context of the introduction of institutional measures to overcome the academic failure of schoolchildren and university students seems promising.

Integration of Education. 2025;29(2):243-259
pages 243-259 views
Highly Qualified Scientific Personnel in Economic Sciences: Sectoral Distribution
Pakhomov S.I.
Abstract

Introduction. Highly qualified scientific personnel are a prerequisite for economic competitiveness and a crucial factor in maintaining the economic security of our country, as well as in developing the socio-cultural and other spheres of activity. Current research does not encompass all segments of the scientific personnel reproduction process: assessment of scientific qualifications, the employment structure of those holding academic degrees, and the analysis of defended dissertations within specific scientific fields – such as economics. The aim of this research is to analyze the state and patterns of reproduction of highly quali­fied personnel in the field of economics, using quantitative indicators of personnel training and scientific certification/assessment.

Materials and Methods. The research object includes highly qualified scientific personnel and dissertation boards in economics. The methods used include statistical data analysis – specifically, mean comparison, clustering, and factor analysis – as well as expert assessments. The number of candidates (PhD holders) and doctors of sciences (Higher Doctorate holders) was calculated using an analytical approach involving the aggregation of quantitative data on dissertation presentations, categorized by age.

Results. As of 2024, there were 132 dissertation boards functioning in economics, established by orders of the Ministry of Science and Higher Education of Russia, and 135 boards established by organizations wit­hin the framework of independent awarding of academic degrees, in which a total of 92 doctoral (Higher doctorate) and 494 candidate (PhD) dissertation presentations were held; the largest number of these were in the Central and Northwestern Federal Districts. Based on the developed methodology, which relies on indicators of the age structure of applicants for academic degrees, the number of candidates (PhD holders) and doctors of sciences (Higher Doctorate holders) in economics and their structure by age categories were calculated. It is noted that the largest number of those who have defended their dissertations work in the field of education and also in business. The calculation allowed for an assessment of the number of young scientists – candidates (PhD holders) of economic sciences and doctors (Higher Doctorate) of economic sciences.

Discussion and Conclusion. The analysis into the state of learning of highly qualified personnel in economics allows, based on the established quantitative indicators, to forecast their demand in various economic sectors. In conditions of an acute shortage of scientific personnel necessary for innovative scientific and technological solutions and approaches that meet the task of building a knowledge economy the obtained results can be used to determine projected personnel training needs, harmonize the training system and the scientific certification/assessment system, develop the network of dissertation boards, define new approaches to postgraduate admissions and improve the efficiency of postgraduate graduation with dissertation presentation, as well as to improve the management of the complex of processes related to the organization of scientific research in economic disciplines.

Integration of Education. 2025;29(2):260-281
pages 260-281 views
Project-Based Learning in Advanced Engineering Schools: Keeping Personal Education Ahead of the Curve
Melnik A.D., Merenkov A.V., Sandler D.G.
Abstract

Introduction. The discussion about project-based learning centers on the challenges of interrelation bet­ween higher education and the labor market and the development of proactive teaching methods in universities. Questions regarding the theory and methodology of project-based learning remain insufficiently explored, particularly concerning the alignment between learning and receiving sought-after specialists by employers, the integration of theory and practice within the educational process. The aim of this research is to analyze project-based learning programs developed by Russian universities and methods of their organization.

Materials and Methods. The empirical sample includes the Russian universities development programs of the federal project “Advanced engineering schools” (n = 50). Data collection was carried out using mining of qualitative data (texts of university development programs) using Power BI tools that allowed to structure a large amount of information about the project-based learning in universities into a single array and integrate it with professional software for analyzing qualitative data MAXQDA. The methods of content analysis and comparative analysis were used that allowed to typologize the methods of organizing project-based learning in universities and to highlight the best practices among them.

Results. The comparative analysis revealed the different perceptions of the university management about the value of project-based learning. The article highlights the integration of theoretical knowledge with its practical application in the creative activities of future specialists, fostering the development of continuous professional self-education. Different positions within future employment are identified, in which students can engage through project-based learning: adaptive, basic, exploratory (technological), entrepreneurial, and research-oriented.

Discussion and Conclusion. This research contributes to the development of scientific understanding regarding the formation of highly sought-after young professionals, ready to actively engage in innovation development and implementation through changes in higher education organization within universities. This article is of interest to researchers in higher education and university leadership potentially prepared to utilize project-based learning as a tool for collaboration between universities, specifically students, and industry partners.

Integration of Education. 2025;29(2):282-299
pages 282-299 views

Академическое письмо

Written Foreign-Language Scientific Discourse in Speech-Language Pathology Students
Almazova A.A., Andersen I.V.
Abstract

Introduction. Speech-language pathology is a complex field of scientific knowledge based on broad interdisciplinary foundations. It shapes the specifics of the professional thesaurus and significantly complicates the formation of scientific discourse among future specialists. The study aims to conceptualise and test a novel pedagogical model for developing foreign-language scientific discursive competence in speech-language pathology students through the integration of thesaurus and corpus approaches, designed to eliminate terminological asymmetry. The article presents the results of a diagnostic experiment asses­sing the level of foreign-language scientific discursive competence using methods of contrastive terminography and discourse analysis applied to empirical data (questionnaires, written assignments, translations). The experiment identified gaps in students’ mastery of professional terminology, genre norms of academic writing, and cross-linguistic communication skills.

Materials and Methods. The study was conducted among master’s degree students from five Russian universities. The sample included 252 participants. Materials were presented to assess the level of Foreign Language Scientific Discursive Competence in written form. Cognitive and communicative skills were evaluated, as well as domain-specific translation skills. Qualitative and quantitative methods of analysis were used for data collection and interpretation.

Results. Students assess their English proficiency as low. Three-quarters of respondents demonstrated a low level of foreign language scientific discursive competence in written form, both at the cognitive and communicative skills levels. Participants experience difficulties when translating specialized terms and scientific texts, which was evident in the high variability of translations and the frequent use of translite­ration instead of seeking precise equivalents in English. Insufficient awareness of the international terminology system among the participants was revealed. The analysis of the obtained results showed a strong positive correlation between the development of cognitive and communicative skills in the structure of Written Foreign Language Scientific Discursive Competence.

Discussion and Conclusion. Research results indicate insufficient preparedness among master degree speech-language pathology students to address professional challenges within the contemporary intercultural and scientific context, opening perspectives for revising the existing paradigm of foreign language learning. The practical significance of this article lies in improving the professional foreign language training of speech-language pathology students, aimed at developing scientific discourse skills, mastering international terminology, and overcoming terminological asymmetry between Russian-language and Eng­lish-language logopedics.

Integration of Education. 2025;29(2):300-315
pages 300-315 views
Integrating Visualisation Tools into the Text of an Original Research Manuscript: Lexical Bundles and Textual Comments
Tikhonova E.V., Mezentseva D.A.
Abstract

Introduction. Correct and meaningful integration of tables, graphs and other visual elements into the text of the original research manuscript significantly increases its readability index and improves the perception of complex concepts and empirical data. However, many authors face difficulties in choosing the best ways to mention and describe visualisation tools, which leads to textual redundancy or insufficient informative text. The aim of this study was to identify the most effective strategies for integrating visualisation tools into academic text by analysing textual references to visual elements.

Materials and Methods. A corpus of 80 scientific articles (empirical and review articles) published in Russian, British and American journals indexed by the international database Scopus was analysed. The study included the evaluation of 432 visualisation units (tables and figures) and their 470 mentions, which were analysed in terms of their integration into the text of manuscripts. To evaluate the ways of mentioning and describing visualisations, a comprehensive procedure was applied, including search and selection of articles, extraction of raw data, their coding, analysis and systematisation.

Results. The study confirmed that the existing classifications of lexical bundles act as precursors and guides to Hyland’s functional typology of lexical bundles, which is the most effective for analysing the mechanisms of integrating visual elements into a scientific text. The analysis of the corpus of scientific articles allowed to trace three main groups of Hyland’s lexical bundles: research-oriented, text-orien­ted, and participant-oriented, and to analyse the effectiveness of their references to visualization tools. The most frequent references were to the order of presentation, quantitative data and descriptive visua­lisations. However, it was found that later classifications, no longer focusing on lexical bundles but on the general textual commentary of visual elements, did not maximise the functionality and meaningful integration of visualisation tools in scientific texts. As a result, a new, content-driven classification of textual references to visualisation tools was described, which includes formal, descriptive, analytical and interpretative types.

Discussion and Conclusion. The obtained results demonstrate that it is the combination of effective lexical links and meaningful textual references that can lay the foundation for the formation of a systematic approach to the effective integration of visual elements into the text of academic publications. Such symbiosis allows to significantly reduce the redundancy of the text, increase its functionality and enhance the informative and persuasive nature of academic discourse. The developed classification is recommended as a methodological tool for authors and editors seeking to optimise scientific communication.

Integration of Education. 2025;29(2):316-338
pages 316-338 views

Psychology of Education

Project-Based Activity as a Means of Socio-Emotional Development in Preschool Children
Plotnikova V.A., Veraksa A.N., Veraksa N.E., Nikolaeva N.S.
Abstract

Introduction. The search and development of technologies for the socio-emotional development of preschoolers is an urgent task for the modern education system, since socio-emotional development is a predictor of academic and social success in secondary school. Despite the widespread use of project-based activity in contemporary kindergartens as an educational technology, there is insufficient information on the specific effects of different types of the said activities on the socio-emotional development of children. The aim of this study is to analyze the specifics of cultural tools used in project-based activities and to compare the effectiveness of research-based and creative project activities for the socio-emotional deve­lopment of preschool children.

Materials and Methods. 82 children aged 5–6 years participated in the study. For the initial assessment of socio-emotional development, the Russian version of the “Test of Emotion Comprehension” and the questionnaire for teachers “SCBE-30” (including the subscales “Social competence”, “Anxiety-withdra­wal”, and “Anger-aggression”) were used. The NEPSY-II subtests were used to assess executive functions as a control variable. The participants were randomly distributed to the three groups: Research project group, Creative project group, and the Control group. 22 sessions were organized with the experimental conditions, and after completing the sessions, a post-test similar to the initial assessment was performed.

Results. The findings showed that anxiety levels significantly decreased among preschool children who participated in the Creative project that emphasized symbolic tools. At the same time, creative project activities proved to be more effective for children with a low level of executive functions. Moreover, the study found that participants in the Research project that primarily used sign tools demonstrated a signi­ficant reduction in aggression levels. No significant changes were observed in terms of emotional understanding and social competence.

Discussion and Conclusion. The results of this study support the importance of considering the type of cultural tools used in children’s activities when addressing their socio-emotional development. In addition, this study provides new insights into the differences between inquiry and creative project approaches for preschool children. The results of the study can be used in the practice of preschool education to facilitate socio-emotional development, especially to correct destructive behaviors in children.

Integration of Education. 2025;29(2):339-354
pages 339-354 views
Socio-Psychological Predictors of Constructive Patriotism in Adolescents with Different Trajectories of Emerging Adulthood
Miklyaeva A.V.
Abstract

Introduction. The formation of patriotic attitudes among adolescents is one of the priority tasks of modern Russian education – it presupposes reliance on scientifically substantiated data about the logic of patriotism development within the context of personality formation as a whole. However, there are insufficient studies dedicated to examining the relationship between the formation of patriotic attitudes and personality development during adolescence. The aim of this study is to identify the socio-psychological predictors of constructive patriotic attitudes in adolescents who demonstrate different trajectories of maturation.

Materials and Methods. The sample consisted of 427 respondents aged between 13 and 18 (55.2% female). The study of patriotic attitudes was carried out using the Questionnaire of Constructive Patriotism (version for adolescents). The trajectories of maturation were determined using a modified version of the self-esteem research methodology by T.V. Dembo and S.Ya. Rubinstein. The number of hypothetical predictors of patriotic attitudes included social beliefs, convictions and values, as well as civic identity; for the assessment we used an abbreviated version of “Social Axioms” questionnaire, “Faith in a Just World” scale, “Moral Foundations” questionnaire, “Valence of Civic Identity” scale, a short version of the S. Schwartz Value Questionnaire.

Results. Universal predictors of constructive patriotism in adolescents, regardless of their demonstrated trajectories of maturation, are indicators of civic identity, the value of universalism, belief in a just world, and the social axiom “social complexity.” Socio-psychological predictors of constructive patriotism that diffe­rentiate subgroups of adolescents with different trajectories of maturation are indicators of the bases of moral choice “Respect” and “Justice,” as well as the social axioms “Reward for effort” and “Social cynicism”.

Discussion and Conclusion. The results indicate the need to integrate psychological and pedagogical tasks related to the formation of constructive patriotic attitudes among adolescents into the system of psychological and pedagogical support for their personal development. The practical significance of the artic­le lies in the possibility of their application in the development of programs for the patriotic education of adolescents. The prospects of the study are related to a more detailed analysis of the socio-psychological factors of the formation of constructive patriotism in the context of studying various parameters of transition to adulthood in adolescence.

Integration of Education. 2025;29(2):355-367
pages 355-367 views
Emotion Regulation Strategies as a Mediating Factor in the Relationship between Proactive Personality and Learning Agility in Talented Students
Shavaran S., Nasr Esfahani Karladani M., Davarpanah S.
Abstract

Introduction. Although previous research has separately addressed proactive personality and emotion regulation, the combined effect of these variables on learning agility – particularly among talented students – remains underexplored. This study fills this gap by focusing on how specific emotion regulation strategies mediate this relationship. In today’s rapidly evolving educational landscape, learning agility has emerged as a crucial meta-competency for adapting to new challenges. This study investigates how emotion regulation strategies mediate the relationship between proactive personality and learning agility among talented students. With the increasing recognition of the role of personality traits and emotion regulation in effective learning, understanding these dynamics is essential for supporting students in navigating academic and social demands.

Materials and Methods. The research sample comprised 297 talented students from the University of Isfahan, Isfahan University of Medical Sciences, and Isfahan University of Art. Participants completed three assessments: the Gravett and Caldwell Learning Agility Questionnaire, Gross and John’s Emotion Regulation Questionnaire, and the condensed Bateman and Crant Proactive Personality Questionnaire. Data analysis included statistical methods to determine both direct and mediating effects of proactive personality and emotion regulation strategies on learning agility.

Results. The analysis revealed that proactive personality significantly affects learning agility, and emotion regulation strategies – specifically reappraisal and suppression – mediate this relationship. Students who effectively manage their emotions are better equipped to exhibit higher levels of learning agility, indicating a stronger ability to adapt and thrive in academic environments.

Discussion and Conclusion. This study highlights the pivotal role of emotion regulation in enhancing learning agility, emphasizing that effective emotion management can significantly influence academic success. The findings suggest that interventions focusing on emotion regulation could improve learning outcomes for talented students. Future research should further explore additional factors influencing learning agility and develop targeted strategies to support student adaptation in diverse educational settings.

Integration of Education. 2025;29(2):368-384
pages 368-384 views

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