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Journal articles on the topic 'World educational space'
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1
VOLKOVA, SVETLANA. "INTENTIONALITY, LIFE-WORLD, BEING-IN-THE-WORLD AS PHENOMENA OF EDUCATIONAL PRACTICE." Studia Humanitatis 23, no. 2 (2022): 19–25. http://dx.doi.org/10.15393/j12.art.2022.3822.
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The paper concentrates on the exploration of the philosophy and methodology of pedagogy with the special focus on the philosophical study of the “intentionality”, “life-world” and “being-in-the world”. The aim of this study is to highlight these phenomenological concepts and reveal the possibilities of phenomenology in the study of educational space through implanting them into the educational discourse. The author explores the everyday educational reality, as well as the meanings that this reality receives in the minds of the teacher and the student. The article also describes the multiple ways of understanding the space into which teachers and students are immersed. The hermeneutic phenomenology method used in the research helps to demonstrate how heuristic and productive the “life-world” concept is when it is applied for analyzing educational reality. At the end of the research the author concludes that the specificity of human existence lies in its “life-world” or “being-in-the world”. Therefore, the teacher and the student can be separated from each other by their own space-time, while the very “spatiality” of pedagogical relationships is discrete. In this regard, pedagogical encounters are possible only if they are based on some meaningful structures that form the basis of the students’ life-world.
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Yakubov, Emlmir N. "Librarianship: Integration into the world educational space." Bibliotekovedenie [Library and Information Science (Russia)], no. 3 (May 24, 2010): 129–30. http://dx.doi.org/10.25281/0869-608x-2010-0-3-129-130.
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Nadiia, Baranovska. "Legacy of the World Educational Space and Its Influence on the Interaction of Education and Culture." Historical and Cultural Studies 2018, no. 5 (2018): 7–14. http://dx.doi.org/10.23939/hcs2018.05.007.
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Dziatkovskii, A. "BLOCKCHAIN TECHNOLOGY IN THE GLOBAL EDUCATION SPACE." SCIENTIFIC-DISCUSSION, no. 66 (June 6, 2022): 7–8. https://doi.org/10.5281/zenodo.6615956.
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Informatization of education is considered as one of the most important strategic directions of civilization development. The problems that hinder the full participation of countries in the globalization of the world educational space, including the low level of use of big data technologies, are highlighted. The conclusion about the prospects of using blockchain technology, which allows creating shared educational services and resources, monitor the educational content and the quality of educational programs, to identify documents on education.
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Manukyan, A. R., and N. O. Yudin. "SCIENTIFIC AND EDUCATIONAL SPACE IN THE NEW GEOPOLITICAL REALITIES OF THE MODERN WORLD: TRENDS AND PROSPECTS." Vestnik Bryanskogo gosudarstvennogo universiteta 08, no. 02 (2024): 96–107. http://dx.doi.org/10.22281/2413-9912-2024-08-02-96-107.
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The relevance of the topic is related to the need to determine Russia’s place in the modern educational space, taking into account the challenges that determine the current situation in the world. The statement of the problem and the scope of this article are determined by the need to understand the processes of transformation of the education system throughout the world and in Russia. The methodological basis of this study is an approach that combines a number of general scientific and special research methods, which made it possible to study the raised problem systematically and, as a result, present the author’s forecast for the development of the educational space. Currently, the scientific and educational space should not be considered in the categories of “openness”, “equality” and “accessibility”. This approach, which idealizes the modern scientific and educational space, is erroneous, since it does not provide a clear understanding of the meaning of competitive relations in the modern education system. The modern scientific and educational space is a hierarchical system of various educational spaces (global, regional, national), the development trend of which is regionalization, as a result of which the educational space is reformatted under the influence of the politicization of educational activities. Currently, Russia is becoming one of the centers of power in the global geopolitical space, which determines the attractiveness of the Russian educational system, contributing to the transformation of Russia into one of the leaders of the modern educational space.
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Atamanova, N. P., O. Ya Emel’yanova та S. A. Khramova. "ЦИФРОВАЯ ТРАНСФОРМАЦИЯ ОБРАЗОВАНИЯ В СОВРЕМЕННОМ ОБРАЗОВАТЕЛЬНОМ ПРОСТРАНСТВЕ". Educational Psychology in Polycultural Space 59, № 3 (2022): 60–68. http://dx.doi.org/10.24888/2073-8439-2022-59-3-60-68.
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The purpose of this work is to identify and study the conditions for using digital technologies in the educational space, which act as drivers for changing the model of the domestic education system in the global, social and economic aspect. The article analyzes the phenomena denoted by the concepts of “digitalization of education”, “digital transformation of education”, which have become markers of sociocultural changes in the life of Russian society and are widely discussed in scientific communities. The trends of the digital transformation of domestic education in the world, information, economic aspects are presented: engineering and technological, subject-environmental, organizational and methodological, etc. The relevance of the study is due to the fact that the content components of changes in the educational space are considered as strategic factors for the modernization of the domestic education system. The authors believe that the formation of the education system at all levels goes through a difficult path from the integration of digital tools to the formation of a complex worldview of the modern generation. Today, digital technologies are most actively implemented in additional and additional professional education: digital verified content, personalization of the educational route based on the student's digital footprint. The formation of a digital competence profile in the system of continuous education based on individual characteristics and activity experience reflected in the digital footprint already has successful examples of implementation in the form of practical solutions in domestic and foreign practice. As an effective practice, the achieved results of the digitalization of the educational process in the “Quantorium” technopark (Voronezh) are considered. The subject of scientific interest is the factors and conditions for the formation of the ecosystem of the educational space in the context of the digital transformation of the leading sectors of the economy and the professional self-determination of students.
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Saleeb, Noha, and Georgios A. Dafoulas. "Effects of Virtual World Environments in Student Satisfaction." International Journal of Knowledge Society Research 2, no. 1 (2011): 29–48. http://dx.doi.org/10.4018/jksr.2011010103.
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Universities and educational institutions are currently becoming more dependent on delivering courses within online virtual worlds, such as 3D Virtual Learning Environments (3D VLES). There is insufficient research on how environmental and architectural design elements of 3D virtual educational spaces and buildings inside these virtual worlds can affect the e-learning process of the students and their satisfaction and contentment. This study investigates students’ satisfaction from different architectural features used in 3D educational facilities by recording, from surveys, students’ degree of agreeability toward varied design characteristics in different learning spaces within 3D VLES. Defining best perceived design traits can improve 3D educational space design to augment a student’s overall e-learning experience, and lead to general design guidelines for future creation of 3D virtual educational facilities.
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Krotenko, T. Yu. "OPPORTUNITIES FOR CONTINUOUS EDUCATIONAL SPACE." Vestnik Universiteta, no. 7 (September 7, 2020): 184–87. http://dx.doi.org/10.26425/1816-4277-2020-7-184-187.
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The space of modern education is voluminous. It is so capacious that it can accommodate any number of different educational systems. On the one hand, these are systems of pre-school, General, and vocational education, which in turn include subsystems of the basic level (primary, secondary, and higher professional education, etc.). On the other hand, and this point is discussed in the article, the concept of “educational space” covers not only the system parameters of the largest integrated education system in the scale of society (city, region, country, world), but also other characteristics that make it possible, based on the analysis of their state, structure and dynamics, to speak convincingly about the directions and quality of development of socio-cultural relations in General.
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Ye, Yanhua. "CHINESE UNIVERSITIES INCORPORATION INTO WORLD EDUCATIONAL SPACE: RESULTS AND PROBLEMS." Yaroslavl Pedagogical Bulletin 112, no. 1 (2020): 48–54. http://dx.doi.org/10.20323/1813-145x-2020-1-112-48-54.
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Dzyatkovskaya, E. N. "Educational space of the school: challenges of the 21stcentury." BULLETIN of the L.N. Gumilyov Eurasian National University. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY Series 142, no. 1 (2023): 55–62. http://dx.doi.org/10.32523/2616-6895-2023-142-1-55-62.
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The educational space of school is an important component of the educational process, a means of the organization of training, education, and development of students. The article is devoted to the actualization of the problem of constructing educational spaces, performing buffer functions between complex processes, occurring in society, on the one hand, and in the motivational and demand sphere of the modern generation of students, on the other hand. The article presentsthe results of psychological and pedagogical research into the attitudes of high school students to the changes taking place in the world. The results of the research are analyzed in terms of key trends in the socialization of young people in the modern world: the processes of child radicalization, resocialization,and identification. It is concluded that it is necessary to design regenerative, anticipatory, and synchronous educational spaces, relevant to the challenges of the XXI century to solve the acute problems of childrenradicalization,resocialization, and identification of young people. Classical ideas about the role of educational spaces in preparing the young generation for life should be revised and supplemented.
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Палаткина, Г. В. "Digitalization of the school's educational space: educational aspect." Management of Education, no. 7(65) (June 25, 2023): 39–45. http://dx.doi.org/10.25726/q3351-6799-7401-a.
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В начале XXI века мировое образовательное пространство переживает значительные трансформации. Бурное развитие цифровых технологий, охватывающее все сферы жизнедеятельности человека, существенно меняет вектор образовательного процесса. Особенно активно цифровизация влияет на школьное образование, изменяя традиционные подходы к учебным практикам и роль учителя в образовательном процессе. По данным Федеральной службы государственной статистики, более 70% школ Российской Федерации в 2022 году оснащены современным цифровым оборудованием, что дает основания говорить о все более активном внедрении цифровых технологий в российском школьном образовании. При этом, однако, важно учитывать, что цифровизация школьного образования – это не просто применение компьютеров или использование электронных учебников. Это преобразование образовательного пространства, изменение подходов к педагогическому процессу, формирование новых навыков и компетенций у учащихся. В контексте цифровизации особенно важно обратить внимание на воспитательный аспект образования. Цифровые технологии предоставляют новые возможности для реализации воспитательного процесса, но одновременно требуют от педагогического сообщества пересмотра подходов и методик. Эта статья представляет собой попытку заполнить этот пробел, предложив анализ опыта использования цифровых технологий в образовательном пространстве школы с акцентом на воспитательный аспект. At the beginning of the XXI century, the world educational space is undergoing significant transformations. The rapid development of digital technologies, covering all spheres of human activity, significantly changes the vector of the educational process. Digitalization has a particularly active impact on school education, changing traditional approaches to educational practices and the role of teachers in the educational process. According to the Federal State Statistics Service, more than 70% of schools in the Russian Federation in 2022 are equipped with modern digital equipment, which gives reason to talk about the increasingly active introduction of digital technologies in Russian school education. At the same time, however, it is important to take into account that the digitalization of school education is not just the use of computers or the use of electronic textbooks. This is a transformation of the educational space, a change in approaches to the pedagogical process, the formation of new skills and competencies among students. In the context of digitalization, it is especially important to pay attention to the educational aspect of education. Digital technologies provide new opportunities for the implementation of the educational process, but at the same time require the pedagogical community to revise approaches and methods. This article is an attempt to fill this gap by offering an analysis of the experience of using digital technologies in the educational space of the school with an emphasis on the educational aspect.
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Палаткина, Г. В. "Digitalization of the school's educational space: educational aspect." Management of Education, no. 6(64) (June 15, 2023): 114–20. http://dx.doi.org/10.25726/f8528-5226-6414-d.
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В начале XXI века мировое образовательное пространство переживает значительные трансформации. Бурное развитие цифровых технологий, охватывающее все сферы жизнедеятельности человека, существенно меняет вектор образовательного процесса. Особенно активно цифровизация влияет на школьное образование, изменяя традиционные подходы к учебным практикам и роль учителя в образовательном процессе. По данным Федеральной службы государственной статистики, более 70% школ Российской Федерации в 2022 году оснащены современным цифровым оборудованием, что дает основания говорить о все более активном внедрении цифровых технологий в российском школьном образовании. При этом, однако, важно учитывать, что цифровизация школьного образования – это не просто применение компьютеров или использование электронных учебников. Это преобразование образовательного пространства, изменение подходов к педагогическому процессу, формирование новых навыков и компетенций у учащихся. В контексте цифровизации особенно важно обратить внимание на воспитательный аспект образования. Цифровые технологии предоставляют новые возможности для реализации воспитательного процесса, но одновременно требуют от педагогического сообщества пересмотра подходов и методик. Эта статья представляет собой попытку заполнить этот пробел, предложив анализ опыта использования цифровых технологий в образовательном пространстве школы с акцентом на воспитательный аспект. At the beginning of the XXI century, the world educational space is undergoing significant transformations. The rapid development of digital technologies, covering all spheres of human activity, significantly changes the vector of the educational process. Digitalization has a particularly active impact on school education, changing traditional approaches to educational practices and the role of teachers in the educational process. According to the Federal State Statistics Service, more than 70% of schools in the Russian Federation in 2022 are equipped with modern digital equipment, which gives reason to talk about the increasingly active introduction of digital technologies in Russian school education. At the same time, however, it is important to take into account that the digitalization of school education is not just the use of computers or the use of electronic textbooks. This is a transformation of the educational space, a change in approaches to the pedagogical process, the formation of new skills and competencies among students. In the context of digitalization, it is especially important to pay attention to the educational aspect of education. Digital technologies provide new opportunities for the implementation of the educational process, but at the same time require the pedagogical community to revise approaches and methods. This article is an attempt to fill this gap by offering an analysis of the experience of using digital technologies in the educational space of the school with an emphasis on the educational aspect.
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Davlatmurod, Mahmadizoda Nozim, Khudoydodzoda Farrukh Begijon, and Mirsaminova Guzalkhon Mahmudjonovna. "INNOVATIONS IN THE EDUCATIONAL SPACE IN TAJIKISTAN." Actual Problems in the System of Education: General Secondary Education Institution – Pre-University Training – Higher Education Institution, no. 2 (June 26, 2022): 122–27. http://dx.doi.org/10.18372/2786-5487.1.16589.
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This article is about the Innovation of the educational space in Tajikistan. The article emphasizes that education in the modern world is becoming the most important resource for the economic and social development of countries, improving the welfare and individual development of citizens. The authors also note that despite the support of the Government of the Republic of Tajikistan and the annual growth of budget funding, negative trends continue to develop in the system of higher professional education and there are problems, the solution of which will significantly increase the efficiency of the higher education system and bring qualitative and quantitative indicators closer to the requirements of the labor market.
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Shevchenko, G., S. Brynza, and A. Kalashnikova. "Digital Literacy in the Networked Educational Space." Standards and Monitoring in Education 10, no. 1 (2022): 42–47. http://dx.doi.org/10.12737/1998-1740-2022-10-1-42-47.
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The modern digital world dictates its own trends and laws, against the background of which there is a change in the ways of thinking, highly qualified personnel are in demand, the preparation of which seems to be an urgent pedagogical task. Education is actively discussing the problem of the formation and development of digital literacy. Particular attention is paid to its components, aimed at developing the potential of the student on the basis of network interaction. In this regard, the theoretical foundations of digital literacy deserve detailed consideration, revealing the content of the concept of digital competence, as well as highlighting the criteria for achieving it.
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Troitska, Tamara, Olena Troitska, and Olga Popravko. "The virtual symbol world in the Homo educandus informational space miscellaneous." Ukrainian Journal of Educational Studies and Information Technology 7, no. 2 (2019): 20–27. http://dx.doi.org/10.32919/uesit.2019.02.03.
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The urgency of the article is due to the trends that are clearly traceable today in the cultural and educational space of the higher school, namely, the significant changes in the ideological orientations of student youth that are associated with the emergence of "postmodern" consciousness. This situation is connected with the formation of the information society. The formation of the personality, its motives, values, behavioral skills occurs in the convergent space of the collision of the virtual and real world. The article presents the results of the analysis and examination of the functioning of the modern virtual symbolic world as a component of the informational and cultural-educational spaces of the individuals. The role of the virtual (computer) world and the tendencies of its influence on the cultural developmental factors of the development of Homo educancy are outlined. It was discovered that virtual (computer) reality as a component of the symbolic world offers a person wide opportunities for information exchange and communication in the "space of freedom", but at the same time there are traces when it is transformed on its simulacrum from the symbolic space that exists in real space and time. The simulacrum is deprived of value and sacred meanings, creating separate elements of perception and understanding of information. The authors substantiate the leading principles of the cultural orientation of the virtual world and identified the negative consequences of violating the axiological norms of the use of virtual reality. As a conclusion, a wide range of opportunities offered by the virtual symbolic world is proposed, accompanied by philosophical and pedagogical guidelines and norms based on human dimension. This will be facilitated by the search for approaches, principles, methods, techniques and means of strengthening the symbolic cultural potential of the virtual world that fills the modern information space of Homo educandus in order to maximally bring it closer to the cultural and educational space.
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O, Dmytrash. "ISSUES OF DESIGN OF INFORMAL LEARNING SPACES IN THE UNIVERSITY CULTURAL CENTERS." Architectural Studies 2020, no. 2 (2020): 188–93. http://dx.doi.org/10.23939/as2020.02.188.
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The article presents an overview and analysis of the state of research in the field of design and exploitation of modern educational spaces in universities around the world, namely areas with flexible planning, called informal learning space. According to the research conducted, the general characteristic and classification were developed and the basic principles of designing this space were revealed. The study identified several problems that arise during its exploitation, which should be taken into account in the designing process. There is described the experience of educational design of interuniversity cultural centres with the application of the developed theoretical bases of designing of informal educational space.
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TKACHENKO, Natalia, and Nataliia TSIKANOVSKA. "Mainstreams of formation of academic capitalism in the world educational space." Fìnansi Ukraïni 2019, no. 12 (2019): 44–52. http://dx.doi.org/10.33763/finukr2019.12.044.
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Kang, Juhyeon. "Expansion of Elementary Art Education through Non-Places: Centered on the Program <Let’s go! Into the world>." Korean Society of Culture and Convergence 45, no. 8 (2023): 675–89. http://dx.doi.org/10.33645/cnc.2023.08.45.08.675.
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The purpose of this study is to examine the expansion of the concept of place in contemporary art education by using the concept of “Non-Places” and to study the possibility of expanding elementary art education. The concept of “place” in contemporary art education expands from the concept of place in place-based art education and in online learning spaces and becomes a way of creating a new space and acting as an element of space. The concept of “Non-Places”, which acts as a place without a place, expands the concept of place based on the identity of space, relational structure and a lack of historicity centered on impermanence and the ephemeral. The <Let’s go! Into the world> educational program, using cases of “Non-Places”, expands the “place” of education into a moveable and flexible place, and thus appears as an educational use of “Non-Places” in terms of form. In addition, the extraction and reconstruction of objects both in online space and in real space appear as a content aspect of “Non-Places” used in the process of developing the program and, as an educational meaning, tries to enhance cognitive flexibility and creativity.
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KARAOULAS, APOSTOLOS. "THE TRANSFORMATION OF SCHOOL SPACE IN EUROPE AFTER WORLD WAR II." International Journal of Research in Education Humanities and Commerce 06, no. 02 (2025): 454–66. https://doi.org/10.37602/ijrehc.2025.6233.
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The study of the role of school infrastructure in the educational process constitutes a critical field for understanding transformations in both education and European society. Beyond their physical nature, school facilities play a significant role in shaping the learning environment and the educational process itself. Following World War II, Europe faced the urgent need to restructure its educational systems, with school architecture emerging as a crucial factor in this endeavor. The architectural and technological innovations integrated into school buildings reflected the pedagogical theories of the time, which emphasized creativity, collaboration, and the development of critical thinking. The modern school space, through the combination of sustainability and innovative pedagogical practices, mirrors social progress and the values of the era, preparing students for the complex challenges of the modern world. The interaction between school space and the learning process demonstrates that education is not confined to the transmission of knowledge but is primarily an act of building values, fostering cooperation, and enabling social interaction. By examining the evolution of school infrastructure and its connection to educational policies, the article highlights the importance of school space design as a determining factor in enhancing learning, sociability, and students’ personal development.
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ШИШКОВА, А. В. "Digital Educational Space in a Post-Pandemic World: Development Trends and Challenges." Социально-гуманитарные знания, no. 4 (August 28, 2022): 23–34. http://dx.doi.org/10.34823/sgz.2022.4.51846.
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Статья посвящена проблеме трансформации общественного представления о целях и ценностях, задачах и роли системы высшего образования в современном мире в контексте двух интенсифицирующихся процессов: расширение сферы дистанционного обучения и обострении цифрового неравенства. В контексте постпандемических изменений рассмотрены такие тренды, как виртуализация образовательной среды, смешанное и дистанционное обучение, разработка моделей цифрового университета, продвижение культуры инноваций, использование «больших данных» и технологий искусственного интеллекта для оценки успеваемости и персонализации образовательных траекторий и т.д., проанализированы основные риски и вызовы для современной системы высшего образования. The article deals with the problem of transformation of public perception of the goals and values, tasks and role of higher education system in the modern world in the context of two intensifying processes: expansion of distance learning sphere and aggravation of digital inequality. In the context of post-pandemic changes such trends as virtualization of educational environment, blended and distance learning, development of digital university models, promotion of a culture of innovation, use of big data and artificial intelligence technologies to assess learning outcomes and personalization of educational trajectories are considered, expansion of cooperation between educational, scientific and business organizations, spread of lifelong learning ideology, creation of individual educational trajectories etc. The main risks and challenges for the higher education system are analyzed.
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Soroka, Svitlana, and Tetiana Akimova. "The Higher Education of Ukraine in the Global Educational Space." Khazar Journal of Humanities and Social Sciences 23, no. 2 (2020): 24–42. http://dx.doi.org/10.5782/2223-2621.2020.23.2.24.
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The article presents the analysis of the Ukrainian state policy in the field of higher education in terms of its integration into the global educational space. The process of management and financing of Ukrainian higher education institutions, the quality and quantity of teaching staff, the ratio of the number of teaching staff, and students are considered. The authors determine the reasons for the slow integration of Ukrainian higher education into the global educational space, low ratings of Ukrainian higher education institutions in the world ranking of universities. The main problems of Ukrainian higher education institutions are inadequate financing from the state budget, restriction of their autonomous right to set the rules, the decrease in the number of students, and the growing quantity of lecturers which exceeds the number of students in higher education institutions. The authors made recommendations for improving the quality and competitiveness of Ukrainian higher education in the world. Among them, in particular, are developing criteria for forming a rating of higher education institutions in Ukraine that will coincide with the world and European requirements, increasing academic exchanges with the world’s leading universities, forming an effective model of state policy for the development of higher education in Ukraine focused on improving the institutional and organizational structure.
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Makasarashvili, Tamar, and Giuli Giguashvili. "COMPUTER TECHNOLOGIES AND MEDIA LITERACY IN THE EDUCATIONAL SPACE OF GEORGIA." Grail of Science, no. 43 (September 15, 2024): 293–300. http://dx.doi.org/10.36074/grail-of-science.06.09.2024.038.
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In the twenty-first century, digital technologies are an integral part of daily life. The technology used has added a whole new dimension to society regarding communication and relationships, learning and cognition, development, and self-realization. Virtual reality has often replaced the real one, making humanity even more dependent on technology. The merits of digital technologies are unlimited access to information, inclusiveness, and availability from anywhere in the world, breaking down cultural, social, and gender barriers, self-realization and development of creative skills, social communication through various multimedia means, promotion of education and science development, and others. At the same time, the technological age has added a whole new dimension to safety in the form of suicidal online challenges, cyberbullying, and other threats that the younger generation may face as they enter adulthood. The older generation has the responsibility to protect them in the digital environment and ensure a safe digital life. Therefore, it is a priority for the education system to develop the digital awareness of young people and prepare the young generation to deal with the challenges in the digital world. This preparation is necessary for living in both the real and virtual worlds. The paper examines the current situation and peculiarities of using modern computer technologies, digital citizenship, and media literacy in Georgia's general education space and determines the possibilities for improving it.
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Vasilyeva, Elmira R., and Aida R. Nurutdinova. "The academic model of managing integration processes: study case of the multicultural educational space." SHS Web of Conferences 50 (2018): 01223. http://dx.doi.org/10.1051/shsconf/20185001223.
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Improvement and preconditions for multicultural education are associated with the democratic society development which is characterized by openness to other countries, peoples and cultures. Mutual understanding is its most important value. The ongoing integration processes in the world, the desire of Russia and other countries to integrate into the world and European sociocultural and educational space, while preserving the national identity, determines the multicultural education development. Education in a multicultural society, according to experts, is associated with the optimal models of the educational process, various methods and technologies of educational activities. They really include students in the multicultural educational space, they form the qualities necessary for successful adaptation and self-realization in the modern world.
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Волкова, Светлана, and Svetlana Volkova. "The Idea of "Life in the World" in the Space of Education." Scientific Research and Development. Socio-Humanitarian Research and Technology 6, no. 4 (2017): 33–38. http://dx.doi.org/10.12737/article_5a2e6b07ab0a42.03612308.
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The article is devoted to the comprehension of the philosophical and methodological foundations of the theory and practice of education. The focus is on the phenomenology of the "vital world" (E. Husserl) and "being-in-the-world" (M. Heidegger). Implantation of these phenomenological ideas into the fabric of educational discourseserves the purpose of revealing the possibilities of phenomenology in the study of the educational space. The subject of the study is the everyday educational reality, as well as those meanings and meanings that have a reality in the mind of the teacher and student. Particular attention is paid to the description of multiple ways of understanding the space in which teachers and students are immersed. The method of hermeneutic phenomenology used by the author makes it possible to demonstrate the heuristic and fruitfulness of addressing the idea of a "vital world" in the analysis of educational reality.In conclusion, the author comes to the conclusion that for the specificity of human being lies in his "life world" (or in "being-in-the-world"), then the teacher and student can be screened from each other by their own space-time, and itself "Resettlement" of pedagogical relationships is discrete. In this regard, pedagogical interaction will become a meeting of the student and the teacher only when it finds support in the value-semantic structures that make up the life world of the students, their being-in-the-world.
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Malinetsky, Georgiy Gennadyevich, and Svetlana Nikolayevna Sirenko. "Reflection of PISA research education in the post-soviet space." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2020): 35–69. http://dx.doi.org/10.51314/2073-2635-2020-1-35-69.
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We consider, within the framework of the theory of the human-technological revolution, the role of knowledge, technology and education in the transition from the industrial to the post-industrial phase of the development of civilization. The world is at a bifurcation point and a change in attitude towards education and knowledge can determine the trajectory of the world as a whole and of individual civilizations. We analyze how attitudes toward education have changed in the course of historical development. The cultural and educational level of the population at the present stage is becoming the most important strategic resource that determines the country’s place in the world division of labor. We show the need to build educational strategies and policies based on macro indicators characterizing the education system. We pay great attention to the analysis of the results of the PISA study for Russia, Belarus, post-Soviet countries. New industrialization and breakthroughs require a change in attitudes towards knowledge, educational strategy, and politics. We are discussing possible directions for modernizing the educational strategy of the Union State.
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Chuchulina, E. V. "Model of Economic Integration of the University in the World Educational Space." E3S Web of Conferences 220 (2020): 01092. http://dx.doi.org/10.1051/e3sconf/202022001092.
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The development of the modern economy of the 21st century and the sustainable development of cities are inextricably linked. The modern economy is a continuous process of economic integration of all subjects of economic life of society. The participation of universities in the development of cities plays a huge role. Economic integration is a factor of improvement of quality and competitiveness of the university on the world educational field. The article substantiates the importance of economic integration in the structure of the university strategy. A model of economic integration of the University was developed, also the KIU indicator of the author’s methodology which was made for assessing the level of economic integration of the University, which are universal and adaptive. The methodology has been tested on the example of the Perm State National Research University (PSNRU). We conducted a correlation analysis, which showed the dependence of the level of GRP and KIU on the example of PSNRU and Perm Krai. The directly proportional relationship of the studied indicators has been proven. The authors made detailed conclusions and recommendations on the application of the model and methodology.
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Fedorov, A. A., E. Yu Ilaltdinova, and S. V. Frolova. "Convention of Generations in the New World of Education." Higher Education in Russia 27, no. 7 (2018): 28–38. http://dx.doi.org/10.31992/0869-3617-2018-27-7-28-38.
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The article addresses the issues of intergenerational interaction of subjects of educational space in conditions of the modern changing world. The authors propose and substantiate a conventional approach to determine the nature of interaction between a Teacher and a Student. An empirical basis for developing this approach was an analysis of the theories of generations and the age structure of the pedagogical community of the Russian Federation. The study presents statistical data on the characteristics of the age structure of the pedagogical community at the federal, regional and institutional levels. The specifics of the perception by the teachers and students of the role of modern student youth in the life of the university, the difference in value orientations in the changing world of education are indicated. The authors emphasize the significance of the problem posed by the interaction of generations in the educational organization. The fundamental principle of interaction between the Student and the Teacher within the framework of the conventional approach viewed as a new methodological approach is the principle of the convention of generations. This approach is presented in comparison with the existing modern approaches to the organization of interaction between the subjects of educational space (event, subject-subject, environmental) as a new conceptual framework that defines the goals, principles, methods and results of the interaction between all subjects of the educational space. These subjects are considered as representatives of different but equal generations in the context of the space of continuous education of each of them, the result of which is cooperative educational effect achievement. The article dwells on the characteristics of the “convention of generations” as a multi-vector interaction of generations that overcomes the shortcomings of one-way interaction of generations as a transfer of experience and knowledge from older to younger. The one-way interaction strategy forms the so-called “presumption of incompetence” of the younger generation that generates excessive custody that goes to the authoritarianism and does not promote the development of such qualities in the younger generation as independence, responsibility, initiative, creativity.
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Murtazayeva, SH.K. "IMPACT OF GLOBALIZATION ON THE ENGLISH LANGUAGE IN THE MODERN EDUCATIONAL SPACE." Innovative Development in Educational Activities 2, no. 8 (2023): 111–17. https://doi.org/10.5281/zenodo.7884104.
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<em>The article examines the main characteristics and role of the globalization process in the modern world, as well as its connection with the English language, which occupies the place of the language of world communication in the XXI century.</em>
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Naseem, M. Ayaz, Adeela Arshad-Ayaz, and Sophie Doyle. "Social media as space for peace education: Conceptual contours and evidence from the Muslim world." Research in Comparative and International Education 12, no. 1 (2017): 95–109. http://dx.doi.org/10.1177/1745499917696422.
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In this research, we present a conceptual framework to examine the potential of social media as an educational space for peace education. In particular, we examine the characteristics and dynamics of social media that set it apart from other traditional media and educational spaces. Specifically, we conceptualize features of social media such as: social media as ‘knowledge commons’; imagined communities of purpose; public and private voice; civic engagement; and the experts’ gaze. Finally, we provide empirical and discursive evidence from social media in the Muslim world with specific examples from the Pakistani blogosphere in support of the conceptual framework drawn earlier.
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Aksyonov, Sergey I., Ramilya U. Arifulina, Olga A. Katushenko, Tatiana N. Sergeeva, and Lidia V. Romanovskaya. "Digital transformation of the educational space: new tools and technological solutions." Perspectives of Science and Education 49, no. 1 (2021): 24–43. http://dx.doi.org/10.32744/pse.2021.1.2.
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Introduction. The digital transformation of the educational space of a pedagogical university provides great opportunities for improving the quality of education and at the same time requires a radical change in methodological approaches to the organization of training; search, development, and application of new technological solutions and tools. The purpose of this article is to search for and analyze new tools and technologies for the digital transformation of the modern educational space. A fundamentally new approach is laid in the design of the educational and scientific electronic service "Pedagogical map of the world". The electronic scientific and educational service of the new generation "Pedagogical map of the world" makes it possible not only to broadcast but also to generate new knowledge, as well as to form readiness for transferring it to other social and humanitarian subject fields of science. Materials and methods. In the course of the study of the effectiveness of the electronic resource "Pedagogical map of the world" as a tool for the digital transformation of pedagogical education, a survey was conducted among students (1837 students) and scientific and pedagogical workers (211 employees) of higher education institutions in various regions of the Russian Federation. Results. The study among the university students aimed at determining the level of students' satisfaction with the functionality of the electronic service showed that a significant number of respondents (90.7 %) noted a positive trend in their attitude towards the study of the historical and pedagogical space when using the electronic service. The positive dynamics affected not only classroom studies but also the area of students' independent work and their personal development. A survey among the professional community also confirmed the effectiveness of the electronic resource. Discussion and conclusion. The modern electronic service "Pedagogical map of the world" incorporates a database, a "live textbook", an analytical simulator, and social networks. The possibilities of the "Pedagogical map of the world" include "Sets of tasks", developed on the basis of a four-dimensional model of a set of exercises for developing historical and pedagogical space.
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Isaykina, Оlena, Alla Zlenko, and Mitko Hitov. "INTERNALIZATION OF EDUCATIONAL SPACE AS A MEAN OF EFFECTIVE TRAINING OF WORLD LEVEL PROFESSIONALS." Society. Document. Communication Historical science, no. 5 (2018): 202–20. https://doi.org/10.5281/zenodo.1244701.
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The internationalization of education is a priority vector of modern education policy in Europe and in the world. The article deals with new tendencies of internationalization of higher education as a consequence of the globalization of the world educational space. The current state of development of the world market of educational services is analyzed, key directions of the processes of integration of higher education in the XXI century are determined. The scientific interest in the study of this topic is the need to implement two important tasks: to determine the efficiency of the functioning of transregional exchange systems in the world educational space in modern conditions and to analyze the interdependence of the processes of globalization and internationalization (integration) and the potential of national educational systems. As a result of the study, there were made recommendations to improve the efficiency of internationalization processes of national universities through the development of international partnerships, the introduction of an European dimension of education, the definition of European ideals and goals, the enhancement of integration processes in the educational sphere, academic mobility, the development of European programs and projects, the study of foreign languages, the introduction of ideas European citizen and European identity.
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Kondratska, Ludmyla, Liudmila Romanovska, Tetiana Kravchyna, Yuliia Ovod, Valentyna Litynska, and Mykola Novak. "Post-Digital Art Practice in Educational Space." Journal of Education Culture and Society 15, no. 2 (2024): 633–49. http://dx.doi.org/10.15503/jecs2024.2.633.649.
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Aim. The aim of the article is to validate the pedagogical model for mastering post-digital art practice by future designers. Methods. Its content is determined by the integral anthropotemporal methodology of the organisation of the hybrid educational space, which involves the harmonisation of the intellectual and emotional interaction of the subjects of post-digital art education to project a possible future – Salvation. The priority in this process is the open gestalt of artistic questioning and realisation of the network design of beauty as a spiritual-ontological factor, and the criteria are: the ability to recognise the artistic meaning of the happiness of existence in the polysemy of the text; the competence of theoesthetic modeling of artistic dialogue in the post-digital space and the experience of creating beauty as a good. Results. The implementation of the technological convergence of participatory edutainment and spiritual self-coaching contributed to the mastery of the specified pedagogical model by future performers. The result of its implementation was the acquisition by future performers of post-digital competencies of entropy-informational and adaptive-selective development, performative improvisation, artistic education as an attraction (‘the contemplation’ of an individual in the self-sufficiency of aestheticized Lighting). Conclusion. Thus, mastering the space of post-digital art practice by the future performer involves the activation of his vivid experiential feeling within the artistic sense of oecumenism. A new technonature of the world cannot be built without the human experience of arbitrary paseistic impulse.
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Tsilenko, L. P. "Intellectual potential for improvement in the world scientific and educational cyberspace." Izvestiya MGTU MAMI 9, no. 1-6 (2015): 132–35. http://dx.doi.org/10.17816/2074-0530-67103.
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The article analyzes the problem of professional self-improvement personal competencies of a specialist of new generation in the world scientific and educational cyber space. Synergistic concept correlates as the basic. Knowledge of English is an undeniable segment in the characteristic of a competitive engineer.
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Svitlana, Tolochko. "Reforming of the ukrainian educational system in the context of transborder integration into the world academic space." ScienceRise: Pedagogical Education, no. 2(35) (March 31, 2020): 8–13. https://doi.org/10.15587/2519-4984.2020.198241.
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This article analyzes the experience of forming of the world educational space in the context of transborder integration. The world practice of solving educational problems is considered, essential characteristics of integration processes for further implementation in the educational process of the national educational system are revealed. The reports of the Davos Economic Forum, the INSEAD International Business School, Cornell University and the World Intellectual Property Organization, the Roman Club, the UN Human Development Indexes and Indicators, the World Education Forum, and the Cambridge Assessment non-governmental organization are analyzed. It is confirmed, that reforming of the Ukrainian educational system in the process of integration into the world academic space is due to the development and implementation of the legislative and regulatory documentation in the educational and scientific process of domestic educational institutions. The interim results of the national profile ministry on reforming Ukraine's education system into the academic world are characterized: priorities for 2019 in reforming of Ukraine's educational system in the context of transborder integration and current plans - "To do list" changes - that will be implemented in the fields of education, science and innovation theory. It is stated, that these tasks actualize the increase of HEA and STD teachers’ professional and pedagogical competence. Thus, the Model educational program of organization and carrying out pedagogical workers’ advanced training in postgraduate pedagogical education establishments in the profile of coaches’ and primary school teachers’ basic competences include the following: andragogic, vocational-pedagogical, socio-civic, linguistic and communicative information-digital. It is determined, that the conducted analysis actualized another important teacher’ competence - scientific and methodical, its definition in the author's vision is formulated. The problems of human resources and labor migration in the context of contemporary globalization challenges and the cross-border integration of Ukraine into the world academic space are investigated and recommendations are given for their solution
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Richardson, Tina. "Hiding the Bodies: Geographic Repression in Higher Educational Space." Space and Culture 22, no. 4 (2018): 460–73. http://dx.doi.org/10.1177/1206331217751777.
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This article critiques the way that universities have acquired and developed campus space since World War II. Prompted by the need to increase student entry, British universities grew exponentially, with a demand to expand the campus in order to provide more teaching space and student accommodation. This article looks at the side effects of this expansion by providing a case study that demonstrates that land acquisition can have a deleterious effect on local residents. Using theories from urban studies, postmodern geography and cultural theory, this article presents the case study through a transdisciplinary lens, offering an original analysis of the heritage of an inherited cemetery.
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Techavijit, Pirada, Polkit Sukchalerm, Natthapong Wongphuangfuthaworn, and Sureepon Kiyapaet. "Fly-around-the-World Near-Space Picosatellite for Cost-Effective School Space Projects." Aerospace 11, no. 7 (2024): 557. http://dx.doi.org/10.3390/aerospace11070557.
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This research presents the design and development of a near-space picosatellite platform intended to operate at high altitudes between 20–40 km above sea level. These picosatellites function similarly to orbital satellites but float and travel with the wind in the atmosphere instead of orbiting the Earth. The platform utilizes a super-pressure balloon to provide buoyancy, allowing the picosatellite to remain airborne and operational for several days to months, capable of flying around the world multiple times. This study focuses on the cost-effective design of high-altitude platforms, telecommunication systems, and energy consumption for the picosatellite, enabling it to communicate with ground stations from anywhere in the world while consuming low power. The use of common COTS (Commercial Off-The-Shelf) equipment aims to enhance accessibility for educational applications. This research gathered data from our previous studies for over 20 high-altitude platform flights, analyzed the necessary factors for whole system design, and developed a new prototype that has been successfully built and tested.
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ХЭШАНЬ Л., ХЭШАНЬ Л., ЛЯН Ж. ЛЯН Ж., and БРАЦЛАВСКИЙ А. А. БРАЦЛАВСКИЙ А.А. "DEVELOPMENT OF DIGITAL EDUCATIONAL SPACE IN MODERN RUSSIA." Экономика и предпринимательство, no. 4(165) (June 25, 2024): 73–76. http://dx.doi.org/10.34925/eip.2024.165.4.011.
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В последние годы стремительное развитие технологических инноваций преобразило мир бизнеса. Цифровая трансформация улучшает экономическое положение компаний, внося вклад в общество и окружающую среду, но помимо технологической эволюции она также влечет за собой социальные и культурные изменения. В связи с новыми тенденциями компании осознали необходимость обучения людей цифровым навыкам, а высшие учебные заведения (ВУЗ) были вынуждены изменить свои методы обучения, чтобы соответствовать новым требованиям рынка труда. В этом контексте предполагается определить влияние, которое вузы играют на цифровое развитие регионов. In recent years, the rapid development of technological innovation has transformed the business world. Digital transformation improves the economic position of companies by contributing to society and the environment, but in addition to technological evolution, it also entails social and cultural changes. Due to new trends, companies have realized the need to train people in digital skills, and higher education institutions (HEIs) have been forced to change their teaching methods to meet the new requirements of the labor market. In this context, it is supposed to determine the impact that universities play on the digital development of regions.
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Luitel, Bal Chandra, and Shree Krishna Wagley. "Transformative Educational Research: Fleshing Out the Concepts." Journal of Education and Research 7, no. 1 (2018): 1–10. http://dx.doi.org/10.3126/jer.v7i1.21236.
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In reference to this special issue, the idea of transformative educational research (TER) brings into light the integrated meanings on ‘the what’, ‘the why’, ‘the how’, ‘the who’, and ‘what next’ of transformative research approach in education, bringing together the ideas shared in the conference, and existing theoretical referents in this area of knowledge/practice. This concept note, thus, primarily seeks to define transformative research approach in education, taking into consideration what an associated research and practitioner agenda might look like. So as to achieve this purpose, this paper frames TRE practices so far, and creates space to think on future directions for education, and educational research through different sub-headings: (1) TER as multidimensional approach, (2) TER as a response to paradigm shift, (3) TRE as arts-based multi-paradigmatic space, (4) TER for emerging leaders at various spheres of life-world, and (5) TER as imagining the world beyond the given.
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Chovriy, Sofiya, Nadiya Skyba, Alina Dmytrenko, Iryna Zabiiaka, and Oleksii Holovchenko. "Strengthening the professional training of staff in EU higher education." Revista Amazonia Investiga 14, no. 75 (2024): 234–47. http://dx.doi.org/10.34069/ai/2024.75.03.20.
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The article reveals the most relevant and important for developing world societies to the professional training of personnel in the EU countries in the educational space. The methodological principles of the research are leading provisions of the theory of scientific knowledge; general scientific principles of historicism, systematicity, and scientificity; conceptual provisions of pedagogical, psychological, and sociological sciences; ideas of comparative research experience; and philosophical and pedagogical ideas of the development of modern education. The principles on which the reform of higher education is based are described and the main trends of the structure of world higher education are clarified. The significance of developing educational information networks in the professional training of personnel in the educational space of higher education institutions in the EU countries is shown. The main tasks of the organization of educational institutions in the world's countries are highlighted. The conducted experimental research is aimed at researching: the effectiveness of professional training of personnel in the educational space; determination of suitability for employment in EU countries; and effectiveness of continuous professional training at the workplace in EU countries. The conclusions summarize ways of professional training of personnel in the EU countries in the educational space of universities.
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Chervinska, Inna, Oksana Derevianko, Andrii Chervinskyi, and Nadia Haliuk. "IMPLEMENTATION OF MULTICULTURAL IDEAS IN THE EDUCATIONAL SPACE OF HIGHER EDUCATIONAL ESTABLISHMENTS." Mountain School of Ukrainian Carpaty, no. 24 (June 1, 2021): 113–17. http://dx.doi.org/10.15330/msuc.2021.24.113-117.
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The article emphasizes that the study of processes and phenomena that occur in the modern educational and cultural space are the most important pedagogical and cultural issues. The authors point out that the globalization processes which take place in the modern world community determine the formation of new systemic phenomena and events in society. Such innovative phenomena in the educational space include multicultural education, which since the beginning of the XXI century has acquired special significance becoming one of the priority trends in the cultural and educational development of civilization.It is noted that the leading ideas of multiculturalism become especially relevant and important for the educational community in connection with the developent of migration processes, urbanization and border expansion. Therefore, for a young person, the knowledge of several languages, history and culture of other nations is urgent, as it characterizes their role in society and determines their place in the educational space.The purpose of the article is to reveal the specifics of the implementation of the ideas of multiculturalism in the modern educational space of higher educational establishments on the basis of a profound content analysis of the scientific literature, the study of practical experience of higher educational establishments. The authors state that the multicultural component of the educational space of the higher educational establishments is determined by the mutual influence of many cultural components, the direct carriers of which are students from different regions of Ukraine and abroad. Under these circumstances, the importance of multicultural education and upbringing in the formation of young people is increasing. Depending on historical, political, socio-cultural factors, the components of the educational space, the educational and cultural traditions of a region, various models of multicultural education are built, which determine the priorities of readiness of a growing individual to live in a multicultural society.
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Воевода and Elena Voevoda. "Cross-Cultural Communication in Multi-Ethnic Educational Space." Modern Communication Studies 5, no. 3 (2016): 24–28. http://dx.doi.org/10.12737/19823.
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Migration processes that have embraced the whole world and serve as
 one of the specific features of the 21st century have necessitated revision
 of priorities in preparation for cross-cultural communication. Traditionally
 it was common practice to prepare students for cross-cultural communication
 abroad while today, Russia numbers hundreds of multi-ethnic and
 multi-cultural companies and organizations both in the private and the state
 sectors. University authorities take certain efforts to help international students
 adapt to the teaching process. But no one considers it necessary to
 prepare Russian students for facing other cultures that are represented by
 their peers from the various regions of Russia. Lecturers face the same
 problem and often fail to realize that students who are seemingly reluctant
 to work in the classroom are culturally motivated. In both cases, the cultural
 clash may create communication barriers in academic communication and
 provoke inter-cultural conflicts. That explains the necessity of systematic
 work with the aim of preparing both students and lecturers for cross-cultural
 communication in the multi-ethnic educational space.
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Cabrini, Ferdinando. "Educational Paradigms of Communication of the 21st Century: Educational Challenges for the Specialists of the Future." Postmodernism Problems 13, no. 3 (2023): 358–64. http://dx.doi.org/10.46324/pmp2303358.
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Language has always been the most powerful and versatile means of communication. Then the pictures painted in caves by primitive people gave us much more detail about their lives and their habits. If we move through time the ability to represent and communicate in others' language has been enriched. We have moved to moving images and transmitted images. Since its inception, cinema has become a global entertainment. Unlike television, cinema has always introduced audiences into a virtual space. Cinema creates emotions with an extraordinary power to polarize audiences. Each of us has at least one film to which we owe this involvement, for example, mine was "Blade Runner." Blade Runner is a 1982 science fiction film directed by Ridley Scott, Metaverse The metaverse is a new adventure that we have thanks to a huge amount of hardware and software technologies; for example, VR, AI, and AR have generated ever larger and more detailed spaces, think of the movie Matrix. The Metaverse is Ali Baba's new cave: all the riches are there, but you need the magic word. We are now on the threshold of a new transition. The Metaverse is a space populated by many suitors, none of whom have the dowry to claim the princess as their bride. I belong to one group of suitors. Looking back to some visionary writers we have a shining example of the metaverse: Alice's Adventures in Wonderland. The book was published before the invention of cinema. Alice in Wonderland is a "metaverse" described by Luis Carrol, a famous Oxford scientist. Alice goes in and out of a paradoxical world, a world populated by characters who do not follow the natural rules to which we are accustomed. Language, however, is still the most versatile, and that is where we must start if we are to understand the new paradigms of communication.
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Telbaeva, L., and A. Turaly. "HIGHER SCHOOL IN THE EDUCATION SYSTEM OF KAZAKHSTAN - IN THE WORLD EDUCATIONAL SPACE." Slovak international scientific journal, no. 78 (December 13, 2023): 94–97. https://doi.org/10.5281/zenodo.10369905.
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Currently, along with the development of the national education system, the integration of domestic education into the European and world educational space is being carried out. The desire to overcome professional and cultural restrictions in education, the orientation towards the education of a deeply educated and comprehensively, harmoniously developed personality-characteristic of the entire world community of the XX century. The possibilities of harmonious personal development largely depend on the level of development of the education system in the country, the content, knowledge, abilities, skills transmitted to the younger generation, the quality of professional training of members of society. In the course of historical development, peoples improve their education system. At the beginning of the XXI century, in the countries of the world, the search for new models of educational systems that more fully meet the needs of the individual and society has intensified. Among them is the problem of humanization of education, including higher professional education.
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Vielma Rondón, Joel Oswaldo. "La Alfabetización. Una competencia educativa para el mundo globalizado." Cuestiones Pedagógicas 2, no. 29 (2020): 145–55. http://dx.doi.org/10.12795/cp.2020.i29.v2.11.
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This article seeks to reflect on the implications of literacy as a fundamental educational competence for citizens of the globalized world. In order to achieve this purpose, we characterize some of the paths on which this knowledge is disseminated and explain how it relates to written culture, educational processes and Information and Communication Technologies (ICT). In addition, it opens a space for reflection on the matter in Venezuela in recent years; supported by Bravo (2011) and Uzcátegui and Bravo (2017) reviews of official data. It is emphasized that literacy is decisively linked to the construction of the personal autonomy necessary for lifelong learning and the consideration of reading and writing as social and cultural practices. In conclusion, it is considered that all entities and social actors should assume the commitment to literacy and the promotion of written culture, in its different formats and modalities. In this case, democratic governments’ responsibility of implementing cultural, educational, social and economic policies is underlined, for their implementation increases responsibility towards the people, and also, towards their living conditions.
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Kruglikova, Galina A. "CULTURAL HERITAGE IN THE MODERN WORLD: CONCEPTUALIZATION OF CONCEPTS AND ISSUES EDUCATIONAL SPACE." Voprosy vseobshchei istorii, no. 22 (2019): 53–61. http://dx.doi.org/10.26170/vvi19-01-04.
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Bodnariuk, Svitlana, and Mykhailo Bauer. "Creation of modern educational multilingual space on foreign language lessons in educational institutions: achievements and challenges." Problems of Education, no. 1(94) (July 9, 2021): 36–53. http://dx.doi.org/10.52256/2710-3986.1-94.2021.03.
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The article considers the points of multilingual education development in Ukraine, the results of All-Ukrainian experiment "Formation of multilingualism in children and students: progressive European ideas in the Ukrainian context", the challenges for linguists due to the successful development of multilingualism. Еducational institutions formed experimental long-term curricula for each age group, supplemented and adjusted them, choosing effective methods and forms of work during the process of implementing the experiment. It should be emphasized that multilingual education programs help to increase the competitiveness of students, give students the opportunity to participate in All-Ukrainian competitions, international projects. Students of experimental groups showed a higher level of cognitive development, language skills, communicative interaction in groups, learning the material of non-language subjects, empathy and tolerance for linguistic diversity.
 Different types of programs were analyzed due to the methods used in multilingualism. The advantages of creating a multilingual educational space as a special educational environment, its role in the formation of world and national cultures have been carefully studied.
 As a conclusion, we can state that there is a certain pedagogical achievement in creating a multilingual space at foreign language lessons in Ukraine. It suits the world experience and requirements of pedagogy and teaching methods. There are various types of programs used in multilingualism techniques: transition programs, prestigious bilingual education programs, immersion programs, development programs, support programs, dual language programs. Their usage depends on the educational level of students and teachers.
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Bielinis, Lidia. "Between the digital world and Built-in Orderly Organized Knowledge." International Journal of Pedagogy, Innovation and New Technologies 6, no. 2 (2019): 139–48. http://dx.doi.org/10.5604/01.3001.0013.6855.
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The author is on the borderline of two generations: digital natives and digital immigrants. Thus, this paper presents the autoethnographic perspective of these two worlds as experienced by her. The first one, as Umberto Eco said, is a Built-in Orderly Organized Knowledge world and is the analogue world of the book (BOOK). It is close to the author because of the fact of her educational experiences related to her childhood and youth. The other one is related to using the digital space or educational mobile applications, and is experienced by the author during didactic and research work at the University as well as during workshops she leads for school teachers of different educational stages. Combining these two worlds together gives food for thought and critical reflection on possibilities that are hidden in each of them as well as signalizing the potential risks they both pose.
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Stryhul, Maryna, Olena Khomeriki, Marianna Khomeriki, Nataliia Polovaia, and Nelia Hryshchenko. "Information Technologies in the Space of Educational Practices." SHS Web of Conferences 110 (2021): 03003. http://dx.doi.org/10.1051/shsconf/202111003003.
Full textAbstract:
The article solves a scientific problem, the essence of which is the contradiction between the need to clarify the peculiarities of implementation of information and communication technologies in institutions of higher education of the technical profile and a certain deficit of special studies that would allow to meet this need. The situation is formulated in accordance with which in the sphere of social and cultural relations the preconditions for the use of Internet technologies are formed, but the managerial and directly educational levels of activity for the university are more promising «conservative» position, aimed at the phased and integration of these technologies in parallel processes of modernization higher education associated with the preservation of the quality of education, financial success of universities, etc. The modification of the network structure of education takes on special significance in connection with the emergence of new forms of social communication, including the innovative network learning, which becomes a social and communicative alternative to traditional education. Today, interpersonal communication, which is the sphere of the connection of new types and forms of communication without human being in the real environment, is determined precisely by the information culture of a person, which explains the human desire to learn in the new world on the basis of the use of information and computer technologies.
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Kekeeva, Zinaida, Zhannat Sardarova, and Gulzhan Ergalieva. "THE PREPARATION OF A SPECIALIST IN NETWORKING CULTURAL-EDUCATIONAL SPACE OF UNIVERSITY." International Journal of Cognitive Research in Science, Engineering and Education 3, no. 2 (2015): 77–83. http://dx.doi.org/10.23947/2334-8496-2015-3-2-77-83.
Full textAbstract:
The article deals with specialist preparation problems in networking cultural-educational space of the University. The authors consider the role of networking technologies in quality improvement of educational services in the conditions of the international cooperation. They also substantiate the process of entering the future experts in the working environment, the formation of their professional and personal competencies. The article reveals priority areas of training new generation specialists in the cultural and educational space of the university taking into account modern educational trends in the world.
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Zinaida, Kekeeva, Sardarova Zhannat, and Ergalieva Gulzhan. "THE PREPARATION OF A SPECIALIST IN NETWORKING CULTURAL-EDUCATIONAL SPACE OF UNIVERSITY." International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) 3, no. 2 (2015): 77–83. https://doi.org/10.5281/zenodo.59400.
Full textAbstract:
The article deals with specialist preparation problems in networking cultural-educational space of the University. The authors consider the role of networking technologies in quality improvement of educational services in the conditions of the international cooperation. They also substantiate the process of entering the future experts in the working environment, the formation of their professional and personal competencies. The article reveals priority areas of training new generation specialists in the cultural and educational space of the university taking into account modern educational trends in the world.