Education & Pedagogy Journal
About
The scientific, peer-reviewed and open-access Education & Pedagogy Journal aims to make the results of scientific research and practical activities in the field of pedagogy of education mutually accessible to international and Russian professionals.
The journal publishes:
- Original articles in English dealing with the most pressing problems of theory, practice, philosophy and history of education. In addition, authors are given the opportunity to publish Russian translations of these articles in other TSPU journals.
Publication frequency: 4 issues per year.
The journal ARCHIVE contains abstracts, keywords, information about the authors in English, and full-text versions.
The founder of the Education & Pedagogy journal is Tomsk State Pedagogical University.
The journal is included in the "Russian Press" subscription catalog. Index: 85700.
The journal is indexed on the following platforms:
Information about the Russian Science Citation Index
Information about published articles is regularly sent to the Russian Science Citation Index system:
General information about the journal on the of Russian Science Citation Index website
Current Issue
No 3 (2025)
PEDAGOGY
ESG education at Russian universities
Abstract
The successful implementation of the concept of sustainable development depends on the active participation of all sectors of society in all spheres of human activity, in which education plays a crucial role. Universities are of particular importance as they contribute to the establishment and integration of higher education in the field of sustainable development based on ESG principles – in other words, they work in the environmental (E), social (S), and governance (G) spheres of sustainable development. Since 2015, Russian universities have been developing their sustainability strategies and modifying their organizational structures to achieve the United Nations’ Sustainable Development Goals (hereafter referred to as SDGs). Russian higher education institutions have also gained experience in implementing educational programs designed to develop competencies for professionals in the field of sustainable development. This comparative analysis examines Bachelor’s, Master’s, postgraduate, and continuing education programs in fields such as economics, management, public and local administration, law, and environmental studies. The study found that the foundations for Education for Sustainable Development (hereafter ESD) were laid in Russia in the 1990s, but have only become a widespread phenomenon in the last five years. In the early stages, the leading universities, particularly in Moscow and St. Petersburg, were the most active participants. Currently, the number of Master’s programs is increasing, and the share of regional universities in implementing these programs has risen significantly in recent years, accounting for 40–45%.
Education & Pedagogy Journal. 2025;(3):5 - 28
5 - 28
Analysis of aspects of the digital transformation of the education system in Russia
Abstract
The article presents a comprehensive analysis of the digital transformation of the education system, which is understood as a fundamental shift in the pedagogical paradigm driven by modern technologies. The authors highlight key aspects of digitalization, including technical equipment, the development of digital resources, the formation of a digital culture, and the legal framework. Special attention is given to the benefits of digital technologies, such as personalized learning, increased visibility of teaching materials, and the development of critical thinking in students. The main problems of digital transformation are considered: regional differences in access to technology, inadequate training of teaching staff, and the need to methodologically justify the effectiveness of digital tools. The authors emphasize the importance of a balance between technological innovation and pedagogical appropriateness, as well as the need for interdisciplinary research to assess the long-term impact of digitalization on the quality of education. Promising areas of development include the creation of adaptive educational environments, the introduction of virtual and augmented reality technologies, and the transparency of educational processes. The article will be of interest to researchers, teachers, and education managers dealing with digital transformation issues.
Education & Pedagogy Journal. 2025;(3):29 - 43
29 - 43
Exploring artificial intelligence to promote the development of senior education in China
Abstract
China is rapidly developing into an aging society, and traditional forms of senior education are facing development bottlenecks, including insufficient resources, a single mode, and limited outreach, which makes it challenging to meet the growing demand for senior education. The rapid development of artificial intelligence technology offers new ideas and solutions to address the challenges in senior education. Artificial intelligence can achieve personalized adaptation, support teaching, create an immersive learning experience, and optimize teaching through big data analysis, thus promoting educational equity and active aging. However, there are several challenges to the deep integration of AI and the education of older people, and China’s education for older people has also engaged with AI. In the future, we need to strengthen the top-level design further, increase financial investment, improve the curriculum system, strengthen the construction of teaching personnel, and promote the deep integration of AI technology in senior education, to create a better learning life for older people, promote the high-quality development of senior education, and promote positive aging.
Education & Pedagogy Journal. 2025;(3):44 - 57
44 - 57
PSYCHOLOGY
Manifestations of escapism among young people
Abstract
This article explores the phenomenon of Escapism and examines its primary characteristics. It highlights the ambivalent and complex nature of Escapism and emphasizes its social, cultural, and psychological roots. The study examines the meaning of Escapism in real and virtual contexts. It argues that the life of a modern individual, especially a young person, unfolds in two parallel worlds – the real and the virtual – resulting in conflicting perceptions and ambiguous consequences for personal development and social interaction. It is noted that Escapism, as a way of living, thinking, and behaving socially, has occurred throughout human history and has been shaped by specific historical and cultural contexts. Both the real and virtual worlds have a complex and ambivalent influence on the cognitive abilities and behavioral strategies of adolescents and young people. The article explores the differences between Escapism in real and virtual environments, highlighting both the positive and negative aspects inherent in each of these worlds. Excessive immersion in the Internet and social media can lead to a decline in critical thinking and an inadequate awareness of events in the real world. The increasing complexity and uncertainty of modern life encourage individuals to seek solace in virtual environments full of illusions, which is very attractive to young people. For many young people, existence in such environments is becoming a mass trend and a core value. It is emphasized that virtual environments offer a way to escape the negative and traumatic aspects of real life that many teenagers and young adults do not want to accept. It is concluded that intense engagement in a virtual world, especially when accompanied by digital addiction, brings with it a variety of risks associated with Escapism. One of the most critical manifestations is loneliness, which becomes a seemingly convenient and effective survival strategy.
Education & Pedagogy Journal. 2025;(3):58 - 68
58 - 68
Psycho-pedagogical analysis of the accessibility of digital learning environments for visually impaired students
Abstract
In the era of global digitalization, it is becoming increasingly essential to create web content that meets the needs of a diverse audience, including people with visual impairments. In Russia, these issues are regulated by the state standard GOST R 52872-2019 and guidelines of the Ministry of Digital Development. Nevertheless, visually impaired users continue to face difficulties in accessing educational, recreational, and social platforms, as compliance with accessibility standards for digital educational environments is voluntary. The accessibility limitations identified necessitated a comprehensive review of online platforms for blind and visually impaired users, as well as the development of targeted solutions to enhance digital educational environments for these users. The following methods were used in the study: Heuristics, data analysis, testing, generalization of the results obtained, statistical data processing (KolmogorovSmirnov criterion), methods for evaluating the customer effort index (Customer Effort Score), and elements of a Customer Journey Map (CJM). The study involved 20 participants (10 blind and 10 visually impaired students aged 15–20 from Moscow, Ulyanovsk, and Cheboksary) who voluntarily completed eight standardized user tasks. The study expands our understanding of how blind and visually impaired users interact with digital learning environments. The findings highlight the need to incorporate both international and local experiences, develop a uniform accessibility standard across countries, evaluate the accessibility of web tools, consider how blind and visually impaired users perceive information and interact with digital spaces, and establish common accessibility standards for developers. These findings are relevant for developers and researchers working on digital tools for visually impaired users and other accessibility needs.
Education & Pedagogy Journal. 2025;(3):69 - 88
69 - 88