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.
Submit your original educational research for Issue No. 2 (2026) of "Education in the 21st Century". Manuscripts formatted according to APA 7th standards are accepted until September 30, 2026.
Read more about Call for Papers: "Education in the 21st Century" (No. 2, 2026)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.
Bermus, A. G. (2024). K probleme stanovleniya teorii soderzhaniya nepreryvnogo obrazovaniya [On the problem of the formation of the theory of the content of continuous education]. Nepreryvnoe Obrazovanie: XXI Vek, 46(2), 12–25. https://doi.org/10.15393/j5.art.2024.9123
Bermus, A. G., Serikov, V. V., & Altynikova, N. V. (2021). Soderzhanie pedagogicheskogo obrazovaniya v sovremennom mire: vyzovy i vektory transformacii [The content of pedagogical education in the modern world: challenges and vectors of transformation]. Vestnik Rossiiskogo Universiteta Druzhby Narodov. Seriya: Psihologiya i Pedagogika, 18(4), 615–630. https://doi.org/10.22363/2313-1683-2021-18-4-615-630
Binda, J. M. W. (2026). A preservação do patrimônio cultural imaterial: Uma revisão bibliográfica sobre dispositivos culturais e a memória collective [The preservation of intangible cultural heritage: A bibliographical review of cultural devices and collective memory]. Revista Brasileira de Preservação Digital, 7, Article e026002. https://doi.org/10.12345/rbpd.v7.e026002
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Shalygina, I. V., & Shabalin, Yu. E. (2017). Gumanitarnyy potentsial teorii soderzhaniya obshchego srednego obrazovaniya I. Ya. Lerнера, M. N. Skatkina i V. V. Kraevskogo [The humanitarian potential of the theory of general secondary education content by I. Ya. Lerner, M. N. Skatkin, and V. V. Kraevsky]. Otechestvennaya i Zarubezhnaya Pedagogika, 1(3), 55–64.
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Tutundzhyan, O. M. (1980). Voprosy detskoy psikhologii [Issues of child psychology]. Yerevan University Press.
Ukaz Prezidenta RF ot 09.11.2022 №809 «Ob utverzhdenii Osnov gosudarstvennoy politiki po sokhraneniyu i ukrepleniyu traditsionnykh rossiyskikh dukhovno-nravstvennykh tsennostey» [Decree of the President of the Russian Federation No. 809 “On approval of the Fundamentals of state policy for the preservation and strengthening of traditional Russian spiritual and moral values”]. (2022).
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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