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
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
ARTIFICIAL INTELLIGENCE APPLICATIONS IN SOCIAL PEDAGOGY: PREDICTIVE ANALYTICS FOR EARLY INTERVENTION ENHANCEMENT
Early identification of children and families in need of support is a critical task in social pedagogy. This paper examines how Artificial Intelligence (AI) systems can augment the social pedagogue’s work by predicting risk factors and detecting the need for early interventions. We present a study using a predictive analytics approach to flag at-risk students, applying a regression model to educational and socio-demographic data. The model’s results indicate that AI-driven analytics can successfully identify a significant portion of at-risk youths, allowing interventions before issues escalate. We discuss these findings in the context of existing literature, highlighting the benefits of AI—improved accuracy, efficiency, and resource allocation—alongside the challenges, such as ethical considerations and the need for human oversight. The study concludes that AI systems, when used responsibly, have the potential to greatly enhance early intervention strategies in social pedagogy, supporting social pedagogues in making informed, timely decisions to improve outcomes for vulnerable populations.
Copyright (c) 2025 Samvel Asatryan https://creativecommons.org/licenses/by-nc/4.0
FOLKLORE FIELDWORK AT THE FACULTY OF ARMENIAN PHILOLOGY, YSU: METHODOLOGICAL GUIDELINES
The article examines traditional and modern methods of folklore documentation and their teaching and application at the Faculty of Armenian Philology of Yerevan State University. The latter is presented through conclusions drawn from personal experience. Unlike other branches of literature, the subject of folklore is not limited to the acquisition of book-based material alone, but also requires familiarity with living folklore in everyday practice and knowledge of the principles of its documentation. For a student studying this subject, it is important to be in the field, to listen, to observe, and to be able to record folklore materials. Through this process, the student more clearly understands the path taken by folklore texts—from the moment of their recording to their publication. In addition, by documenting folklore materials, the student contributes, to the extent possible, to the preservation of folklore. By studying the experience of different countries, the article presents modern methods of folklore documentation and archiving. It addresses contemporary technical tools used in fieldwork and their application, highlights the subtleties and ethical norms of conducting interviews with narrators, emphasizes the importance of questionnaires and the principles of their design, and discusses the specifics of documenting and recording materials. It also touches upon the principles of accurately preserving the narrator’s speech during transcription and processing of audio recordings, as well as modern means of archiving and creating repositories. The article emphasizes the necessity of teaching folklore fieldwork to philology students. It recommends that greater attention be devoted to the teaching and practical application of fieldwork at the Faculty of Armenian Philology. The author presents practical experiences already implemented within the course Folklore of the Armenian People for first-year students and through the “Folklore Fieldwork Club,” established at the faculty in 2021. It also includes the fieldwork program Recording, Mapping, and Archiving Artsakh Legends, carried out in 2024–2025 with YSU’s internal grant, during which students of the Faculty of Armenian Philology, under the author’s supervision, recorded a large number of Artsakh legends from locals who were forcibly displaced from Artsakh in 2023 and resettled in various regions of Armenia.
Copyright (c) 2025 Nvard Vardanyan https://creativecommons.org/licenses/by-nc/4.0
THE SUBJECT "FUNDAMENTALS OF CONDUCTING RESEARCH ACTIVITIES IN THE PROFESSIONAL FIELD" AS AN IMPORTANT MEANS OF FORMING RESEARCH SKILLS OF UNDERGRADUATE STUDENTS
The higher education system in the Republic of Armenia is characterized by the implementation of reforms aimed at developing education in accordance with national priorities and international standards. This is especially important in the bachelor's degree program, where the role of research skills and abilities of future specialists is particularly emphasized. Although many academic disciplines consider the issues of organizing students' research activities and forming their relevant skills and abilities. However, this is often irregular in nature and does not fully provide students with a systematic and comprehensive understanding of how research activities are organized. Therefore, the academic subject "Fundamentals of Conducting Research Activities in the Professional Field" was introduced. Effective teaching and the achievement of outcomes are largely determined, undoubtedly, by the correct choice of teaching principles and methods. This is what determines the relevance of this article. The purpose of the research is to generalize and analyze the experience of teaching the academic subject "Fundamentals of Conducting Research Activities in the Professional Field", to identify the most effective principles and methods that contribute to the formation of students' research skills and abilities. The scientific novelty lies in refining the principles and methods of teaching the academic subject "Fundamentals of Conducting Research Activities in the Professional Field" based on the generalization of teaching experience and their application, aimed at increasing student motivation and developing students' research skills and abilities. Based on the analysis of scientific literature and teaching experience, conclusions were drawn that for effective teaching of this subject, it is necessary to combine various principles and methods, take into account the difficulties students encounter during the learning process, and provide them with the necessary methodological assistance. The introduction of this subject certainly contributes to the formation of students' research skills and interest in scientific activities.
Copyright (c) 2025 Ruzanna Mardoyan, Lusik Ghukasyan https://creativecommons.org/licenses/by-nc/4.0
CHEMISTRY FOR ALL: PEDAGOGICAL STRATEGIES FOR ACCESSIBLE SCIENCE EDUCATION
The article discusses modern pedagogical strategies aimed at making chemistry education more accessible in secondary schools. It emphasizes that the traditional approach, based mainly on the transmission of knowledge and reproductive exercises, does not always ensure students’ motivation and interest in the subject. Based on the analysis of literature and teaching practice, a set of didactic solutions is proposed, including the use of analogies and metaphors, interdisciplinary connections, visualization with digital technologies, elements of popular science discourse, and students’ research activities. It is shown that these strategies contribute to the formation of scientific literacy, the development of critical thinking, and the understanding of the practical significance of chemistry. Popularization of science in the educational process does not replace traditional teaching, but complements it, making lessons more engaging, visual, and connected to students’ personal experience. The Research Objective is to identify and substantiate pedagogical strategies for simplifying complex chemical concepts and popularizing them in school education. Relevance and Scientific Novelty: the study justifies the inclusion of popularization strategies as a key didactic tool in chemistry education, which contributes to motivation and the development of modern competencies.
Copyright (c) 2025 Luiza Vardanyan https://creativecommons.org/licenses/by-nc/4.0
LET’S TALK ABOUT A REVISED RACE-BASED CURRICULUM
Why is this paper needed? There are many reasons why this paper is not just needed but should be required, essential reading to create the critical consciousness (Freire 2021) and conceptual baseline for a transformative, multimodal, multiliterate, decolonized curriculum to effect change. The paper is derived from the researchers’ previous work on formative pedagogical models and curriculum development and their observations, analysis, and development of race-based curriculum models (Charles 2019). The authors address the core of that process, the requirement for an evidenced presentation to policy makers of the need for a race-based curriculum and its conceptual foundation. Content change requires a paradigmatic shift in its function and worldview (Mazama, 2003), where knowledge can never be produced for the sake of it, a paradigm must activate our consciousness to be of any use to us (ibid, p.3)
Copyright (c) 2025 Bill Boyle, Marie Charles https://creativecommons.org/licenses/by-nc/4.0
INTEGRATION OF SUSTAINABLE DEVELOPMENT CONCEPTS INTO UNIVERSITY SERVICE SPECIALTY CURRICULUM: AN ENGLISH LANGUAGE TEACHING PERSPECTIVE
The integration of sustainability literacy into English for Specific purposes (ESP) instruction represents a vital pedagogical shift, moving beyond traditional language acquisition to foster a sense of global citizenship and environmental responsibility. While some educators may hesitate to broach controversial environmental topics, the necessity of equipping students with the knowledge to address real-world challenges like climate change is paramount. This approach, often termed green or sustainability education, enriches the learning process by making it more meaningful and engaging. By using environmental themes as the foundation for language practice, students not only enhance their linguistic competencies but also develop critical thinking and problem-solving skills. The article advocates for a Content-Based Instruction (CBI) model, which organizes language teaching around substantive environmental content. This method allows learners to use English for functional, real-world purposes, thereby transforming them into more informed and environmentally conscious individuals prepared for the demands of the modern service sector. The proposed lesson plan on the climate crisis exemplifies how to bridge theoretical knowledge with practical, discipline-specific application.
Copyright (c) 2025 Nelly Nalbandyan https://creativecommons.org/licenses/by-nc/4.0
INFORMATION AND COMMUNICATION TECHNOLOGY AND CHILD
The article discusses the role and influence of modern information and communication technologies in the life of children. It is reasonable that the development of computer technology and the expansion of the gambling market increase the number of children involved in computers, the Internet and computer games. Today's research is mainly aimed at discovering these new clinical and social phenomena that enable them to understand the virtual behavior of society and how people use new technologies. Technological addiction was recognized as a national problem not only in the United States, but also in countries such as China, South Korea and Taiwan. This issue has also been included in public health objectives. Internet addiction contributes to the formation of a number of psychological problems in children. These include conflict behavior, constant depression, virtual distance compared to real life, difficulties in adapting to society, loss of control over time, and frustration when it is not possible to use a computer. When using the Internet, the child prefers to “search” rather than “think” or “learn.” At the same time, there is an illusion of arbitrariness and impunity. The latter pushes for violation of human rights, and the illusion of impunity can act as a trap and have serious consequences in real life. There is also a devaluation of morality. The article also presents the results of sociological surveys that emphasize the need for coordinated and focused work on this issue in both parents and children in the process of preventing the negative impact of ICT. In conclusion, the article also contains several practical tips that will help parents cope with technological dependence and neutralize their negative impact.
Copyright (c) 2023 https://creativecommons.org/licenses/by-nc/4.0
PROBLEMS AND PECULIARITIES OF TEACHING THE SUBJECT "HISTORY OF THE ARMENIAN PRESS OF CONSTANTINOPLE"
The aim of our research is to study and present the peculiarities of teaching the subject "History of the Armenian Press of Constantinople", the problems fixed within the subject. In this regard, we consider necessary theoretical, practical and methodological innovative approaches in this direction. Approaches to teaching the subject in curricula are different։ we have considered those features, manifestations, main approaches, justifying the approach that we practically apply in teaching the subject. As a result of the lack of an interdisciplinary approach to the subject, the understanding of the applied area of the subject is impaired in both professionals and students. The subject is specific, which implies a flexible approach, as a result of which the purpose of teaching the subject, problems, efficiency, and learning outcomes will not be affected. Our study was based on the collection of statistical data, their generalization, classroom tests that we observed and recorded during the years of teaching the subject. The problems presented in the article are our long-term observations. One of the most important problems of the subject is not to present the scope of the course, since, as we have already mentioned, the approach to considering the subject from interdisciplinary aspects is violated. Having set a number of challenges for the experts and students, we give our final conclusions, one of which is that the subject needs to be rethought and considered from new perspectives. In this context, we also considered the issue that knowledge of Western Armenian would be a desirable prerequisite for learning. Taking into account the problems and characteristics of the subject, we present our methodological approaches and observations that we use in the teaching process. Since the approaches to teaching the subject are different, and there are also different ideas associated with the field of application, the subject acquires special importance, interdisciplinary significance. As a result of a comprehensive consideration of the subject, vague ideas about the scope of the subject and its effectiveness will also be resolved. This will also address the need to maintain the influence of the subject among students.
Copyright (c) 2024 Elina Mirzoyan https://creativecommons.org/licenses/by-nc/4.0
OPPORTUNITIES TO USE INFORMATION TECHNOLOGY TOOLS IN THE LEARNING PROCESS IN PUBLIC SCHOOLS
The article discusses the implementation of modern information technologies, which have a significant impact on the intensity of training, as well as the effectiveness of management of the educational process. Analyzed the main tools that are easier to use, but are not inferior in efficiency to giant systems. The problem. The 21st century is the age of computer technology, and we must respond to the rapidly changing new challenges of the world. That is why in recent years the interest of education specialists in the field of information and communication technologies (hereinafter ICT) and their application in the field of general education has increased to some extent. In this context, it is necessary to equip the modern teacher with technological tools that will have a significant positive impact on the effectiveness of the process, will be widely applicable and simple.
Copyright (c) 2021 https://creativecommons.org/licenses/by-nc/4.0
ANALYSIS OF THE EXPERIENCE OF DESIGNING A PERSONALIZED MULTIFUNCTIONAL EDUCATIONAL SPACE
The article analyzes the experience of designing a personalized multifunctional educational space on the example of an Autonomous non–profit educational organization "Khoroshevskaya School" - a school in which a personalized education model is implemented. The key aspects of the organization of the educational process and extracurricular activities are revealed. The portrait of a pupil is considered from the point of view of the groups of skills and "over-abilities" embedded in his structure. The specifics of the formation of subject, flexible and digital skills in a personalized educational space are revealed. The characteristic of the process of organizing control and evaluation activities is given. The importance of the personal plan of teaching as the basis for the formation of awareness and responsibility for one's own choice is actualized. The spatial-subject component of the organization of the educational environment is described.
Copyright (c) 2023 Sotnikova Marina , Korneva Elena https://creativecommons.org/licenses/by-nc/4.0
DIAGNOSTICS OF THE LEVEL OF REFLECTION AMONG STUDENTS IN THE PROCESS OF STUDYING THE ACADEMIC DISCIPLINE "HUMAN LIFE SAFETY"
The purpose of the study is to determine the significance of the phenomenon of reflection in the formation of the culture of life safety and a healthy lifestyle of young people. In the context of modernization of higher education and in connection with the needs of a changing society, there is a need for future specialists to apply the acquired knowledge, skills and abilities in practical activities, including in emergency situations of social, natural and technogenic nature. The relevance of the problem of forming students' reflection is due to the need to study the formation of reflective competence in the educational and pedagogical process in the preparation of specialists in various fields. But regardless of the areas of activity of future specialists, the main indicators of professional reflection are the ability to analyze, identify and evaluate personal values, knowledge, skills and abilities for self-realization and adaptation to changing environmental conditions and maintaining good health. The scientific novelty of the research topic is due to the need to find a mechanism for the formation of a culture of life safety and a healthy lifestyle with the help of a certain skill, the ability to reflect, understanding the importance of a health and personal safe behavior culture. Diagnostics of the level of reflection in students in the process of mastering the discipline "Human Safety" is a kind of marker for determining the formation of behavior skills in emergency situations, the ability to adequately assess the risks of negative threats, bad habits for health and understanding the importance of the value of their own life and those around. Reflection as a psychological property of the individual, closely related to the cognitive, intellectual and personal qualities of the individual, is an indicator of social activity, a tool for understanding oneself, the world around and a kind of trigger for the formation of a culture of life safety and a healthy lifestyle. Diagnosing the level of reflection in students helps to determine the characteristics of behavioral styles and the expected results of decisions made whenever events occur, sometimes fateful for one particular person, group of people or country.
Copyright (c) 2023 Irina Pantiouk https://creativecommons.org/licenses/by-nc/4.0
SOCIO-PEDAGOGICAL NATURE AND ORIENTATION OF GROUP INTERACTIVE ART THERAPY TECHNOLOGIES
Group interactive art therapy is a way to solve various socio-pedagogical problems. Each group interactive art therapy technology works with the concept of the child's "I", offering new solutions to problems that the child independently identifies through group activity, using the resources of creativity, awakening of inner abilities, talents and self-understanding. Depending on what task this group interactive art therapy solves, groups are divided according to different methodologies: according to the socio-pedagogical goal, according to the age characteristics of children, according to the use of various communication models, etc. Since the goals of individual art therapy technologies and group interactive art technologies are different, we can say that they solve different tasks and develop children's independent abilities for psychoregulation, correction of emotional deformations, discharge and loading of the spiritual world.
Copyright (c) 2023 Lusine Hayrapetyan https://creativecommons.org/licenses/by-nc/4.0
SUBJECT-TO-SUBJECT INTERACTION IN THE EDUCATION PROCESS AS THE BASIS OF TRAINING FUTURE PROFESSIONALS TO INTERCULTURAL COMMUNICATION
Short introduction. The processes of transformation and globalisation taking place in modern society increase the need for establishing a productive professional interaction of specialists both with domestic colleagues and with foreigners, regardless of the direction of their preparation. Thus, the problems arising before a specialist in the course of fulfilment of their functional responsibilities are not relating only to a professional nature. They are, as a rule, much more extensive and associated with the need for quality, productive interaction in conditions of intercultural communication. Thus, nowadays society needs highly skilled specialists who possess not only special professional knowledge, skills and abilities, but also professional and personal skills and qualities promoting more profound mastery of various types of activities (educational, cognitive, professional). In this context, it is important to note the necessity of such skills, abilities and qualities as: positive, tolerant attitude towards people; listening skills; the ability to understand others and empathize with others; the ability to assess the situation in a diverse way, predicting its possible consequences in advance; the ability to predict and prevent different conflict situations and as necessary to solve them quickly and mobile; the ability to assume responsibility and initiative in solving tasks, showing creativity, ingenuity, inventiveness , making constructive decisions; the ability to establish interrelationships, to cooperate; the desire for self-improvement. All of these skills, abilities and qualities are essential in the course of developing the subject-to-subject interaction, including interaction with a foreign partner, which gives the opportunity for achieving the most effective result during communication, in particular, intercultural. The research problem. Today, an essential complex task raising before a teacher of higher education establishment is to help a student developing his/her own potential, taking into account individual needs, interests, abilities, inclinations and, at the same time, in order to effective cooperation, including with foreign colleagues, to teach a student tolerance and respect for thoughts, views and traditions of other people, based on mutual recognition, independence and creative cooperation. Indeed, this task is not possible without creating an effective pedagogical interaction of educational process participants based on trust, respect, collaboration and dialogue, in other words, without realizing the subject-to-subject interaction among a teacher and students in the process of their joint activity and direct communication, which will promote their professional development in conditions of intercultural communication. Analysis of current research and publications related to the problem. Yu. Babansky, A. Brushlinsky, K. Karpinsky, V. Kremen, H. Meshko, S. Rubinshteyn, V. Slobodchikov, H. Tome, R. Motshnih-Pitrik have made an essential contribution to the study of key issues related to the organisation of subject-to-subject interaction. Many scholars have dedicated their own research to the issue of intercultural communication, in particular: M. Bakhtin, F. Batsevich, E. T. Hall, R. Grishkova, T. Novinger, I. Piller, E. Porter Richard, O. Sadokhin, S. Ting-Toomey. However, the problem of subject-to-subject interaction in the educational process and the analysis of its role in specialist’s professional formation in conditions of intercultural communication have not received the necessary attention. The research purpose conducted within the framework of the article is to study the subject-to-subject interaction in the educational process as the basis for preparing a future specialist for intercultural communication.
Copyright (c) 2019 https://creativecommons.org/licenses/by-nc/4.0