Vol 25, No 3 (2021)

Introduction. The active integration of digital technologies into the modern educational process is an urgent task for the global education ecosystem. In this paper, within the framework of the joint international educational project “Digital Toolbox for Innovation in Nursing Education (I-BOX)”, conducted under the Erasmus+ Programme of the European Union, we present a new instructional design of the educational process using digital technologies on an electronic platform, based on the ASSURE model. The aim of the study is to design digital educational process using the ASSURE model with a view of its integration into electronic platforms.

Materials and Methods. The development of the ASSURE model for instructional design was based on three stages. The first stage involved the analysis of available instructional models in order to determine the feasibility of application for the project. The second stage included the adaptation of the ASSURE model for instructional design as consistent with the project objectives. The third stage covered the definition and integration of modern digital technologies in the process of instructional design following the ASSURE model.

Results. Based on the results of the study, the participants of the I-BOX Strategic Partnership Consortium developed an ASSURE model that can be applied for the instructional design in educational process when the use of digital technologies (video, audio, podcasts) and the placement of learning materials on an electronic platform are required. Project participants developed a guide “ASSURE MODEL: Conceptual Structure of the Project and Assessment” based on the results of the study with a step-by-step description of the ASSURE model for the e-learning process. The developed educational and audiovisual e-learning materials based on the ASSURE model will be available on the electronic platform.

Discussion and Conclusion. The materials of the paper will be useful when designing the educational process on an electronic platform or in an online format. The presented ASSURE model will increase the possibilities and effectiveness of teaching students from different countries using digital technologies on electronic platforms.

Introduction. А new model of education introduced in general education schools of the Republic of Kazakhstan, is characterized by a criterion system for assessing the student’s knowledge (involving the student, his self-esteem), stimulating the student’s activity in obtaining knowledge and communication skills. These processes can be challenging for children with hearing impairment. The issue of the psychological and pedagogical readiness of students with hearing impairments to switch to new curricula is examined in this study using the example of the Republic of Kazakhstan.

Materials and Methods. Pursuant to the objectives of the study, the sample of children with hearing impairments, was formed without exclusion of children with concomitant impairments similar to the structure of this group present in overall population. In the general sample, which includes 138 children and adolescents 10–15 years old who were divided into four experimental and four control groups in accordance with their educational level, the emotional-volitional, intellectual and cognitive characteristics of deaf and hard-of-hearing children and their success in performing tasks in classic and updated programs were studied.

Results. In the children with hearing impairments, visual attention, hearing and speech memory, and conceptual thinking were reduced. The volitional regulation of complex actions and visual memory corresponded to the age norm. Children with hearing impairments performed the educational tasks less well, whereby they performed the tasks of the updated programs significantly more efficiently in comparison to classical tasks. Conclusions are drawn about the effectiveness of the updated educational programs for teaching this group of children.

Discussion and Conclusion. Our psychological and pedagogical study of this problem reveals that children with hearing impairments perform better at some tasks compiled in accordance with updated educational programs, indicating their effectiveness for this category of students. At the same time, a decrease in the number of cognitive processes of students in correctional schools with hearing impairments compared to their peers is also shown, namely in visual attention, auditory-speech memory, and thinking with the development of volitional processes corresponding to age. It is necessary to take into account the level of development of these processes in the formation and implementation of training programs.

Introduction. Currently, the competitiveness of universities is determined by their level of internationalization, which cannot be imagined without academic mobility. This is reflected in world university rankings. Russian universities do not occupy leading positions in these ratings; they are losing their role in the global educational space. Today, it is necessary to make prompt, constructive decisions that contribute to the growth of academic mobility, however, the development of measures in this area is not possible without prospective estimates of indicators characterizing both the development of the internationalization of higher education and growth quality of education. In this regard, the purpose of the presented article is to build predictive scenarios for academic mobility in Russia.

Materials and Methods. The research employs statistical methods of time series analysis and forecasting. Prospective values of the number of foreign citizens from various countries studying at Russian universities were obtained on the basis of exponential functions and adaptive forecasting methods. The choice of the model with the best forecast values is based on a formal-logical analysis coupled with a comparison of the main characteristics of accuracy and quality.

Results. The article presents predictive scenarios of academic mobility in Russia: regressive, conservative, moderately optimistic. The obtained forecast results determine the possibilities of increasing the competitiveness of Russian education and improving the position of Russian universities in the world rankings only if high-quality digital education is formed and developed on the basis of an infrastructure that ensures high technical reliability.

Discussion and Conclusion. The proposed methodology and assessments of the prospective values of the targets for the growth of university academic mobility not only substantiate the expansion of the possibilities of using adaptive forecasting methods, which determines the scientific contribution of the study conducted by the authors, but can also be taken into account when adjusting/updating the planned values of indicators introduced into state initiatives to stimulate internationalization of Russian higher education, which points to the high practical importance of this article.

Introduction. Psychological and pedagogical support for the professionalization of a teacher should be based on modern knowledge in the development of pedagogical abilities. The most popular strategy for studying abilities is still the analytical approach, which does not allow to consider abilities as a holistic, continuously developing psychological education. The purpose of the article is to present the results of research into the development of the psychological system of pedagogical abilities of students – future primary school teachers in the context of continuous pedagogical education at secondary school, pedagogical college and pedagogical university.

Materials and Methods. The survey involved 201 subjects, including students of the pedagogical class (n = 15), students of the vocational pedagogical college (n = 82), students of the pedagogical university (n = 104). In order to study the psychological system of pedagogical abilities, test methods, questionnaires, self-assessment scales, as well as an analysis of indicators of academic performance were used. The analysis of the psychological system of abilities was made by using systemic indices (coherence, divergence, organization), assessing the homogeneity/ heterogeneity of structures, identifying the basic and leading components of the system.

Results. The uneven development of the psychological system of pedagogical abilities at different levels of pedagogical education was shown. It has been established that the development of the system of pedagogical abilities during the period of study at school, college and university cannot be characterized as continuous. Students of the pedagogical class are characterized by a higher organization of the ability system than those in college and university; for college students – their continuous restructuring and a decrease in organization by the end of their studies; for university students – a more stable and progressively developing system of abilities. Qualitative differences in the structural organization of the system are determined by the different contributions of the types of abilities (individual, subjective, personal) to its functioning and achievement of academic results. The organization of the system of abilities of schoolchildren is largely determined by the abilities of an individual, college students – by the abilities of a subject of activity and personality, university students – by the abilities of an individual.

Discussion and Conclusion. The conclusions formulated in the research paper serve the basis for the organization of special activities on the purposeful formation of the system of pedagogical abilities in the conditions of continuous pedagogical education.

Introduction. The relevance of the research is determined by the search for scientific data, the practical use of which allows us to optimize the process of adaptation of international students receiving a medical education/ occupation in Russia. Success on this path is an additional factor in the competition in the global market of educational services. The purpose of the study: following the analysis of the adaptation resources of international students, to identify the main coping strategies in the situation of adaptation to learning at a medical university.

Materials and Methods. The theoretical and methodological basis of the research rests on the works by R. Lazarus and J. Amirkhan. To determine the degree of socio-cultural adaptation, we conducted a survey of international students. The questions of the authorʼs questionnaire were compiled on the basis of the L. V. Yankovsky’s test on the adaptation of the individual to the new socio-cultural environment. The repertoire of coping strategies of international students was determined after the method of analysis of coping methods by R. Lazarus and S. Folkman. In the course of the work, methods of analysis, synthesis, and generalization were also used.

Results. Based on the study, the main factors of socio-psychological adaptation that affect the choice of coping strategies are identified and described. It is noted that the personality structure and its components such as the level of intelligence, self-esteem and internal beliefs determine the degree and nature of the adaptation process of international students: internal resources of the individual (upbringing, moral guidelines, religion) and social factors (family, friends, etc.). It is established that favorable indicators of external environmental factors contribute to the choice of productive coping strategies, and, conversely, the lack of adaptive resources leads to ineffective coping with the unfavorable circumstances of new academic and living conditions.

Discussion and Conclusion. The conclusions made on the basis of the conducted research contribute to the development of scientific ideas about the process of adaptation of international students studying at a Russian medical university.