The international bilingual peer-reviewed scientific-methodological journal Education in the 21st Century has been published by Yerevan State University (YSU) since 2019. The journal's editorial and academic operations are managed by the YSU Pedagogy and Education Development Center. Issued biannually, the journal complies with international standards of publication ethics and rigorous peer review. The international editorial board consists of affiliated researchers and experts from domestic and foreign academic institutions. The journal serves as an academic forum for examining contemporary educational issues, disseminating research findings, and analyzing pedagogical models. On the cover of this edition is the image of Mesrop Mashtots - an outstanding Armenian scientist-educator, the creator of Armenian Alphabet and the founder of the Armenian pedagogical tradition.
Yerevan State University Publishing House
A STUDY OF THE RELATIONSHIP BETWEEN SUBJECTIVE WELL-BEING, ACHIEVEMENT MOTIVATION, AND ACADEMIC PERFORMANCE IN STUDENTS
Students’ academic activities are complex and multifaceted, requiring not only highly developed intellect, abilities, and cognitive engagement, but also a stable psychological and emotional state. A student’s academic performance largely depends on how they perceive themselves, their self-evaluation, and their motivation. This article analyzes subjective well-being and achievement motivation as interrelated psychological characteristics of students. The research problem arises from the insufficient clarity and empirical investigation of the relationships between subjective well-being, achievement motivation, and students’ academic performance. The aim of the study is to examine the relationship between subjective well-being and achievement motivation and to determine their role in shaping students’ academic performance. Methodology. The study involved 60 students. The methods used included the “Subjective Well-Being Scale” by G. Perue-Badu, adapted by M. V. Sokolova, and the “Achievement Motivation” questionnaire by T. Ehlers. For statistical analysis, Cronbach’s alpha was calculated for reliability, Pearson correlation analysis was conducted, the Jamovi statistical package was used, and the Shapiro–Wilk test was applied to determine the normality of the data distribution. Results. Most students demonstrated stable subjective well-being. Achievement motivation was negatively associated with ill-being and positively associated with academic performance. Regression analysis indicated that neither achievement motivation nor subjective well-being served as significant predictors of academic performance in this sample. Scientific novelty. The study conducted a comprehensive analysis of the relationships between achievement motivation, its individual scales, and the overall measure of subjective well-being, as well as their influence on students’ academic performance.
Copyright (c) 2026 Vanane Mirzoyan https://creativecommons.org/licenses/by-nc/4.0
METHODS OF SUMMARIZING CHESS TOPICS IN PRIMARY SCHOOL
The mandatory integration of chess into mainstream primary education necessitates the development of effective formative assessment strategies that authentically align with the interactive and dynamic nature of the game. However, traditional summative evaluations often induce cognitive overload and academic anxiety, thereby hindering long-term knowledge retention and student motivation. To address this methodological gap, this mixed-methods study empirically evaluates the efficacy of newly designed, culturally responsive gamified instructional techniques—specifically applied during the summarization phase of chess lessons. Conducted within the Armenian state education system, the quasi-experimental intervention involved 144 primary school students (grades 2–4) who were evenly divided into experimental and control cohorts across a 12-week academic semester. Quantitative analyses revealed that the experimental group achieved notably higher summative outcomes (Cohen’s d = 0.78) and demonstrated improved cognitive retention over the 12-week semester, particularly in spatial reasoning. Concurrently, qualitative observations indicated that within the gamified context, these assessments positively influenced classroom dynamics. The experimental cohort exhibited increased intrinsic motivation and more frequent elaborative peer scaffolding compared to standard instruction, although further research is needed to completely isolate these effects from instructional novelty. The findings indicate that game-based formative assessments effectively mitigate extraneous cognitive load while satisfying the foundational psychological needs of learner autonomy, competence, and relatedness. Ultimately, this research concludes that seamlessly bridging rigorous academic evaluation with interactive gameplay is essential for optimizing cognitive processing and unlocking the comprehensive educational potential of chess for primary school learners.
Copyright (c) 2026 Varduhi Asatryan, Anzhela Sargsyan https://creativecommons.org/licenses/by-nc/4.0
INTEGRATING THE METACOGNITIVE FUNNEL AND STRATEGIC ANNOTATION TO ENHANCE ACADEMIC READING IN HIGHER EDUCATION
Reading comprehension in higher education is still largely viewed through a limited lens emphasizing merely decoding and recall of content, while often overlooking the role of the metacognitive and reflective processes necessary for deep understanding. This study presents and examines an integrated approach, the metacognitive funnel and strategic annotation, aimed at developing more active and critical reading practices among undergraduates. Guided by socio-constructivist and metacognitive theory, the study investigates how a structured recursive sequence of predicting, monitoring, clarifying and reflecting combined with annotation strategies alters or enhances students' comprehension and cognitive engagement with academic texts. A qualitative case study was carried out with bachelor’s students at the European University of Armenia employing think-aloud protocols along with guided reading sessions and reflective interviews. The findings demonstrate how the metacognitive funnel allowed students to engage with texts purposefully, recognize conceptual deficiency and perform a far deeper analysis of those texts. Annotations were not conceived as mere supports but proved to be meaning-making processes alongside metacognitive awareness. Moreover, the study focuses on strategic reading obstacles and suggests the teaching approaches for embedding metacognition in the university curriculum. The research offers both a theoretical and practical approach by highlighting a transferable model for enhancing learner autonomy, academic literacy and reflective practice. Such an approach calls for a shift in paradigm from comprehension-as-recall to comprehension-as-construction in order to emphasize the fact that readers should be trained not just to comprehend texts, but to interrogate them actively.
Copyright (c) 2026 Luiza Marabyan, Alina Petrosyan https://creativecommons.org/licenses/by-nc/4.0
ARTIFICIAL INTELLIGENCE IN INCLUSIVE EDUCATION: A BIBLIOMETRIC ANALYSIS OF TRENDS, OPPORTUNITIES AND ETHICAL CHALLENGES
This study explores the multifaceted role of artificial intelligence (AI) in inclusive education, focusing on identifying global research trends, thematic structures, and emerging technological challenges. As AI tools and generative algorithms become increasingly embedded within contemporary educational contexts, a comprehensive understanding of their implications for classroom inclusion, accessibility, and systemic equity has become essential for sustainable development. The study adopts a rigorous bibliometric research design, analyzing 426 peer-reviewed documents indexed in the Scopus database to systematically map the field's intellectual and conceptual architecture over time. Utilizing VOSviewer for advanced keyword co-occurrence and network density visualization analysis, the research delineates five dominant thematic clusters: AI computational frameworks, adaptive pedagogical practices, learner diversity in special education, system accessibility and digital equity, and educational technology infrastructure. The empirical findings reveal a significant, accelerated convergence between technological innovation and inclusive pedagogy, specifically within personalized learning paradigms and assistive interface design. However, the synthesized literature concurrently underscores severe ethical anxieties, notably algorithmic bias, data privacy vulnerabilities, and the reinforcement of the digital divide. The study contributes to academic literature by providing a theoretically grounded, structured mapping of current scholarship and establishing distinct future research directions. It offers critical, evidence-based insights for educators and policymakers aiming to responsibly leverage AI to foster truly equitable, responsive, and transformative learning environments.
Copyright (c) 2026 Sofia Cardim, Ana Maia Fernandes https://creativecommons.org/licenses/by-nc/4.0
THE IMPACT OF DIGITAL LEARNING MATERIALS ON STUDENTS' ATTENTION: A NEURODIDACTIC ANALYSIS
The problem of students' cognitive resource depletion in digital learning management systems (LMS) remains a critical barrier to the effectiveness of higher education. The purpose of this study is to examine the impact of digital educational content architecture on extraneous cognitive load and academic achievement of students, based on the integration of learning analytics and neuropedagogy. An explanatory sequential mixed-methods research design was employed. At the quantitative stage, objective digital traces (Moodle LMS and Google Classroom log files) and survey data (F. Paas's scale) of 150 undergraduate students were analyzed. The qualitative stage included a thematic analysis of semi-structured interviews (n = 14, where n represents the number of students). Quantitative results demonstrated that neurodidactic content optimization significantly reduces extraneous cognitive load (from 7.45 to 3.21 points, p < 0.001), while parallely increasing sustained attention span from 8.4 to 22.3 minutes. Multiple regression analysis confirmed that extraneous cognitive load is the strongest negative predictor of academic achievement (β = -.41 ). Qualitative analysis revealed the phenomena of "navigational chaos" and cognitive claustrophobia, proving that strategies of visual chunking, guiding communication, and micromodular dopamine reinforcement are necessary to overcome them. The scientific novelty of the study lies in bridging the gap between cognitive load theory and learning analytics. An empirically substantiated conceptual model is proposed, proving that digital content architecture is not an aesthetic but a fundamental neuropedagogical tool. The practical significance of the work consists in the development of evidence-based standards for designing educational environments that ensure the cognitive resilience of students in data-driven learning conditions.
Copyright (c) 2026 Arevik Ghazaryan https://creativecommons.org/licenses/by-nc/4.0
A STUDY OF CHATGPT AS AN ASSISTANT FOR PRE-SERVICE TEACHERS’ REFLECTIVE WRITING
This study addresses a critical challenge in teacher education: the tendency of pre-service teachers’ reflective writing to remain largely descriptive, lacking the necessary intellectual depth, conceptual framing, and critical analysis. To investigate potential technological scaffolds, the purpose of this research was to examine the efficacy of ChatGPT as a conversational writing assistant designed to support and enhance the development of structured reflective thinking during initial professional preparation. Conducted among primary pre-service teachers at Iakob Gogebashvili Telavi State University, Georgia, in December 2024, the study employed a mixed-methods research approach. Data collection involved the systematic gathering and cross-validation of independent reflective essays, ChatGPT-assisted reflective essays, and comprehensive conversation logs captured directly from the AI interface. The empirical findings demonstrate that ChatGPT can significantly and positively impact the structural organization of reflective writing, expanding content parameters, and enhancing programmatic vocabulary use. However, the data concurrently reveals that AI integration can influence student writing in unintended ways, notably by diminishing the writer’s authentic voice through standardized phrasing. Consequently, the research underscores the urgent need to explore specific genres of prompt engineering and structured AI scaffolding that can effectively foster deeper metacognitive reflection without compromising original authorship. These insights offer valuable guidance for educational leaders aiming to integrate artificial intelligence responsibly into contemporary teacher training curricula.
Copyright (c) 2026 Tamar Mikeladze https://creativecommons.org/licenses/by-nc/4.0
EXISTENTIAL-PHENOMENOLOGICAL APPROACH TO THE TRANSFORMATION OF EDUCATIONAL CONTENT THROUGH THE ACTUALIZATION OF SCIENTIFIC HERITAGE: THE CASE OF O.M. TUTUNDZHYAN
The article proposes a novel methodological lens for analyzing and consolidating three vectors of educational content transformation: the revival of historical-cultural traditions (reflexive engagement with classical texts), the implementation of current educational policies (incorporation of priorities and execution of regulatory documents), and the initiation of innovative projects (utilizing digital platforms). The existential-phenomenological theory of educational content (Bermus, Serikov, & Altynikova, 2021; Lednev, 1991; Shalygina & Shabalin, 2017) serves as the theoretical framework, founded on the morphosemantic analysis of the Russian word for content, soderzhanie (so-derzh-ani), and a five-level model (ranging from pre-conceptual experience to multicultural dialogue). Using the example of O. M. Tutundzhyan's book Issues of Child Psychology (1980, Yerevan University), which provides a detailed exposition and critical analysis of the ideas of A. Wallon, R. Zazzo, P. Oléron, and F. Malrieu, the paper demonstrates how each level of the model enables the retention and development of tradition in distinct ways: from existential presence (Level 0) to the generation of international research networks and digital platforms (Level 5). Seventeen fundamental antitheses of French genetic psychology are formulated, along with the principles of "recursive design," which facilitate bridging the gap among the history of pedagogy, educational policy, and innovative practice.
Copyright (c) 2026 Alexander Bermous https://creativecommons.org/licenses/by-nc/4.0
METHODOLOGICAL PECULIARITIES OF TEACHING IELTS TO SECOND LANGUAGE LEARNERS
This study investigates the methodological peculiarities of preparing English as a Second Language (ESL) learners for the International English Language Testing System (IELTS). Recognizing the critical gap between general communicative competence and the rigorous demands of standardized testing, the research proposes a novel integrated pedagogical framework. A quasi-experimental, mixed-methods design was employed at an international language center, involving 52 intermediate to upper-intermediate ESL learners enrolled in a comprehensive 10-week IELTS preparation program. The instructional intervention synthesized Communicative Language Teaching (CLT) to foster fluency, Task-Based Language Teaching (TBLT) for authentic task familiarization, and explicit assessment-oriented strategy training to address cognitive processing requirements. Quantitative analysis of standardized IELTS-style pre- and post-tests demonstrated a statistically significant improvement across all four language skills (t(51) = 4.76, p < .001, d = 0.92), with notable gains in writing and speaking performance. Concurrently, qualitative classroom observations and systematic reflective analyses revealed significantly increased learner autonomy, enhanced strategic awareness, and improved time management under examination constraints. The findings substantiate that effective IELTS pedagogy must transcend traditional language instruction by systematically integrating linguistic, cognitive, and strategic dimensions into a unified pedagogical model. This study provides a theoretically informed and empirically validated model for curriculum design, teacher training, and assessment literacy within high-stakes ESL contexts, ultimately facilitating sustainable learner achievement.
Copyright (c) 2026 Svetlana Karapetyan https://creativecommons.org/licenses/by-nc/4.0
THE ISSUE OF UNIVERSITY-LABOR MARKET COOPERATION IN THE HIGHER EDUCATION SYSTEM OF THE REPUBLIC OF ARMENIA
This research investigates the structural and functional challenges of aligning higher education with labor market dynamics in the Republic of Armenia. In an era of rapid socio-economic shifts, the gap between academic outputs and the practical requirements of the modern economy has become a critical barrier to national development. The study employs a dual approach, combining a rigorous legislative review with a large-scale quantitative sociological survey conducted among 605 participants across four leading state universities: Yerevan State University, the Armenian State University of Economics, the Armenian State Pedagogical University, and the Yerevan State Medical University. The empirical findings reveal a significant systemic mismatch; although 66% of the academic community perceives a general correspondence between curricula and market needs, only a marginal 4% of respondents believe the current educational model provides sufficient professional readiness for immediate employment. Furthermore, the analysis identifies a strong stakeholder demand (71%) for institutionalizing employer participation in university governance through formal inclusion in boards of trustees and scientific councils. The research concludes that transitioning from passive cooperation to a structured co-management model is a strategic necessity for enhancing graduate employability and fostering a knowledge-based economy in Armenia. By providing an evidence-based evaluation of current cooperation formats, the study offers a roadmap for policy reforms aimed at integrating industry expertise directly into the higher education management landscape.
Copyright (c) 2026 Nazik Harutyunyan, Khachik Abajyan https://creativecommons.org/licenses/by-nc/4.0
A COMPARATIVE ANALYSIS OF THE PROFESSIONAL CHARACTERISTICS OF TEACHER-LEADERS IN THE EDUCATIONAL SYSTEMS OF ARMENIA AND FRANCE
This study provides a comparative analysis of the professional characteristics and core responsibilities of teacher-leaders within the educational systems of Armenia and France. In the context of contemporary educational modernization, the qualitative transformation of the pedagogical role is paramount for the successful execution of structural reforms. This article examines and contrasts the specific teacher-leadership models operationalized in these two nations, which reflect distinct cultural paradigms and historical trajectories. The methodological framework of this research is rooted in comparative pedagogy, utilizing empirical data from the OECD Teaching and Learning International Survey (TALIS), educational legislation, and national academic reports. The analytical matrix focuses precisely on the professional status, academic autonomy, and systemic social guarantees provided to educators. The findings indicate that in France, pedagogical leadership is primarily academic and intrinsic, underpinned by the rigorous, highly competitive state examination for the elite qualification known as Agrégation. These teacher-leaders are granted a reduced instructional workload—15 hours per week instead of the standard 18—to facilitate research initiatives, while concurrently serving as the primary guardians of secularism (laïcité) and civic consciousness. Conversely, the Armenian leadership model exhibits a pronounced socio-cultural character, relying heavily on the recently instituted system of voluntary certification and the traditional perception of the teacher as a vital custodian of national-cultural values. However, due to the structural necessity of balancing a dense teaching schedule with intensive methodological and mentoring responsibilities, Armenian teacher-leaders face a critically high risk of professional burnout. The study substantiates that sustainable and effective pedagogical leadership requires not only rigorous academic preparation but also deliberate institutional workload reduction and institutionalized psychological support mechanisms. The French model offers a valuable structural benchmark for Armenia regarding the optimization of instructional hours, whereas the Armenian experience of value-based leadership remains highly significant for the preservation of educational identity within a globalized landscape.
Copyright (c) 2026 Meri Avetisyan https://creativecommons.org/licenses/by-nc/4.0
EXPERIENTIAL LEARNING AS A MEANS OF IMPROVING THE QUALITY OF EDUCATION
The modern educational system is under the continuous influence of social, economic, and technological changes, which necessitates an improvement in the quality of education through the introduction of innovative teaching approaches. In this context, the application of experiential learning is crucial, as it promotes the development of learners' practical skills, enhances cognitive activity, and reinforces the practical application of knowledge. The research problem is focused on identifying the effectiveness of experiential learning within the educational process. The research objective is to scientifically substantiate the effectiveness of experiential learning as a means of improving educational quality by examining its impact on learners' cognitive activity, critical thinking, and academic progress, as well as to identify the pedagogical conditions for its effective implementation․ The research methodology includes methods of observation, diagnostic testing, assessment, surveying, and comparative analysis. The survey was conducted among 897 lecturer-respondents, 704 of whom mentioned the use of experiential learning elements. Then, 17 master's students participated in the study; 8 were in the experimental group and 9 in the control group. Based on the data obtained, a comparative analysis of traditional and experiential learning was performed. The results showed that experiential learning contributes to an increase in learners' cognitive activity, independent thinking, collaborative skills, and academic progress, compared to traditional teaching methods. The scientific novelty lies in the conceptualization of experiential learning as a comprehensive mechanism for educational reform. This framework integrates modern pedagogical approaches with practical strategies, serving as a robust instrument for the continuous enhancement of educational quality.
Copyright (c) 2026 Lilit Baghdasaryan, Nare Hovhannisyan https://creativecommons.org/licenses/by-nc/4.0
THE USE OF INTERACTIVE TECHNOLOGIES IN THE CONTEXT OF HIGH-QUALITY TRAINING OF FUTURE SPECIALISTS IN HIGHER EDUCATION INSTITUTIONS
In the context of rapid changes in all sectors of the national economy, globalization processes, and increasing demands of the labor market, the integration of active, practice-oriented, and digital approaches into the training of students is becoming increasingly relevant. The article aims to study how interactive learning technologies improve the quality of professional training in higher education by examining students’ opinions about their use, their attitude toward interactive teaching methods, and the main challenges of using them. The study used a mixed-method approach, combining a review of scientific literature with collected data to examine the role of interactive technologies in improving professional training in higher education. Data were collected through an anonymous Google Forms survey of bachelor’s students from several Ukrainian universities and analyzed using basic statistical methods such as frequencies and percentages. The results helped identify students’ views on interactive technologies, the most common ways they are used in lectures and practical classes, and how students believe they affect the quality of education. An analysis of recent research on the use of interactive methods, such as case studies, project-based learning, problem-based learning, and online learning platforms, shows that interactive technologies help develop key competencies, including communication, organizational, analytical, creative, and digital skills. They also help students learn to solve practical problems independently and adapt to changing professional environments. The study highlights the benefits of combining better understanding knowledge and developing practical skills. Additionally, it discusses the challenges and future prospects of implementing interactive technologies. The conclusions emphasize that the systematic use of interactive technologies in university training is an effective way to improve the quality of education and develop professional competence, meeting the need of the modern job market and increasing graduates’ competitiveness.
Copyright (c) 2026 Tetiana Plachynda, Tetiana Dovga https://creativecommons.org/licenses/by-nc/4.0
THE ROLE OF INTERNET ADDICTION IN THE TRANSFORMATION OF FAMILY COMMUNICATION SYSTEMS
In the era of global digitalization, problematic internet use (PIU) has transcended the boundaries of individual psychopathology, evolving into a systemic challenge to the institution of the family. The purpose of this study is to provide a comprehensive analysis of the mechanisms underlying the transformation of intra-family communication under the influence of uncontrolled digital engagement and parental "technoference". A qualitative-driven mixed-methods design was employed in this research. The empirical base comprised data obtained from 87 respondents representing 25 families residing in various socio-economic zones of the Republic of Armenia. Data collection was conducted through semi-structured questionnaires, followed by the application of inductive thematic narrative analysis and descriptive statistics. The results demonstrate the bidirectional, cyclical nature of digital alienation. It was revealed that 73% of the participants (64 out of 87 respondents) report a critical reduction in face-to-face interactions within the home environment. Latent parental technoference was found to be closely associated with feelings of emotional deprivation in adolescents and their compensatory retreat into virtual reality (with screen time exceeding 8 hours). Furthermore, an analysis of family control strategies highlighted a profound institutional crisis: the predominance of either normative permissiveness (67% of families) or ineffective punitive surveillance (33%), which engenders cognitive dissonance and "digital hypocrisy". The scientific novelty of the study lies in the conceptualization of the "transnational digital connection" paradox within transition economies: the internet fulfills a vital function in preserving macro-social ties with the diaspora (viewed positively by 82% of respondents), while simultaneously acting as a catalyst for micro-social, intra-family disconnection ("alone together"). The practical significance of this work consists in substantiating the need to transition from prohibitive parenting practices towards the cultivation of mindful digital parenting and co-viewing as essential conditions for restoring the ecology of family communication in the 21st century.
Copyright (c) 2026 Lusine Ghazaryan https://creativecommons.org/licenses/by-nc/4.0
BULLYING AS AN OBSTACLE TO PERSONALITY SOCIALIZATION AND IDENTITY FORMATION IN HIGH SCHOOL
The social experience formed in the educational environment can either promote or hinder a high school student’s successful integration into society. In this context, bullying, as intense and systematic psychological or physical pressure, becomes a serious challenge for both the student and the educational system. It is not new to our reality; it has simply taken on a new quality and resonance. The manifestations and motivations are varied, but the consequences are the same: the process of personality formation and socialization of the high school student who is subjected to bullying is distorted. Moreover, bullying disrupts the high school student’s social interactions, leading to self-abasement or, conversely, the reinforcement of aggressive behavior. Nevertheless, bullying is still viewed not as a challenge, but as an age-related characteristic and an inability to manage emotions. To study and analyze the possible forms of bullying manifestation in high school that hinder the high school student’s socialization and identity formation.
Copyright (c) 2025 Armenuhi Ashikyan, Arevik Ghazaryan https://creativecommons.org/licenses/by-nc/4.0
THE CONTINUITY AND CONSISTENCY OF EDUCATORS’ SELF-IMPROVEMENT AND SELF-DEVELOPMENT IN THE PROFESSIONAL SPHERE
Enhancing the effectiveness of education quality has always been and remains one of the main principles of state policy in the field of education. Improvement and efficiency in education quality are impossible without highly professional and skilled pedagogical staff. The development of pedagogical personnel can be ensured only through the continuous improvement of their education. An educators’ self-education and self-improvement are ongoing processes that require continuous development and are influenced by various educational, social, psychological, and health-related factors. Each of these factors has both positive effects — supporting the teacher in their processes of self-development and self-improvement — and negative effects that hinder these processes. Without competent and well-developed teachers who act in accordance with the demands of the time, it is impossible to ensure quality education. The purpose of the study is to analyze and present the essence of educators’ self-improvement and self-development processes, as well as the factors that contribute to or stop their continuity and consistency. The scientific study of self-improvement and self-development processes is important not only for pedagogical theory but also for educational policy and practice.
Copyright (c) 2025 Mane Aleksanyan https://creativecommons.org/licenses/by-nc/4.0
REFLECTING ON PEDAGOGY: TEACHING AND LEARNING IN AN ARMENIAN UNDERGRADUATE CLASSROOM
This article constitutes the first part of a two-part study and focuses on the author’s teaching experience with first-year students of the “Social Pedagogy” bachelor’s program at a state university in Armenia. The article is presented as a personal academic reflection with an emphasis on the teaching process itself. Although much of the discussion is based on personal experience, the observations and analyses offered here may be applicable and valuable in similar pedagogical contexts. The article first outlines the pedagogical approaches initially intended versus those actually implemented, followed by an analysis of student responses, taking into consideration both local and global pedagogical challenges that emerged during classroom interactions. In the subsequent discussion, the difficulties arising between traditional and alternative pedagogical methods are examined, highlighting their relevance within the Armenian context against the backdrop of a worldwide shift toward cognitivist and student-centered approaches. The article concludes with several suggested guidelines for modifications aimed at improving the effectiveness of future course delivery.
Copyright (c) 2025 Yeprem Mehranian https://creativecommons.org/licenses/by-nc/4.0
THE IMPACT OF INFORMATION AND COMMUNICATION TECHNOLOGIES ON INCREASING STUDENT MOTIVATION
In the learning process, the involvement and participation of all students is of great importance, which often remains incomplete when motivation is lacking. Motivation is considered a key driving force in students’ educational process, especially in the 21st century—a period of rapid change, development, and progress, where the “new generation” grows up with ideas full of challenges. It is also the era when artificial intelligence was created and is increasingly being integrated into education. This article addresses the role and importance of motivation, its external and internal factors. Examples are provided that serve as stimuli for enhancing both external and internal motivation. Some teaching strategies are presented that contribute to the increase of learners’ motivation. Finally, the article introduces various information and communication technology (ICT) tools and platforms, which not only generate interest in learning and increase students’ motivation but also help to involve weaker learners in the educational process. The impact of these tools on the effectiveness of teaching and on the growth of student motivation is also analyzed, emphasizing both the positive and negative aspects. It should be noted that the research is based on the study and analysis of both theoretical and practical sources.
Copyright (c) 2025 Azniv Sahakyan https://creativecommons.org/licenses/by-nc/4.0
APPLICATION OF THE MODERN TEACHING METHOD «SIX HATS OF THINKING» IN THE PROCESS OF TEACHING LITERATURE
In the article entitled «The application of the modern teaching method «Six caps of thinking» in the process of teaching literature,» we tried to show the features of the application of the above method, due to the specifics of the taught material, the inclusion of ideological (worldview) issues, the possibility of different assessments of the topic under discussion, and the different opinions of students. We have considered the principles of applying the method in accordance with the substantive features of this method. The essence of the above-mentioned method, the principles of teaching the material in this format are revealed with interesting accents; both the advantages due to the relevant features of this method of teaching and the features resulting from the purpose of teaching are indicated and justified. Using the «Six Hats of Thinking» method, the peculiarities of teaching individual literary works were emphasized. Within the framework of this teaching method, effective methods of analyzing literary works were considered, contributing to the multi-layered study of the taught material and the development of students' critical thinking. A number of advantages of using the method were emphasized: the multilayered interpretation of the issues discussed, the systematization of the material taught from different points of view, and a deeper understanding of the topic.
Copyright (c) 2025 Armenuhi Arzumanyan https://creativecommons.org/licenses/by-nc/4.0
ETHICS AS A REGULATOR OF INTERPERSONAL RELATIONS AND COMMUNICATION IN THE HUMAN RESOURCE MANAGEMENT PROCESS OF HIGHER EDUCATION INSTITUTIONS
In the contemporary context of intense competition, higher education institutions face the imperative of developing a new model of management and organizational culture. This article examines the role of business communication, ethics, and etiquette as central factors for effective human resource management and the value-driven sustainability of the educational environment. The theoretical framework incorporates a comparative analysis of international experience, highlighting manifestations of ethical governance and communication culture in higher education systems. Special attention is given to universities in the United States and European Union countries, where ethics is considered not only as a behavioral regulator but also as a strategic component of educational quality assurance and human resource development. U.S. “Professional Conduct Standards” and European ethical codes exemplify models that ensure academic integrity, transparency, and accountability. Within the EU educational policy framework (EUA, Bologna Process), systematic integration of ethical and communication skills is emphasized as part of institutional management and organizational culture. The study aims to reveal international differences and propose an integrated approach for developing a national ethical management model that aligns with international standards while reflecting local educational realities. The scientific novelty lies in the creation of a systematic model combining business ethics, etiquette, and communication, linking value-based human resource management with structural stability. The findings demonstrate that without clear mechanisms for ethical governance and consistent communication policies, improvements in higher education quality, public trust restoration, and long-term competitiveness are unattainable. Harmonized development of ethical and communication factors fosters organizational culture, reduces conflicts, and enhances trust and collaboration within universities. The study recommends introducing the course “Business Communication and Ethics,” revising university ethical codes, and developing a hybrid model combining legal and value-based approaches. This article, grounded in authoritative Armenian and international sources, provides guidance for enhancing university management culture and educational quality.
Copyright (c) 2025 Nazik Harutyunyan, Tatevik Tonoyan https://creativecommons.org/licenses/by-nc/4.0
THE ISSUE OF UNIVERSITY–LABOR MARKET COOPERATION IN THE HIGHER EDUCATION SYSTEM OF THE NETHERLANDS
Today, higher education and the labor market are viewed not only as separate educational and occupational systems but also as interconnected socio-economic institutional systems, whose effective operation contributes to national development and the establishment of an innovative economy. Education serves not only as a means of knowledge transfer but also as a strategic instrument for training labor-market-competitive professionals. The higher education system of the Netherlands, encompassing both applied (HBO) and academic/research-oriented (WO) tracks, operates based on these approaches by ensuring students’ integrated professional and practical competencies. The system’s effectiveness is enhanced through strategic cooperation among universities, employers, and state bodies, as reflected in the national Strategic Agenda for Higher Education and Research 2015–2025. Mechanisms such as work placements, dual learning programs, graduate engagement, and sectoral planning are fundamental in ensuring students’ employability and the socio-economic efficiency of higher education. The Dutch experience emphasizes that higher education must closely align with labor market demands, thereby increasing graduates’ competitiveness, reducing unemployment risks, and providing a reliable foundation for continuous professional development and innovative activity. Within the scope of this study, the main models of university–labor market cooperation in the Netherlands have been analyzed, existing challenges identified, the impact of education on the overall labor market structure examined, and potential improvements outlined.
Copyright (c) 2025 Khachik Abajyan https://creativecommons.org/licenses/by-nc/4.0
OFFENSIVE ARMAMENT OF THE KINGDOM OF VAN: METHODICAL AND MEDIA-TECHNOLOGICAL APPROACHES TO TRAINING
The fundamental aim of history education lies in the acquisition of knowledge, the development of skills, and the cultivation of psychological dispositions and value orientations. Within the framework of 21st-century competences, UNICEF identifies soft skills, along with digital and professional competencies, as essential for all children and adolescents in order to expand their opportunities for lifelong learning, employability, and personal development. It is essential that the objectives of developing media literacy in the teaching of history are not introduced as a separate or supplementary component outside the school curriculum, but are instead embedded within the very logic and structure of the lesson itself. Therefore, we propose possible approaches to addressing these challenges within the framework of comparing Urartian and Assyrian offensive weaponry. Within the scope of our study, several lesson models were developed, aiming to integrate traditional and innovative methods. Particular attention was given to the incorporation of digital technologies into the teaching process, the application of the inquiry-based method, the use of electronic platforms, museum visits, and the strategy entitled ‘Historical Contradictory Interpretations.’ The relevance of the research lies in the fact that, prior to this study, military history had not been incorporated into the teaching process through a combination of both traditional and innovative methods and strategies. The study led us to conclude that, for teaching the topic “A Comparative Analysis of the Offensive Weapons of the Kingdom of Van (Urartu) and Assyria”, a range of methods and strategies can be effectively employed, including ICT and inquiry-based learning, the implementation of new educational platforms, and museum-based lessons. The unifying element of these methods is the application of the inquiry-based approach. Our experimental results demonstrate that the integration of information technologies into the teaching process significantly enhances students’ motivation and engagement with the subject matter.
Copyright (c) 2025 Armine Yeprikyan, Samvel Poghosyan https://creativecommons.org/licenses/by-nc/4.0
THE USE OF GENOGRAM TECHNOLOGY IN THE WORK OF A SOCIAL PEDAGOGUE AS A TOOL FOR REVEALING THE SOCIO-PEDAGOGICAL DYNAMICS OF THE FAMILY
Modern social pedagogy emphasizes the in-depth study of family structure and interpersonal relationships to fully understand the processes of a child’s socialization. In this context, the genogram, as a methodological tool, makes it possible to visually represent the system of family generations, their connections, roles, and internal dynamics. The process of creating a genogram is not only an informational map but also a creative form of expression that encourages family members’ involvement, reveals latent social ties, and fosters the awareness of intergenerational experience. For social pedagogues, this technology is particularly valuable when working with at-risk families, implementing preventive programs, and developing individuale support strategies. The study aims to substantiate the use of genogram technology in social pedagogy as a tool for identifying family socio-pedagogical dynamics.
Copyright (c) 2025 Lusine Hayrapetyan, Meri Avetisyan https://creativecommons.org/licenses/by-nc/4.0
The aim of this research is to define and analyze the characteristics of green education, which represents one of the most significant directions in the modern educational system. The objectives of our study are to reveal the essence and advantages of green education, identify the pedagogical challenges that emerge in the learning process, and explore possible ways to address them. In the comprehensive study of the issues presented within the topic, both general scientific methods – such as logical reasoning – and specific methods – such as analysis and comparison – have been applied. As a result of the research, we have concluded that green education is a unique approach within the educational process. Its goal is to cultivate environmental awareness, responsibility, and a culture of sustainable development. It aims to provide learners not only with theoretical knowledge about nature and the environment but also with values and behaviors that promote environmental protection and the rational use of natural resources. Green education integrates pedagogy, ethics, science, and civic responsibility toward a healthy and sustainable future. This educational approach is interdisciplinary, encompassing multiple subjects and contributing to the development of critical thinking. It also emphasizes direct contact with nature and engagement in environmental initiatives. In essence, green education is not merely a process of knowledge transmission – it is a foundation for value-based and behavioral transformation, fostering the formation of a sustainable society.
Copyright (c) 2025 Meri Hovhannisyan https://creativecommons.org/licenses/by-nc/4.0
ASSESSING DIGITAL-HISTORICAL LITERACY AND CRITICAL THINKING AMONG HISTORY STUDENTS
This study empirically examined the proficiency levels of History students at Yerevan State University (YSU) in Critical Historical Thinking Competence (CHTC) and Digital-Historical Literacy (DHL). The research addresses the limited availability of empirical assessments of historical-thinking competencies and examines a local institutional challenge at YSU — the integration of externally produced academic research into teaching practice — through measurable indicators of critical-historical and digital-historical literacy. A Convergent Parallel Mixed Methods design was employed, involving a quantitative cohort of 150 students (N=150) and a qualitative cohort of 20 participants (N=20). Data were collected using performance-based CHTC assessments and a customized Digital-Historical Literacy Scale (D-HiLS), augmented by semi-structured interviews. Quantitative analysis revealed that undergraduate students (n = 97) scored lower on argumentative synthesis tasks (M = 2.73, SD = 1.24) compared to graduate students (n = 53; M = 3.68, SD = 0.92), t≈4.8, p<.001, d≈0.8, p = .036, Cohen’s d = .41. This result suggests that the ability to integrate divergent historical perspectives improves with advanced academic experience but remains below the level reported in comparable European studies. The difference between self-reported confidence (M = 7.8, SD = 1.2) and observed performance in digital source evaluation (M = 3.6, SD = 1.4) was statistically significant, t(148) = 6.03, p < .001, d = .69, revealing an evident overconfidence effect. Qualitative interviews confirmed that the gap is rooted not only in methodological rigidity but also in limited access to international digital archives and a lack of structured training in digital-source verification.
Copyright (c) 2025 Lilit Mkrtchyan https://creativecommons.org/licenses/by-nc/4.0
THE INFLUENCE OF FAMILY ENVIRONMENT ON THE SOCIAL ADAPTATION PROCESS OF LEFT-HANDED CHILDREN
The family is the first and primary institution of a child's socialization, where the foundations of self-awareness, value orientations, and social behavior patterns are formed. The role of the family environment is particularly significant for children with neurophysiological characteristics, such as left-handedness. The latter is viewed not as a deviation but as a unique individual characteristic that requires special understanding and acceptance. The family, as an environment for emotional, cognitive, and behavioral development, can simultaneously act as either a facilitator or an obstacle to adaptation. The cognitive and neuropsychological characteristics of left-handed children often do not align with social norms and traditional teaching methods. This may complicate their adaptation to school and social environments. Therefore, the role of parents is decisive; if they are informed about the child's characteristics and adopt an accepting and supportive approach during upbringing, they create a safe environment in which the left-handed child can develop without comparison or pressure. Under such conditions, positive self-esteem develops, confidence in one's abilities is strengthened, and the full realization of creative and cognitive potential is ensured. An accepting and understanding family environment promotes social inclusion, reduces maladjustment risks, and enhances psychological stability. Conversely, parental ignorance or misconceptions may lead to situations in which they attempt to "correct" the child, force them to use the right hand, or conform to established norms. Such a coercive approach generates internal conflicts, stress, learning and communication difficulties, which can evolve into serious maladjustment issues. Consequently, the family becomes not a supportive environment but a source of social and psychological tension.
Copyright (c) 2025 Anahit Khlopuzyan https://creativecommons.org/licenses/by-nc/4.0
TERRITORIAL ECONOMY AND LOCAL SELF-GOVERNMENT (METHODOLOGICAL APPROACHES TO TEACHING IN HIGHER EDUCATION PROGRAMS)
The aim of the article is to develop an effective teaching methodology for the subject "Territorial Economics and Local Self-Government" in higher education programs. It is intended for students of undergraduate programs in economics and management and is aimed at combining theoretical foundations, international experience with real examples from Armenia, and developing students' analytical and applied skills. Territorial economics and local self-government are scientific and practical fields that study the patterns of territorial development and the peculiarities of community management. In the case of the Republic of Armenia, the inequalities in territorial development, the socio-economic problems of mountainous and foothill regions, border communities, and the financial limitations of the local government system are issues that require not only scientific but also practical solutions.
Copyright (c) 2025 Mher Otaryan https://creativecommons.org/licenses/by-nc/4.0
METHODOLOGICAL AND THEORETICAL FUNDAMENTALS OF FORMATION OF OFFICER PROFESSIONAL CULTURE AS A TOPICAL PROBLEM OF MILITARY PROFESSIONAL TRAINING
The article substantiates the expediency of clarifying the essence of the concept of ‘professional culture of the officer’ from the standpoint of new methodological approaches: axiological, acmeological, competence-based, resource-oriented, and system-synergetic. The extended interpretation emphasizes the relevance of the issue in the modern context of military operations, taking into account the transformation of values, the technological progress of warfare, and the changing requirements for the personality and professionalism of an officer. The analysis demonstrates that the professional culture of the officer constitutes an integral professional and personal formation that combines moral, psychological, pedagogical, and technological components. These components are not isolated but mutually interdependent, forming a synergistic system that ensures effective functioning of officers in extreme conditions. A professional officer must possess an adequate axiosphere, assimilate universal and corporate values, master psychological and pedagogical tools for leadership, and demonstrate high competence in technological operations. The extended study highlights the importance of considering professional culture not merely as a set of qualities, but as a dynamic process shaped by historical, social, and cultural contexts. The war in Ukraine has intensified the need to revise the conceptual foundations of military professional training, requiring officers to be not only technically skilled but also resilient, value-driven leaders capable of maintaining morale and organizational stability. The novelty of the article lies in the integration of methodological approaches, which together offer a holistic understanding of officer professional culture as a pedagogical system. The practical significance of the study is manifested in the possibility of applying the proposed framework in the design of curricula for higher military educational institutions, in leadership training programs, and in the development of policies aimed at preventing professional deformation and ensuring career stability. Thus, the article provides a conceptual foundation for the improvement of military professional training in line with NATO standards and the demands of modern warfare. It also outlines the directions for further research, emphasizing the need to explore the technologies, methods, and principles that contribute to the sustainable formation of professional culture in military specialists.
Copyright (c) 2025 Olga Marchenko, Olena Zelenskaya https://creativecommons.org/licenses/by-nc/4.0
THE ROLE OF THE EDUCATIONAL INSTITUTION IN THE COMPETITIVE GROWTH OF THE COUNTRY
The purpose of this study was to analyze the role of education in the context of national competitive growth. What is competitive economic growth, what does education encompass, what is its role in ensuring the competitive growth of the national economic system, and what is the impact of education on competitive growth through the lens of innovative development and competitive growth? We will answer these questions in this article. The relevance and scientific novelty of this study lie in the fact that it is the first scientific study to examine the role of education in the context of ensuring competitive growth. This study enhances the practical and applied nature of this research and further updates the results. Every country sets the goal of ensuring economic growth, but not every country achieves this through the lens of sustainability, environmental friendliness, innovation, and social development. The article provides the author's definition of competitive growth of the national economy, which is economic growth based on the sustainable development of the economic system, based on the synergy of competitiveness and innovative development factors, allowing the country to occupy an advantageous position in the global economy. Education plays a crucial role in this. Social institutions today are most often viewed as historically established, stable forms of organizing people's joint activities, as well as the relationships that develop between them in the process of achieving socially significant goals. First among these is the institution of science, which is a kind of paired category with the institution of production. Like the latter, it is fundamental to the national economy in terms of material nature. In terms of goal-setting, its role is to produce verified scientific knowledge oriented toward the evolutionary development of society. When examining the structure of the national innovation system, science is typically positioned in the same block as education. This applies primarily to higher education, as it is there that individuals acquire basic creative competencies, making the educational process a crucial factor in increasing national competitiveness. To meet the general requirements of macroeconomic competitiveness, educational institutions must build knowledge transfer processes around modern functional innovations. The foundation of innovative progress lies in the institution of education, which ensures the development of a highly qualified workforce necessary to maintain high rates of economic growth and the state's competitiveness. This article examines in detail the characteristics of the institution of education, highlights its specific features, and analyzes its networked form. In this article, we will examine a scientifically based approach to defining the role of educational institutions in ensuring competitive growth.
Copyright (c) 2025 Natallia Chetyrboсk https://creativecommons.org/licenses/by-nc/4.0
RE-CONCEPTUALISING YOUTH CIVIC EDUCATION IN POST-WAR ARMENIA
The purpose of the research is to examine the directions for improving civic education programs in Armenia. The postwar and post-pandemic context in Armenia has created new challenges and opportunities for rethinking education, and civic education as well. This article is an attempt to contribute to the scientific understanding of the directions for improving civic education of young people in Armenia, taking into account the main features of the post-war society. The re-conceptualising of civic education in Armenia is conditioned by the war and the pandemic, a combination of social transformations. This study shows that civic education should go beyond the scope of only transferring knowledge and become a platform for formation of identity, meaning, values and democratic engagement. The results of the research indicate that the patterns of participation remain uneven. Urban girls are more active, both before the war and in the post-war period. This clarifies the necessary strategy for the differentiated development of inclusion for rural youth. Interactive and problem-based learning forms are the most effective methodologically. Teachers act as exemplary performers, therefore their choice and methodological structure should have. Civic education should maintain the connections of young people, promoting cooperation with local structures and ensuring the continuity of programs. At the same time, there are challenges. The latest technologies have become the core of modern citizenship, affecting awareness, political participation and social relations. Therefore, the purposefulness and methodological right of civic education should become a combination of civic education and a critical understanding of technologies. This study contributes to the growing body of research on civic education in transitional societies, offering evidence-based recommendations for rethinking civic education in Armenia. It calls for inclusive, community-driven, and digitally integrated approaches that empower youth and reinforce democratic values in a postwar context.
Copyright (c) 2025 Marina Galstyan https://creativecommons.org/licenses/by-nc/4.0
RETHINKING 21ST-CENTURY PEDAGOGY: FROM KNOWLEDGE TRANSMISSION TO CULTURAL ENVIRONMENT FORMATION
The modern education system is experiencing an identity crisis caused by a change in civilizational landmarks and the acceleration of socio-cultural processes. Pedagogy formed in the industrial era is unable to adequately respond to the challenges of the 21st century. There is a need to rethink its conceptual foundations: from the functional transmission of knowledge to the formation of a living, cultural and value environment capable of supporting the holistic development of the individual. The article attempts to theoretically substantiate the cultural paradigm of pedagogy as a strategy for the future, in which school becomes not only a place of learning, but also a space for meaning-making and cultural education. Relevance of the article. Traditional models of pedagogy, focused on the transmission of knowledge, are no longer effective in meeting the needs of personal development in the context of globalization and digitalization. This makes it urgent to search for new paradigms that will ensure the holistic development and cultural education of students. The aim of the article is to theoretically substantiate the cultural paradigm of 21st-century pedagogy and propose a practical model of school as a cultural ecosystem that promotes the holistic development of the individual. The objectives of the study are to discover the theoretical foundations of the cultural paradigm of education, to develop a practical model of the school as a cultural ecosystem, to rethink the criteria for assessing educational results taking into account personal and cultural development, and to consider the role of the spiritual dimension in the pedagogical process. The novelty of the article lies in the substantiation of the cultural paradigm of pedagogy of the 21st century, which combines theoretical foundations (humanistic, cultural-historical and spiritual pedagogy) and a practical model of school as a cultural ecosystem, where the key results of education are not knowledge, but personal dynamics, cultural involvement and spiritual development. Practical significance. The results of the study have high practical significance for the modernization of the educational system in the conditions of the 21st century. The proposed cultural paradigm of pedagogy can be applied: in school practice - when designing educational programs aimed not only at the acquisition of knowledge, but also at the formation of a cultural environment, the development of value orientations, creative thinking and spiritual stability of students; in the organization of school space – when creating a cultural ecosystem, including open educational areas, workshops, cultural halls, which ensures the integration of educational and cultural processes; in the system of assessing educational results – through the introduction of alternative tools (portfolio, project work, self-assessment, pedagogical observation), allowing us to record the personal dynamics and cultural involvement of students; n the socio-cultural policy of the school – through expanding interaction with parents, cultural institutions, representatives of art, science and the local community, which strengthens the role of the school as a cultural center. Thus, the ideas and models proposed in the article can be used both in educational policy and in the practical activities of schools, pedagogical universities and cultural institutions. The implementation of the cultural paradigm contributes to the creation of a holistic educational environment that forms a harmonious personality and sustainable cultural development of society.
Copyright (c) 2025 Tigranuhi Hakobyan https://creativecommons.org/licenses/by-nc/4.0