About the Journal

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.

Announcements

INFORMATION LETTER

2026-03-05

Dear Colleague,

The international bilingual peer-reviewed scientific-methodological journal Education in the 21st Century is entering a new phase of strategic development, aiming to be included in prestigious global scientometric databases (such as Scopus) in the near future. To ensure the international visibility of our authors' research, we have fundamentally modernized the journal's editorial policy.

Publish your research on a global stage! The "Education in the 21st Century" journal is upgrading its standards with the goal of Scopus indexing. Submit your high-impact manuscript by March 30, 2026.

 

Read more about INFORMATION LETTER

Current Issue

Vol. 7 No. 2 (2025): "EDUCATION IN THE 21ST CENTURY" INTERNATIONAL SCIENTIFIC-METHODICAL PEER-REVIEWED JOURNAL
View Vol. 7 No. 2 (2025): "EDUCATION IN THE 21ST CENTURY" INTERNATIONAL SCIENTIFIC-METHODICAL PEER-REVIEWED JOURNAL
DOI: https://doi.org/10.46991/educ-21st-century.v7.i2
Published: 2025-12-24

Full Issue

Theory of pedagogy

  • Theory of pedagogy

    BULLYING AS AN OBSTACLE TO PERSONALITY SOCIALIZATION AND IDENTITY FORMATION IN HIGH SCHOOL

    Armenuhi Ashikyan, Arevik Ghazaryan
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    Abstract

    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.

    References

    1. Amartikian, Armenia lagging in addressing school bullying, Jamnews in English, Jan. 17, 2022. https://jam-news.net/armenia-lagging-in-addressing-school-bullying/ “OlWeus Bullying Prevention Programme - Foundations,” Foundations. https://foundations.org.uk/¬toolkit/-guidebook/¬olweus-bullying-prevention-programme/.

    2. Aleksandrovna A.E. and Borisovich B.A., BULLING V SHKOLE KAK KRIMINOLOGIChESKAYA PROBLEMA i UGROZA BEZOPASNOSTI DETEJ, KiberLeninka, 2019. https://cyberleninka.ru/article/n/bulling-v-shkole-kak-kriminologicheskaya-problema-i-ugroza-bezopasnosti-detey . (in Russian)

    3. Bochaver A.A. and Khlomov K.D., Kiberbulling: travlya v prostranstve sovremennykh tekhnologiy, Psikhologiya. Zhurnal Vysshey Shkoly Ekonomiki, vol. 11, no. 3, 2007, pp. 177–191. (in Russian)

    4. Borisova L.G. and Dakhin A.N., Monitoring shkol'nykh konfliktov: prichiny, vyvody, rekomendatsii, Pedagogicheskie Tekhnologii, no. 1, 2005, pp. 57–72. (in Russian)

    5. Dakhin A.N., Bulling v shkole i ne tol’ko…, Sibirskiy Pedagogicheskiy Zhurnal, no. 6, 2015, pp. 208–214. (in Russian)

    6. Novikova M.A. and Rean A.A., Vliyanie shkol’nogo klimata na vozniknovenie travli: otechestvennyy i zarubezhnyy opyt issledovaniya, Voprosy obrazovaniya / Educational Studies Moscow, no. 2, 2019, pp. 78–89. (in Russian)

    7. Novikova M., Rean A., and Konovalov I., Bulling v rossiyskikh shkolakh: opyt diagnostiki rasprostranennosti, polovozrastnykh osobennostey i svyazi so shkol’nym klimatom, Voprosy obrazovaniya. Educational Studies Moscow, no. 3, 2021, pp. 62–90. (in Russian)

    8. Ishak M.S., Sarkowi A., Ahmi A., Abdulrauf-Salau A., and Memon S., Global Research Trends in School Bullying: A Bibliometric analysis, Journal of Educational and Social Research, vol. 13, no. 1, Jan., 2023, p. 91, doi: 10.36941/jesr-2023-0009

    9. Kärnä A., Voeten M., Little T.D., Alanen E., Poskiparta E., and Salmivalli C., Effectiveness of the KIVA Antibullying Program: Grades 1–3 and 7–9, Journal of Educational Psychology, vol. 105, no. 2, Oct., 2012, pp. 535–551, doi: 10.1037/a0030417.

    10. Bullying, Youth Violence Prevention, Oct. 28, 2024. https://www.cdc.gov/youth-violence/about/about-bullying.html

    11. Home | RPPC - Hanrapetakan mankavarzhahogebakan kentron, Last visit: August 31, 2025, https://hmk.am/en/home-en/

    12. OlWeus Bullying Prevention Programme - Foundations, Foundations. https://foundations.org.uk/toolkit/guidebook/olweus-bullying-prevention-programme/

    13. PREVNet, Types of bullying - PREVNet, PREVNet, Jul. 05, 2024. https://www.prevnet.ca/bullying/types-of-bullying/

  • Theory of pedagogy

    THE ROLE AND IMPACT OF GLOBALIZATION IN THE EDUCATIONAL-UPBRINGING PROCESS

    Gagik Eminyan
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    Abstract

    Globalization, which is transforming the world into a unified system through economic, cultural, political, and social dimensions, significantly influences the processes of education and upbringing. These include not only issues of the revision of curricula and the change in teaching methods, but also the ones related to public thinking, cultural expression, and social cohesion. The impact of globalization on the educational-upbringing process becomes particularly evident as the interaction and exchange of diverse cultures and values can lead to the loss or transformation of cultural identity and national values. This article presents findings from a study focused on the impact of globalization on the organization of educational-upbringing processes in public educational institutions—particularly in the context of national identity, cultural values, and the transformation of pedagogical methods. It explores how teachers perceive globalization, how they respond to the associated challenges, and what changes they observe in their professional activities. The article is based on survey results collected from teachers working in public schools.

    The relevance of this research stems from ongoing changes in the field of education, the development and integration of educational technologies, and growing concerns regarding the preservation of national identity. The scientific novelty of the article lies in its historical and comparative analysis of globalization, supported by data gathered through surveys conducted among teachers. The article discusses both theoretical and practical approaches that can help preserve national identity while effectively responding to global educational trends.

    The analysis reveals that a significant number of teachers perceive globalization as a threat to national identity, yet at the same time recognize its positive contributions to technological, scientific, and professional advancement. The article proposes a combined approach that emphasizes the preservation of cultural identity, modernization of educational methods, and continuous professional development of teachers in response to global challenges.

    References

    1. Asatryan V.M. Pilisopayiutyan neratsutyun (usumnakan dzernark), Yerevan, Noyan Tapan, 2004, 220 ej.

    2. Harutyunyan N.K. ev urishner, Mankavarjakan barraran, Zangak, 2018, 248 ej.

    3. Khachatryan R., Hovhannisyan S., Sargsyan K., Hovsepyan A., Karravarchakan hmtutyunner, Usumnamethodakan dzernark, Yerevan, 2020, 276 ej.

    4. Avdeev N.F. Vysshaya shkola v usloviyakh globalizatsii: uchebnoe posobie, Moskva: MGIU, 2011, 578 p.

    5. Grinina L.E. i drugie, Universal'naya i global'naya istoriya: Evolyutsiya vselennoi, zemli, zhizni i obshchestva, Volgograd, 2012, 688 p.

    6. Globalization and Education, Joint Working Group, Vatican City, 2006, 290 p.

    7. https://moluch.ru/archive/531/117008 (ditvel e 22.07.2025 t.)

    8. https://gohargabrielyan.wordpress.com/2017/01/30/globalizacia-hamahayagum (ditvel e 22.07.2025 t.)

  • Theory of pedagogy

    RETHINKING 21ST-CENTURY PEDAGOGY: FROM KNOWLEDGE TRANSMISSION TO CULTURAL ENVIRONMENT FORMATION

    Tigranuhi Hakobyan
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    Abstract

    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.

    References

    1. Vygotsky L.S., Myshlenie i rechʹ. Moskva: Gosudarstvennoe sotsialʹno-ekonomicheskoe izdatelʹstvo, 1934, 324 s. (in Russian)

    2. Fedotova M.V., Pedagogicheskaya psikhologiya: intuitsiya i kreativnostʹ v obrazovanii. Moskva: Izd-vo MGU, 2010, 284 s. (in Russian)

    3. Biesta G., Good education in an age of measurement: Ethics, politics, democracy. Boulder: Paradigm Publishers, 2010, 147 p.

    4. Elkins J., Art and education: Methods and philosophies. London: Routledge, 2003, 212 p.

    5. Fromm E., Man for himself: An inquiry into the psychology of ethics. New York: Rinehart, 1947, 254 p.

    6. Habermas J., The theory of communicative action. Vol. 1. Boston: Beacon Press, 1981, 465 p.

    7. Kabat-Zinn J., Wherever you go, there you are: Mindfulness meditation in everyday life. New York: Hyperion, 1994, 278 p.

    8. Maslow, A. H., A theory of human motivation. Psychological Review, 1943, 50(4), pp. 370–396.

    9. Robinson, K., Out of our minds: Learning to be creative. Capstone, 2011, 326 p.

    10. Stolz S., Webster C., Measuring in education: Philosophical investigations of justice and democracy within and beyond cultures of measurement. London: Routledge, 2020, 208 p.

  • Theory of pedagogy

    THE ROLE OF THE EDUCATIONAL INSTITUTION IN THE COMPETITIVE GROWTH OF THE COUNTRY

    Natallia Chetyrboсk
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    Abstract

    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.

    References

    1. Markov A.V., Funkcionalnye innovacii v vysshej shkole. Integracionnyj aspect. A.V. Markov. Ekonomika, pravo i problemy upravleniya: sb. nauch. trudov № 9. Mn.: UO «Chastnyj institut upravleniya i predprinimatelstva», 2019, S. 110-117. (in Russian)

    2. Markov A.V., Proizvodstvenno-obrazovatelnye klastery v Belarusi. A.V. Markov. Aktualnye problemy biznes-obrazovaniya: materialy XIV Mezhdunarodnoj nauchno-prakticheskoj konferencii. Minsk, 16-17 aprelya 2015 g.. Institut biznesa i menedzhmenta tehnologij BGU, 2015 g., S. 162-167. (in Russian)

    3. Markov A.V., Metody upravleniya innovacionnoj deyatelnostyu na predpriyatii: ucheb. pos. A.V. Markov, Mn.: Kolorgrad, 2020, 102 s. (in Russian)

    4. Chetyrbok N.P., Konkurentosposobnost i konkurentnyj rost nacionalnoj ekonomiki: funkcionalnaya sushnost i soderzhanie ponyatij. NP Chetyrbok. Ekonomika Belarusi: rost, innovacii, bezopasnost: materialy Mezhdunarodnoj nauchno-prakticheskoj konferencii, Minsk, 15 maya 2025 g.. Ministerstvo obrazovaniya Respubliki Belarus, Belorusskij gosudarstvennyj ekonomicheskij universitet;[redakcionnaya kollegiya: AA Bykov (otvetstvennyj redaktor) i dr.], Minsk, BGUIR, 2025, S. 122-124. (in Russian)

    5. Acemoglu D., Johnson, S., & Robinson J.A., The colonial origins of comparative development: An empirical investigation. American Economic Review, 91(5), 2001, 1369-1401

    6. Danielsson U., The third generation university as a driver of regional innovation systems. European Planning Studies, 10(6), 2002, 737-755.

    7. Feldman M.P., & Francis J.B. Universities as engines of technological change: Evidence from Silicon Valley. Research Policy, 33(6-7), 2004, 977-988.

    8. File:///C:/Users/A4F7~1/AppData/Local/Temp/otkrytoe-obrazovatel-noe-prostranstvo-vuza-v-kontekste-mezhdunarodnoy-konvergentsii.pdf.

    9. Forum on the Impact of Open Courseware for Higher Education in Developing Countries. Final report. UNESCO, Paris, 2002.

    10. Habermas J., Theorie des kommunikativen Handelns. Suhrkamp Verlag. Vol. 1, 1981.

    11. Hansen E., & McNabb D.W., Education and economic growth. Kluwer Academic Publishers. 2003.

    12. Lucas Jr R.E., On the mechanics of economic development. Journal of Monetary Economics, 22(1), 1988, 3-42.

    13. Mellard J.P., & Salammbó J.M., Human capital and competitiveness in Europe. Economic Policy, 16(33), 2001, 345-384.

    14. Pritchett L., Does learning to read increase wages? Journal of Development Economics, 80(1), 2006, 75-99.

    15. https://soability.com/the-global-sustainable-competitiveness-index.

Teaching and upbringing

  • Teaching and upbringing

    CHARACTERISTICS OF GREEN EDUCATION

    Meri Hovhannisyan
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    Abstract

    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.

    References

    1. Hovhannisyan A., Harutyunyan K., Khrimyan M., Khachatryan S., Bayatyan N., Aleksanyan L., Purukuru V., Hamagortsakcayin usucum, Yerevan, 2006, ej 29-30. (in Armenian)

    2. Y cordineytid risyrch yjenda for neychr-beysd lyrning, Hay-qvolyti autdor lyrn, 2022, ej. 29-46.

    3. Grosek G., Tiru L.G., Bran R.A., Ejukeyshyn for systeinybl divilopment: evolushyn ynd perspektivs: y biblwmetrik rivyu of risyrch, 1992-2018, Systeyn. 11 (21), 2019, p. 6136.

    4. Kopnina H., Ejukeyshyn for systeinybl divilopment (ESD): dy tyrn yvey from ‘invayrmynt’ in invayrmyntyl ejukeyshyn?, invayryn Eduk Res, 18 (5), 2012, pp. 699-717.

    5. Schmak R.A., Schmak P.A., Grup procesis in dy qlasrum, USA, Orejyn, 2000, 11-16, pp. 37-38.

    6. Varela-Candamio L., Novo-Corti I., García-Alvarez M.T., Dy inportans of invajrmyntyl in dy ejukeyshyn in dy diterminants of grin biheivr: y meta-analizis yproych C. Jordan, L. Chavla,. J Clin Prod, 170, Jan. 2018, pp. 1565-1578.

  • Teaching and upbringing

    FOLKLORE FIELDWORK AT THE FACULTY OF ARMENIAN PHILOLOGY, YSU: METHODOLOGICAL GUIDELINES

    Nvard Vardanyan
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    Abstract

    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.

     

    References

    1. Arts’akhyan avandazruyts’neri k’artezagrvats shtemaran (2024-2025)․ https://artsakh-25.github.io/contact.html (in Armenian)

    2. Harut’yunyan S., Banagitakan aknarkner, Yerevan, Gitut’yun, 2010. (in Armenian)

    3. Haykakan zhoghovrdakan hek’iat’ner (kazm., N.A.Hakobyan, A.S.Sahakyan, khmb., M.Ye.Asatryan), Yerevan, YePH hrat., 1980. (in Armenian)

    4. Khalat’eants’ Gr., Tsragir hay azgarut’ean yev azgayin iravabanakan sovorut’iwnneri, Moskua, Dzularan yev tparan O.O. Herbek, 1887. (in Armenian)

    5. Nahapetyan R.R., Hay azgagrut’yan patmut’yun (18-rd d. Yerkrord kesits’ minch’ev mer orery), usumnakan dzerrnark, Yerevan, YePH hrat., 2023. (in Armenian)

    6. Shushi. mtak’artezner (khmbagir` Tigran Amiryan), Yerevan, CSN LAB, 2021. (in Armenian)

    7. Vardanyan N.KH., Hay banagitut’yan avandakan motets’umner yev ardi martahraverner: hamats’ants’ayin banahyusut’yan usumnasirman anhrazheshtut’yan shurj. Hay banasirut’yan herrankarner, Los-Anjeles-Yerevan, AMN Arevmtyan t’em, 2025, 172-186. (in Armenian)

    8. Merkur'yeva Ye.S., Denisova Ye.I., Sovremennyye metody ekspeditsionnoy raboty. Obrabotka, sistematizatsiya i ispol'zovaniye fol'klorno-etnograficheskogo materiala v rabote s samodeyatel'nym fol'klornym kollektivom. Metodicheskiye rekomendatsii, Samara, GBUK «Agentstvo sotsiokul'turnykh tekhnologiy», 2019. (in Russian)

    9. Vaskul A.I., Komelina N.G., Polevaya fol'kloristika. Rabochaya programma uchebnoy distsipliny, Sankt-Peterburg, 2023, https://pushkinskijdom.ru/wp-content/uploads/2024/03/Polevaya-folkloristika.pdf (in Russian)

    10. Ursegova N.A., Metodika organizatsii fol'klornoy, ekspeditsii Uchebno-metodicheskoye posobiye dlya studentov ssuzov kul'tury i iskusstv, Novosibirsk: Novosibirskiy oblastnoy kolledzh kul'tury i iskusstv, 2014. (in Russian)

    11. Gilman L., Fenn J., Handbook for Folklore and Ethnomusicology Fieldwork, Indiana University Press, 2019.

    12. Jackson Bruce, Fielwork, University of Illinois Press, Urbana and Chicago, 1987.

  • Teaching and upbringing

    CHEMISTRY FOR ALL: PEDAGOGICAL STRATEGIES FOR ACCESSIBLE SCIENCE EDUCATION

    Luiza Vardanyan
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    Abstract

    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.

    References

    1. Tikhonova N.V., Populyarizatciya khimicheskikh znanij kak sredstvo formirovaniya interesa k predmetu v shkole. Pedagogicheskoe obrazovanie v Rossii, №4, 2020, s. 112–118. (in Russian)

    2. American Chemical Society. Chemistry in Context: Applying Chemistry to Society. 9th ed. New York: McGraw-Hill, 2018.

    3. Bybee R., Scientific Literacy and the 21st Century. Science Education, 94(3), 2010, 561–568.

    4. Campbell B., Lubben F., Salters Advanced Chemistry: A Contextual Approach. International Journal of Science Education, 22(7), 2000, 701–719.

    5. Childs P.E., Hayes S.M., O’Dwyer A., Chemistry and everyday life: relevance and interest in chemistry education. Chemistry Education Research and Practice. Vol. 16, 2015, p. 391–402.

    6. De Jong O., Talanquer V., Why is learning chemistry so difficult? In: Best Practices in Chemistry Education. Washington, DC: ACS, 2015, p. 7–28.

    7. Hofstein A., Lunetta V.N., The laboratory in science education: Foundations for the twenty-first century. Science Education, 88(1), 2004, 28–54.

    8. Holbrook J., Rannikmäe M., The nature of science education for enhancing scientific literacy. International Journal of Science Education, 29(11), 2007, 1347–1362.

    9. Osborne J., Dillon J., Science Education in Europe: Critical Reflections. London: Nuffield Foundation, 2008.

    Wu H.K., Shah P., Exploring visuospatial thinking in chemistry learning. Science Education, 88(3), 2004, 465–492.

  • Teaching and upbringing

    THE SUBJECT "FUNDAMENTALS OF CONDUCTING RESEARCH ACTIVITIES IN THE PROFESSIONAL FIELD" AS AN IMPORTANT MEANS OF FORMING RESEARCH SKILLS OF UNDERGRADUATE STUDENTS

    Ruzanna Mardoyan, Lusik Ghukasyan
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    Abstract

    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. 

    References

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    2. Hovhannisyan A., Mankavarzhakan voronoghakan hetazotakan gortsuneutyuny bardzraguyn usumnakan hastatutyunum, Krtutyuny 21-rd darum, Tiv 2 (2), Yer., 2019, ej 13-24. (in Armenian)

    3. Aktivniye i interaktivniye metody obucheniya, Uchebnoe posobie. Pod red. V.I. Grebenyukova, Nizhnevartovsk, izd-vo Nizhnevart. gos. un-ta, 2014, 155 s. (in Russian)

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    5. Innovatsionniye protsessi v obrazovanii, Uchebno-metodicheskoe posobie dlya magistrov, bakalavrov, studentov ochnogo i zaochnogo otdeleniy, slushateley programm dopolnitelnogo obrazovaniya pedagogicheskogo universiteta. Stenyakova N.E., Penza, Penzenskiy gosudarstvenniy universitet, 2013, 98 s. (in Russian)

    6. Kraevskiy V.V., Metodologiya pedagogiki: noviy etap, ucheb. posobie dlya stud. vissh. ucheb. Zavedeniy, V.V. Kraevskiy, E.V. Berezhnova, M., Izdatelskiy tsentr Akademiya, 2006, 400 s. (in Russian)

    7. Obraztsov P.I., Metodologiya pedagogicheskogo issledovaniya, uchebnik dlya vuzov. P.I. Obraztsov, 2-e izd., ispr. i dop., M., Izdatelstvo Yurayt, 2025, 156 s. (in Russian)

    8. Popkov V.A., Korzhuev A.V., Teoriya i praktika visshego professionalnogo obrazovaniya, ucheb. posobie dlya sistemi dopolnitelnogo pedagogicheskogo obrazovaniya, M., Akademicheskiy Proyekt, 2004, 432 s. (in Russian)

    9. Slastyonin V.A. i dr., Pedagogika, ucheb. posobie dlya stud. vissh. ped. ucheb. Zavedeniy, V.A. Slastyonin, I.F. Isaev, E.N. Shiyanov, pod red. V.A. Slastyonina, 2-e izd., stereotip, M., Izdatelskiy tsentr Akademiya, 2003, 576 s. (in Russian)

    10. Taubaeva Sh.T., Bulatbaeva A.A., Metodologiya i metody pedagogicheskogo issledovaniya, uchebnoe posobie, Sh. Taubaeva, A.A. Bulatbaeva, Almati, Kazak universitet, 2020, 214 s. (in Russian)

  • Teaching and upbringing

    CONVERGENT AND DIVERGENT THINKING IN EDUCATION: INTEGRATIVE DEVELOPMENT OF SPEECH ACTIVITY

    Koryun Ohanyan
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    Abstract

    This article provides an in-depth analysis of the nature of convergent and divergent thinking as two complementary types of cognitive activity, which are of fundamental importance for the comprehensive development of students’ speech skills. The aim of the study is to theoretically substantiate and develop methodological approaches for the integrated development of these types of thinking. The object of the study is the process of comprehensive speech activity development, and the subject is the methodological conditions and approaches to the development of convergent and divergent thinking that contribute to this process. Special attention is paid to written speech as the highest form of cognitive and linguistic activity. To achieve the goal, methods of theoretical analysis, synthesis, generalization, and modeling were applied. Based on the analysis of classical and modern theories of intelligence and thinking (Guilford, Sternberg, Piaget, Vygotsky, de Bono, Dewey), scientifically grounded methodological approaches and practical exercises are proposed for the integrated development of both types of thinking in the process of language and speech instruction. The practical significance of the work lies in the possibility of using the developed approaches to foster cognitive flexibility, speech productivity in students, as well as to cultivate literate, creatively thinking, and adaptive individuals capable of active participation in a democratic society.

    The relevance of the research lies in the urgent need to develop students’ cognitive flexibility and speech productivity within a modern, information-rich and rapidly changing educational environment.

    The scientific novelty of the article lies in a comprehensive approach to analyzing the interaction of thinking types and forms of speech activity, as well as in the author’s development of the method “Two-Stage Writing: Idea – Structure – Transformation” (IST), aimed at the systematic enhancement of both divergent and convergent skills in the process of text generation. The article emphasizes the importance of forming not only literate but also creatively thinking, adaptable individuals capable of active participation in a democratic society.

    References

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  • Teaching and upbringing

    LET’S TALK ABOUT A REVISED RACE-BASED CURRICULUM

    Bill Boyle, Marie Charles
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    Abstract

    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)

    References

    1. Boyle B. & Charles M., Redefining assessment: the struggle to ensure a balance between accountability and comparability based on a ‘testocracy’ and the development of humanistic individuals through assessment. Special issue: CADMO: An International Journal of Educational Research Vol 19 (1), 2011, p.55-65.

    2. Boyle B. & Charles M., Formative assessment for Teaching & Learning, SAGE, 2013.

    3. Boyle B. & Charles M., How can only 18 Black teachers in Liverpool represent a diverse teaching workforce? A critical narrative. Journal of Inclusive Education, Vol 20 [8], 2016, p. 871-888. DOI:10.1080/13603116.2015.1119893

    4. Boyle B. & Charles M., Curriculum Development SAGE, 2016.

    5. Charles M. & Boyle B., Using Multiliteracies & Multimodalities to Support Young Children’s Learning SAGE, 2014.

    6. Charles M., Effective Teaching and Learning: Decolonizing the Curriculum. Journal Black Studies, vol 50 (8), 2019, pp. 731-767.

    7. Charles M. & Boyle B., Decolonising the Curriculum through Theory & Practice: Pathways to Empowerment for Children, Parents & Teachers. McKelly Books, Liverpool, 2020.

    8. Charles M. & Boyle B., Decolonizing the curriculum: Who were the Ancient Europeans ?, Journal of Black Studies, Vol 53 (8), 2022, pp.796-823. https://doi.org/10.1177/00219347221120283

    9. Akua C., Education for Transformation: The Keys to Releasing the Genius of African American Students. Imani Enterprises, Atlanta, USA, 2012.

    10. Alexander R.J., Policy and Practice in Primary Education: Local Initiative, National Agenda, London, Routledge, 1997.

    11. Alexander R.J., Still no pedagogy? Principle, pragmatism, and compliance in Primary Education, Cambridge Journal of Education, 34 (1), 2004, p.7-33.

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    15. Allen T., The Invention of the White Race, Vol: RACIAL Oppression and Social Control. Verso, London, 1994, 2012.

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    17. Bomani-Baruti M.K., To educate a people. Thoughts from the Centre. Akoben House, 2019.

    18. Carroll K.K., African Studies and Research Methodology: Revisiting the Centrality of the AfrikanWorldview, Journal of Pan African Studies, vol, 2 (2), March, 2008, pp. 4-27.

    19. Callwell C., Small Wars, in Purri (2020), 1896.

    20. Clarke J.H., African People in World History, Black Classic Press, Baltimore, USA, 1993.

    21. Dahmer D., Bootstrap Myth Exposed: White Inheritance Key Driver in Racial Wealth Gap., 2017. http://www.channel3000.com

    22. Dickinson E., Liverpool City Region Education Department email to author 31 October, 2022.

    23. Du Bois., W.E.B. The Philadelphia Negro. A Social Study, Schocken Books, New York, USA, 1903.

    24. Dumas M.J., Against the Dark: Anti-blackness in Education Policy and Discourse. Theory Into Practice, 55, 2016, pp. 11-19.

    25. Dziubian C., Graham C.R., Moskal P.D., Norberg A. & Sicilia N., Blended Learning: the new normal & emerging technologies, International Journal of Educational Technology in Higher Education, Vol 15, 2018, p.1-16. https://doi.org/10.1186/s41239-017-0087-5

    26. Freire P., Education For Critical Consciousness. Bloomsbury Academic, New York, 2021.

    27. Freire P., Pedagogy of the Oppressed, Penguin Books, London, 1970.

    28. Gato J.T., Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling, New Society Publishers, Canada, 2017.

    29. Godfrey E., Santos C.E. & Burson E., For Better or Worse? System-Justifying Beliefs in Sixth-Grade Predict Trajectories of Self-Esteem and Behaviour Across Early Adolescence. Child Development, 2017, pp.1-16. DOI: 10.1111/cdev.12854

    30. Guinier L., The Supreme Court, 2002 Term: Comment: Admissions Rituals as Political Acts: Guardians at the Gates of our Democratic Ideals. Harvard Law Review, 117 (1), 2003.

    31. Guinier L., State of the Black Union 2009. Public Address at the Western Kentucky University, 24th February, The Western Kentucky University, February, 2009.

    32. Haberman M., The Pedagogy of Poverty versus Good Teaching. Phi Delta Kappan, 73, 1991, pp. 1-11.

    33. Haberman M., The Pedagogy of Poverty versus Good Teaching. Phi Delta Kappan, Vol 92 (2), 2010, pp. 1-8.

    34. Hansard, UK House of Commons, vol 526, col 970, 13 April, 1954.

    35. John G., Taking a Stand: Gus John speaks on education, race, social action and civil unrest 1980-2005, Manchester, UK, The Gus John Partnership, 2006.

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    37. Kambon O.O., The Danger of a Single Story, 2019. http://www.youtube.com

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    41. Mazama A., The Afrocentric Paradigm, Africa World Press, 2003.

    42. Mirzoeff N., Empty the Museum, Decolonize the Curriculum, Open Theory, The Nordic Journal of Aesthetics, no 5 (53), 2017, pp. 6-22.

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    46. Oliver M. & Shapiro T., Black Wealth/White Wealth: A New Perspective on Racial Inequality. Taylor & Francis, 2006.

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    49. Proctor, ‘Tone-deaf’ ministers reject BAME review of English curriculum, 30th July, 2020. https://www.thegurdian.com

    50. Puri S., The Great Imperial Hangover: How Empires Have Shaped The World, Atlantic, London, 2020.

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  • Teaching and upbringing

    METHODOLOGICAL AND THEORETICAL FUNDAMENTALS OF FORMATION OF OFFICER PROFESSIONAL CULTURE AS A TOPICAL PROBLEM OF MILITARY PROFESSIONAL TRAINING

    Olga Marchenko, Olena Zelenskaya
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    Abstract

    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.

    References

    1. Bizhan I.V., Problema ta shliakhy udoskonalennia profesionalizatsii viiskovykh fakhivtsiv [The problem and ways of improving the professionalization of military specialists], Nauka i oborona, 4, 2000, 24-28. (in Ukrainian)

    2. Iahupov V.V., Viiskovo-sotsialne seredovyshche ta yoho funktsii [Military and social environment and its functions], National University of Defense of Ukraine, Kyiv, 2 (13), 2006. 3-13. (in Ukrainian)

    3. Kalynovskyi Yu.Yu., Pavlichenko O.O., Aksiolohichna bezpeka osobystosti v umovakh informatsiinoi viiny [Axiological security of the individual in the conditions of information war], Modern war: humanitarian aspect, Kharkiv, KhNUPS, May 31–June 1, 2018, 31-33. (in Ukrainian)

    4. Khodan O.L., Kryterii i pokaznyky sformovanosti korporatyvnoi kultury maibutnikh ofitseriv: rezultaty doslidzhennia [Criteria and indicators of the formation of corporate culture of future officers: research results], Naukovi zapysky Ternopilskoho natsionalnoho pedahohichnoho universytetu imeni Volodymyra Hnatiuka, 1, 2010, 75-81. (in Ukrainian)

    5. Lihotskyi A.O., Osnovni zasady pobudovy navchalnoho protsesu vyshchoho viiskovoho navchalnoho zakladu z oriientatsiieiu na uperedzhene formuvannia profesiinykh kompetentsii vypusknykiv [The main principles of building the educational process of a higher military educational institution with a focus on the biased formation of professional competencies of graduates], Visnyk Natsionalnoi akademii Derzhavnoi prykordonnoi sluzhby Ukrainy, 1, 2011, 61-71. (in Ukrainian)

    6. Marchenko O., Role of educational environment in formation of professional competence of future military specialists, Modern education: philosophy, innovations and experience, 2 (16), 2016, 47-51.

    7. Neshchadym M.I., Viiskova osvita Ukrainy: istoriia, teoriia, metodolohiia, praktyka [Military education of Ukraine: history, theory, methodology, practice], Kyiv University, Kyiv, 2003. (in Ukrainian)

    8. Rushchenko I.P., “Klasychni” i “hibrydni” viiny: porivnialnyi analiz [“Classic” and “hybrid” wars: a comparative analysis], Modern war: humanitarian aspect, Kharkiv, KhNUPS, May 31–June 1, 2018, 26-30. (in Ukrainian)

    9. Shcheholeva T., Profesiina kultura maibutnikh ofitseriv-prykordonnykiv yak pedahohichna problema [Professional culture of future border guards as a pedagogical problem], Naukovi zapysky Ternopoliskoho natsionalnoho pedahohichnoho universytetu. Seriia: pedahohika, 9. 2006, 46-50. (in Ukrainian)

    10. Shumovetska S., Tekhnolohiia formuvannia profesiinoi kultury ofitseriv-prykordonnykiv u vyshchomu viiskovomu navchalnomu zakladi: rezultaty eksperymentu [The technology of forming the professional culture of border guard officers in a higher military educational institutions: the results of an experiment], Naukovi zapysky Ternopilskoho natsionalnoho pedahohichnoho universytetu imeni Volodymyra Hnatiuka, 2, 2019, 118-124. (in Ukrainian)

    11. Trebin M.P., Zakony i pryntsypy informatsiino-psykholohichnoho protyborstva yak skladovoi «hibrydnoi» viiny [Laws and principles of informational and psychological warfare as a component of “hybrid” warfare], Modern war: humanitarian aspect, Kharkiv, KhNUPS, May 31–June 1, 2018, 20-26. (in Ukrainian)

    12. Tsarenko V.I., Khoma V.O. and Miroshnichenko V.I., Profesiina kultura prykordonnyka [Professional culture of a border guard], National Academy of the State Border Service of Ukraine named after Khmelnitsky, Khmelnitsky, 2006. (in Ukrainian)

  • Teaching and upbringing

    REFLECTING ON PEDAGOGY: TEACHING AND LEARNING IN AN ARMENIAN UNDERGRADUATE CLASSROOM

    Yeprem Mehranian
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    Abstract

    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.

    References

    1. Conley D.T., Breadth vs. depth: The deeper learning dilemma, Education Week, October 20, 2015. https://www.edweek.org/education/opinion-breadth-vs-depth-the-deeper-learning-dilemma/2015/10

    2. Dewey J., My pedagogic creed. In E. F. Provenzo Jr. (Ed.), Critical issues in education: An anthology of readings, Sage Publications, 2006, p. 23.

    3. Freire P., Pedagogy of the oppressed (M.B. Ramos, Trans.). Continuum (Original work published 1970), 1983.

    4. Hooks B., Teaching to transgress: Education as the practice of freedom, Routledge, 1994.

    5. Karjanto N., Active participation and student journal in Confucian heritage culture mathematics classrooms. In K. Wijaya (Ed.), Proceedings of the International Conference on Mathematics, Geometry, Statistics, and Computation (IC-MaGeStiC 2021), Advances in computer science research, Atlantis Press, Vol. 96, 2022, pp. 89–91. https://arxiv.org/abs/1912.07837 https://doi.org/10.2991/acsr.k.220202.018

    6. Lave J., Situating learning in communities of practice. In L.B. Resnick, J.M. Levine, & S.D. Teasley (Eds.), Perspectives on socially shared cognition, American Psychological Association, 1991, pp. 63–82. https://doi.org/10.1037/10096-003

    7. Martin J.R., The schoolhome, Harvard University Press, 1992.

    8. Petersen C.I., Baepler P., Beitz A., Ching P., Gorman K.S., Neudauer C L., Rozaitis W., Walker J.D., & Wingert D., The tyranny of content: «Content coverage» as a barrier to evidence-based teaching approaches and ways to overcome it. CBE—Life Sciences Education, 19(2), 2020, Article ar 17. https://doi.org/10.1187/cbe.19-04-0079

  • Teaching and upbringing

    ASSESSING DIGITAL-HISTORICAL LITERACY AND CRITICAL THINKING AMONG HISTORY STUDENTS

    Lilit Mkrtchyan
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    Abstract

    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.

    References

    1. AHA, Digital Literacy – AHA, [Online]. Available: https://www.historians.org/resource/digital-literacy/ (Accessed: 23/12/2025)

    2. AHA (American Historical Association). Teaching Critical Thinking with Historical Methodology, Oct. 8, 2025, [Online]. Available: https://www.historians.org/perspectives-article/teaching-critical-thinking-with-historical-methodology/ (Accessed: 23/12/2025)

    3. Burgos-Videla C., Parada-Ulloa, M., & Martínez-Díaz J., Critical thinking in the classroom: the historical method and historical discourse as tools for teaching social studies. Frontiers in Sociology, Apr.10, 2025. doi:10.3389/fsoc.2025.1526437

    4. Callaway A., Analyzing Students' Historical Thinking Skills at Different Grade Levels (M.S. thesis). Eastern Illinois University, Charleston, IL, USA, 2020. [Online]. Available: https://thekeep.eiu.edu/theses/4840 (Accessed: 23/12/2025)

    5. Development and Validation of Digital Literacy Scale (DLS) and its Implication for Higher Education, Semantic Scholar. [Online]. Available: https://pdfs.semanticscholar.org/172b/5a58c52477b8adb5434a969946cc076b001f.pdf(Accessed: 23/12/2025)

    6. Drake F.D. & Brown S.D., A systematic approach to improve students’ historical thinking. The History Teacher, 36(4), Aug., 2003, 465. doi:10.2307/1555575 (Accessed: 23/12/2025)

    7. Harvard Catalyst, Mixed methods research. [Online]. Available: https://catalyst.harvard.edu/community-engagement/mmr/ (Accessed: 23/12/2025)

    8. Harvard University, A Brief Guide to Writing the History Paper. [Online]. Available: https://hwpi.harvard.edu/files/hwp/files/bgwriting_history.pdf (Accessed: 23/12/2025)

    9. Langholz B.D., Closing the Gap in American History Knowledge in K-12 Students (M.Ed. culminating experience project). Grand Valley State University, Allendale, MI, USA, 2025. [Online]. Available: https://scholarworks.gvsu.edu/gradprojects/547 (Accessed: 23/12/2025)

    10. Library Guides, Evaluating Resources and Misinformation: CRAAP test. [Online]. Available: https://guides.lib.uchicago.edu/c.php?g=1241077&p=9082343 (Accessed: 23/12/2025)

    11. National University (NU Editorial Contributors), What Is Qualitative vs. Quantitative Study? Sep. 16, 2025. [Online]. Available: https://www.nu.edu/blog/qualitative-vs-quantitative-study/ (Accessed: 23/12/2025)

    12. Oh S. S., Kim K.A., Kim M., Oh J., Chu S. H., & Choi J., Measurement of digital literacy among older adults: Systematic review. Journal of Medical Internet Research, 23(2), 2021. Jan. e26145. doi:10.2196/26145

    13. Scribbr, Mixed Methods Research. Definition, Guide & Examples. [Online]. Available: https://www.scribbr.com/methodology/mixed-methods-research/ (Accessed: 23/12/2025)

    14. Wilson K., Dudley D., Dutton J., Preval-Mann R., & Paulsen E., A systematic review of pedagogical interventions on the learning of historical literacy in schools. History Education Research Journal, 20(1), 9, 2023. doi:10.14324/HERJ.20.1.09

    15. YSU, Main issues in Armenian studies and historical education central to workshop discussion, Dec. 17, 2024. [Online]. Available: https://www.ysu.am/en/faculty/71/articles/73428 (Accessed: 23/12/2025)

  • Teaching and upbringing

    INTEGRATION OF SUSTAINABLE DEVELOPMENT CONCEPTS INTO UNIVERSITY SERVICE SPECIALTY CURRICULUM: AN ENGLISH LANGUAGE TEACHING PERSPECTIVE

    Nelly Nalbandyan
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    Abstract

    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.

    References

    1. Ali S., Green pedagogies in EFL: Promoting environmental literacy through language teaching. Journal of Language and Ecology, 4(1), 2022, 56-72.

    2. Bhusal D.R., English language teachers' perceptions on integrating environmental education. i-manager’s Journal on English Language Teaching, 11(3), 2021, p.11-19. DOI:10.26634/jelt.11.3.17696

    3. Brown H.D., 50 simple things you can do to teach environmental awareness and action in your English language classroom. The Language Teacher, 15 (8), 1991, 4–5.

    4. Cotton D.R.E., Teaching controversial environmental issues: Neutrality and balance in the reality of the classroom. Educational Research, 48 (2), 2006, 223–41.

    5. Dogan S., Sustainability and language education: Enhancing motivation through environmental themes, Language Learning Journal, 51(2), 2023, 189-203.

    6. Garner M. & Borg E., An ecological perspective on content-based instruction, Journal of English for Academic Purposes, 4(2), 2005, 119–134.

    7. Paterson J., Integrating environmental education. Education Digest, 75 (7), 2010, 38–42.

    8. Richards C.J. & Rodgers T., Approaches and Methods in Language Teaching (2nd ed.). Cambridge University Press, United Kingdom, 2001.

    9. Snow M., «Content Based and Immersion Models for Second and Foreign Language Teaching», in M. Celce-Murcia, (Ed.), Teaching English as a Second or Foreign Language, (3rd ed.). Heinle & Heinle, Boston, 2001, pp. 303–318.

    10. Tang Y.C., The preliminary study for incorporating environmental education into English curriculum and teaching. Dahan, Taiwan: Dahan Institute of Technology, 2009.

Teaching methodics

  • Teaching methodics

    APPLICATION OF THE MODERN TEACHING METHOD «SIX HATS OF THINKING» IN THE PROCESS OF TEACHING LITERATURE

    Armenuhi Arzumanyan
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    Abstract

    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.

    References

    1. Zoryan St., Yerkeri zhoghovatsu 12 hatorov, h. 1-in, «Sovetakan grogh» hrat., Yerevan, 1977t., 524 ej. (in Armenian)

    2. Khachatryan S., Usutsman ardyunavet hnarner, Er. F. Ebert himnadram, Hayastan, 2020t., 73 ej. (in Armenian)

    3. Nar-Dos, Patmvatskner, vipakner, «Luys» hrat., Yerevan, 1978t., 345 ej. (in Armenian)

    4. Rebec E., Metody generirovaniya novykh idey. https://www.e-xecutive.ru/quorums/229-metody- generirovaniya-novyh-idey (in Russian)

    5. Rementsova N., Metod «Shest’ shlyap myshleniya» Edvarda de Bono dlya razvitiya navykov raboty s informatsiey. http://www.trizway.com/art/form/348.html (in Russian)

    6. Edvarda de Bono E., Shest’ shlyap myshleniya, Piter Pablishing, 1997, 256 s.

    7. Halpern D., Psikhologiya kriticheskogo myshleniya, Piter, 2000, 512 s. https://royallib.com/read/halpern_dayana/psihologiya_kriticheskogo_mishleniya.h tml#0

  • Teaching methodics

    OFFENSIVE ARMAMENT OF THE KINGDOM OF VAN: METHODICAL AND MEDIA-TECHNOLOGICAL APPROACHES TO TRAINING

    Samvel Poghosyan , Armine Yeprikyan
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    Abstract

    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.

    References

    1. Gitq patmutyan usutsman. inchu՞, inchpe՞s, «Paradigma» krtakan himnadram, Yerevan, 2020, 296 ej․ (in Armenian).

    2. Eprikyan A., Patmutyan dasavandman ardi metodner yev tekhnoloianer, Gitamethodakan dzernark, Yerevan, VMV-Print, 2021, 336 ej․ (in Armenian).

    3. Kirakosyan M., Tesoghutyan khndirner unecogh andzants nergravumy «Erebuni» patmahnagitakan argelots-tangarani kensagortsuneutyuny, Patmutyan usucman himnakhndirner, ej 83-110․ (in Armenian).

    4. Hay zhoghovrdi patmutyan qristomatia, Hator I, Hnaguyn zhamanakneric minchyev Q.a. 298t., Kazmoghner` P.H. Hovhannisyan, A.E. Movsisyan, Yerevan, Yerevani hamals. hrat., 2007, 550 ej․ (in Armenian).

    5. Hajots patmutyun: 10-rd das. Yndhanur yev bnagitamatematikakan hosqer: A. Melqonyan, H. Avetisyan, S. Movsisyan, P. Hovhannisyan, E. Danielyan, V. Barkhudaryan, G. Harutyunyan, P. Chobanyan, Yerevan, «Zangak», 2014, 240 ej․ (in Armenian).

    6. Hakobyan (Tarumean) R., Mi arshavanqi hetqerov. Asorestani Sargon B-y arqayi 8-rd` m. t. a. 714 tvakani atshavanqi ertughin, Yerevan, «Hratarakchutyun», 2024, 210 ej․ (in Armenian).

    7. Mankavazhutyun, Usumnakan dzernark buheri hamar, Kazmecin` L.T. Asatryany, G.H. Hakobyany, M.A. Asatryany yev urishner, Yerevan, Artagers, 2017, 360 ej․ (in Armenian).

    8. Hayastani Hanrapetutyan orenqy krtutyan arandznahatuk paymanneri kariq unecogh andzanc krtutyan masin- URL:https://www.arlis.am/documentview.aspx?docid=67166 (in Armenian).

    9. Hayastani Hanrapetutyan orenqy hashmandamutyun unecogh andzanc iravunqneri masin-URL:https://www.arlis.am/documentview.aspx?docid=152960 (in Armenian).

    10. Nakhnakan zinvorakan patrastutyun, Hanrakrtakan dproci 9-rd dasarani dasagirq, V. Ohanyan, S. Margaryan, V. Araqelyan, Yerevan, Astghik gratun, 2015, 120 ej. (in Armenian).

    11. Nor tekhnologianeri mijocov Argishti arqan kpatmi Erebuni tcnndyan vkayaknai masin. Miqayel Badalyan- URL:https://www.aravot.am/2023/03/17/1329393/ (in Armenian).

    12. Teryan A., Hnaguyn patmakan vkayutyanner hay razmiki masin, Haykakan banak, «Razmagitakan handes», 3 (17), 1998, ej 15-27. (in Armenian).

    13. Gorelik M., Oruzhie drevnogo Vostoka (IV tisyaelevie IV v. do n. e.), Moskva, Vostochnaya literature, 1993, 352s. (in Russian).

    14. Melikishvili G., Drevnevistochnie materiali po istorii narodov Zakavkaz'e, I, Nairi-Urartu, Izd-vo Akademii nauk Gruzinskoy SSR, Tbilisi, 1954, 446 s. (in Russian).

    15. Shkol'nik Yu., Ritsari, Polnaya entsiklopedia, M., Eskimo, 2013, 176 s. (in Russian).

    16. Chaerani D., Harianto J.E., Baehaqi L., Frantius D., Mulvia R., Digital Literacy in the 21st Century Classroom: Bridging the Gap Between Technology Integration and Student Engagement, Global International Journal of Innovative Research, Vol. 2 No. 9, 2024, p. 2104-2116․ (in English).

    17. Dede C., Comparing Frameworks for “21st Century Skills”, Harvard Graduate School of Education, July, 2009, p. 1-16․ (in English).

    18. Hastuti H., Zafri, Zul ‘Asri, Development of Video Based on Historical Thinking on the History of Islamic Civilization in Indonesia, International Journal of Social Science And Human Research, Volume 05 Issue 08 August, 2022, p․ 3495-3499․ (in English).

    19. Hikmah D., Media for language teaching and learning in digital era, IJOEEL, VOL. 01 NO. 02, DECEMBER, 2019, p. 36-41․ (in English).

    20. Kavak A., Bows used as symbols of military victory in the Neo-Assyrian Period, SDU Faculty of arts and sciences journal of social sciences, Isparta, Turkey, Süleyman Demirel university, no. 56, August, 2022, pp. 266-283․ (in English).

    21. Lamb S., Maire Q., Doecke E., Key Skills for the 21st Century: an evidence-based review, Victoria university, Melbourne, Australia, August, 2017, 70 p․ (in English).

    22. Lee Bih Ni, Media for History Learning in The Digital Era, SPEKTA Vol 3. No.2, December, 2022, pp. 117-127 (in English).

    23. Lubis L.H., Febriani B., Rendi F.Y., Azhar, Mulkan Darajat, The Use of Learning Media and its Effect on Improving the Quality of Student Learning Outcomes, International Journal of Education, Social Studies, And Management, Volume 3, Issue 2, June, 2023, p. 7-14. (in English).

    24. Martínez-Valcárcel N., Ortega-Roldán M., García-Marín R., Printed Material and Digital Media in Teaching of History: Presence and Level of Frequency of Use in the Classroom, International Journal of Social Policy and Education, Vol. 2, No. 1, March, 2020, p. 14-29 (in English).

    25. Naharia O., Wullur M., Modigir N., The role of digital technology to enhance creativity and innovation skills for learners in the 21st century era, Eduvest - Journal of Universal Studies, Volume 4, Number 10, October, 2024, p. 9646-9653. (in English).

    26. Natarajan J., Effective Teaching Through Media, Quest Journals Journal of Research in Humanities and Social Science, Volume 9 ~ Issue 8, 2021, p 47-49․ (in English).

    27. Nurhalimah D., Thahura A.D., The impact of learning media on students’ development in learning, International journal of students’ education, vol. 1 No 2, 2023, p 264-266. (in English).

    28. Okumuş O․, Wherever Students Are, We Are There: History Teaching on Social Media. International Congress on Political, Economic and Social Studies, volume 3, Venice, 2018, p 40-60․ (in English).

    29. Sayyidan A., Teaching History with Museums, International Journal of Social Science, Innovation and Educational Technologies (Online). Vol: 3 Issue, October, 2022, pp. 234-242 (in English).

    30. Setiawati E., Hidayat B., Hartati U., Widiastuti A., Development of Historical Learning Media Based on Documentary Film to Strengthen Student’s Understanding of Local History, International Journal of Research and Review, Vol. 8, Issue: 5, May, 2021, p 177-186. (in English).

    31. Ulanowski K., The Practical Dimension of Neo-Assyrian Militarism: Terror of War as a Political Tool in the Neo-Assyrian Empire, Alcumena: Pismo Interdyscyplinarne, vol. 3. 15, 2023, p. 253-279. (in English).

    32. 21st-Century Skills: What potential role for the Global Partnership for Education? A Landscape Review, GPE Transforming Education, January, 2020, 56 p․ (in English).

    33. Edward L., Thorndike Education, New York, Macmillan, 1912, p. 125.

    34. Willingham D.T., What Will Improve a Student’s Memory? American Educator, Winter, 17-25, 2008, p.44. URL:/http://www.aft.org/sites/default/files/periodicals/willingham_0.pdf.

    35. Bryant S.M. and Hunton J.E., The Use of Technology in the Delivery of Instruction: Implications for Accounting Educators and Education Researchers. Issues in Accounting Education, 15 (1), 2000, pp. 129-163․

    36. Reiser R. Gagne R., Characteristics of Media Selection Models. Review of Educational Research, 52 (4), 1982, pp. 499-512․

    37. Clark R.E., Reconsidering Research on Learning from Media, Review of Educational Research, Vol. 53, No.4, Winter, 1983, pp. 445-459.

    38. Clark R.E., Reconsidering Research on Learning from Media, Review of Educational Research, Vol. 53, No.4, Winter, 1983, pp. 61-70.

    Smith B.K., Blankenship E. Justifying Imagery: Multimedia Support for Learning Through Exploration. IBM Systems Journal, 39 (3/4), 2000, pp. 749-768. URL:/http://pubs.media.mit.edu/pubs/papers/blankinship.pdf

  • Teaching methodics

    THE IMPACT OF INFORMATION AND COMMUNICATION TECHNOLOGIES ON INCREASING STUDENT MOTIVATION

    Azniv Sahakyan
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    Abstract

    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.

    References

    1. Adrienne Santos-Longhurst. Intrinsic Motivation: How to Pick Up Healthy Motivation Techniques, 2019

    URL: https://www.healthline.com/health/intrinsic-motivation#examples

    2. Antonyan L., Teghekatvakan–haghordakcakan tekhnologiakan gorcikneri kirarman hnaravorutyunnery usucman gorcyntacum, «Education in the 21st Century» International Scientific-Methodical Review, Yerevan, No 1(5), 2021

    3. Arakelyan M., Teghekatvakan–haghordakcakan tekhnologianeri didaktikakan neruzhy, ej 248 Vanadzori Petakan Hamalsaran. Gitakan Teghekagir. Yerevan, 2017, ej 247

    4. Jef Petti «Motivacia», ej 1

    5. John M. Keller, Department of Educational Research, 307 Stone Building, Florida State University, Tallahassee, Florida 32306-3030, ej 3

    URL: https://ocw.tudelft.nl/wp-content/uploads/Development-and-Use-of-the-ARCS-Model-of-Instructional-Design.pdf (Accessed 09.09.2025)

    6. Kendra Cherry, «Maslow believed that physiological and psychological needs motivate our actions»

    URL: https://www.verywellmind.com/what-is-maslows-hierarchy-of-needs-4136760 (Accessed 03.04.2025)

    7. Ronald L. Girmus, PhD, How to Motivate Your Students, 2011, 9 ej

    8. Sabahat Burak, Motivation for Instrument Education: a Study from the Perspective of Expectancy-Value and Flow Theories, Eurasian Journal of Educational Research, Issue 55, 2014, ej 123

    9. S. Khachatryan, Usucman ardyunavet hnarner, Er.: Fridrikh Ebert himnadram, Hayastan 2020, ej 21

    10. Yeghiazaryan S., Krtakan gortsyntaci kazmakerpman khochyndotnery tekhnologiakan ardi martahraverneri tesankyunits, Kantekh, «Asoghik» hratarkchutyun, Yerevan, 2016, ej 282

  • Teaching methodics

    TERRITORIAL ECONOMY AND LOCAL SELF-GOVERNMENT (METHODOLOGICAL APPROACHES TO TEACHING IN HIGHER EDUCATION PROGRAMS)

    Mher Otaryan
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    Abstract

    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.

    References

    1. Badadyan G.Z., Problems of Territorial Balanced Development Policy in the Republic of Armenia. Dissertation, ASUE, 2024.

    2. Christaller W., Central Places in Southern Germany. Prentice-Hall (translated 1966), 1933.

    3. European Commission. Cohesion Policy and Regional Development, Brussels, 2017.

    4. European Commission. Smart Regions and Digital Governance, Brussels, 2021.

    5. Krugman P., Geography and Trade, MIT Press, 1991.

    6. Lösch A., The Economics of Location, Yale University Press, 1940.

    7. Melkumyan H., Assessment of the development levels of the regions of Armenia, Article, 2021.

    8. Musgrave R.A., The Theory of Public Finance, New York, McGraw-Hill, 1959.

    9. OECD. Regional Development Policy Review, Paris, OECD Publishing, 2020.

    10. OECD. Regional Policy Outlook: Resilient Regions, Paris, 2022.

    11. Otaryan M.M., Problems of Territorial Administration and Ways to Increase Efficiency in the Republic of Armenia. Dissertation, YSU, 2024.

    12. Otaryan M.M., Current Problems of Community Revenue Collection and Ways of Improvement, Scientific Artsakh, No. 1 (20), 2024, pp. 225-238.

    13. Otaryan M.M., Enlargement of Communities in the Context of Administrative Territorial Reforms, Journal of Yerevan University. Economy, Economics of Yerevan University, Vol. 15, No. 1(43), June, 2024, 42-50․

    14. Otaryan M.M., Managing Multi-Residential Buildings in Armenia: Addressing Challenges and Solutions, Alternative Quarterly Academic Journal, Volume 1, (January – March), 2024.

    15. Otaryan M.M., Problems of Financial Independence of Local Self-government Bodies and Ways to Solve Them In the Republic of Armenia, Shirak M. Nalbandyan State University, Scientific Bulletin, № 1, Volume a, Economics, 2024, pp. 106-118

    16. Otaryan M.M., The RA Local Self-government Model in the Base of International Experience in Context, Problems of Socio-economic Development Collection of Scientific Articles 1 (10), 2024. DOI: https://doi.org/10.61546/25792679-2024.1.10-psed-19

    17. Otaryan M.M., Yerevan State University Ijevan Branch, the Procedure For Conducting a Competition For Filling a Vacancy In the Public Service and Ways to Improve It in the RA, Public Administration 1, RA Academy of Public Administration, 2024, pp. 55-70. DOI: https://paara.am/.

    18. RA Constitution.

    19. RA Law on Local Self-Government.

    20. RA Territorial Development Strategy (2022–2030).

    21. Rodríguez-Pose A., The revenge of the places that don’t matter, Cambridge Journal of Regions, Economy and Society, 2020.

    22. Sokol M., Economic Geographies of Inequality. Regional Studies, 54(3), 2020.

    23. Statistical Committee. Socio-economic Status of the Regions of Armenia (Annual Reports).

    24. Tiebout C.M., A Pure Theory of Local Expenditures. Journal of Political Economy, 1956.

    25. UNESCO. Pedagogical Innovations in GIS-based Education, 2023.

    26. Von Thünen J.H., The Isolated State (translated 1966), 1826.

    27. World Bank. World Development Report: Reshaping Economic Geography, Washington, DC, 2009.

Scientific branches of pedagogy

  • Scientific branches of pedagogy

    THE CONTINUITY AND CONSISTENCY OF EDUCATORS’ SELF-IMPROVEMENT AND SELF-DEVELOPMENT IN THE PROFESSIONAL SPHERE

    Mane Aleksanyan
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    Abstract

    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.

    References

    1. Harutyunyan N., Vardanyan I., Fundamental principles of the pedagogue’s quality education, Вісник Черкаського університету. Серія «Педагогічні науки», Випуск № 2, 2019.

    2. Bobrova I.A., Chursinova O. V., Professionalnoye samorazvitiye pedagoga kak usloviye yego nepreryvnogo obrazovaniya, Stavropolskiy krayevoy institut razvitiya obrazovaniya, povysheniya kvalifikatsii i perepodgotovki rabotnikov obrazovaniya, (Rossiya, g. Stavropol) DOI: 10.24411/2500-1000-2018-10059, (in Russian)

    3. Ivanova A.I., Bayagantaev G.G., Razvitiye professionalnykh kompetentsiy molodykh pedagogov v usloviyakh selskoy shkoly v kontekste nepreryvnogo obrazovaniya, Pedagogical Journal, Vol. 12, Is. 3A, 2022. DOI: 10.34670/AR.2022.57.98.099, /http://publishing-vak.ru/file/archive-pedagogy-2022-3/c41-bayagantaev-ivanova.pdf/ (in Russian)

    4. Maralov V.G., Osnovy samopoznaniya i samorazvitiya, Dopushcheno Ministerstvom obrazovaniya Rossiyskoy Federatsii v kachestve uchebnogo posobiya dlya studentov pedagogicheskikh professionalnogo obrazovaniya, 2-ye izdaniye, stereotipnoye Moskva, Academa, 2004, 245 pages. (in Russian)

    5. Bandura A., Social Learning Theory & Social Cognitive Learning Theory, Stanford University, General Learning Press, 79 Madison Avenue, New York city, 2012, 46 pages.

    https://www.asecib.ase.ro/mps/Bandura_SocialLearningTheory.pdf/

    6. Maslow A.H., Motivation and Personality, Reprinted from the English Edition by Harper & Row, Publishers, 1954, 394 pages

    7. Ryan R.M., Deci E.L., Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being, University of Rochester, Copyright 2000 by the American Psychological Association, Vol. 55, No. 1, 68-78, DOI: 10.1037110003-066X.55.1.68,

    https://selfdeterminationtheory.org/SDT/documents/2000_RyanDeci_SDT.pdf/

  • Scientific branches of pedagogy

    THE INFLUENCE OF FAMILY ENVIRONMENT ON THE SOCIAL ADAPTATION PROCESS OF LEFT-HANDED CHILDREN

    Anahit Khlopuzyan
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    Abstract

    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.

    References

    1. Komenskiy Ya.A. Velikaya didaktika. Moskva: Prosveshchenie, 1989, 310 s. [in Russian]

    2. Rubinshteyn S.L. Osnovy obshchey psikhologii. Moskva: Prosveshchenie1957, 720 s. [in Russian]

    3. Shelopukho V.V. Sotsial’no-psikhologicheskie aspekty razvitiya detey Sankt-Peterburg: Piter, 2005,153 s. [in Russian]

    4. Slastenin V.A. Psikhologiya i pedagogika sem’i. Moskva: Akademiya, 2002, 477 s, [in Russian]

    5. Vygotskiy L.S. Myshlenie i rech’. Moskva: Prosveshchenie, 1984, 367 s. [in Russian]

    6. Bronfenbrenner U. The Ecology of Human Development: Experiments by Nature and Design. Cambridge, MA: Harvard University Press. 1979, 352 pages.

    7. Locke J. Some Thoughts Concerning Education. London: Cambridge University Press, 1996, 262 pages.

  • Scientific branches of pedagogy

    THE USE OF GENOGRAM TECHNOLOGY IN THE WORK OF A SOCIAL PEDAGOGUE AS A TOOL FOR REVEALING THE SOCIO-PEDAGOGICAL DYNAMICS OF THE FAMILY

    Lusine Hayrapetyan, Meri Avetisyan
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    Abstract

    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.

    References

    1. Harutyunyan N.K., Ghazaryan A.P., Ghukasyan L.H., Socialakan mankavarjutyun, Erevan, YePH hratarakchutyun, 2017, 336 ej. (in Armenian)

    2. Alexander J.H., M. Callaghan J.E. and Fellin L.C., «Genograms in research: participants’ reflections of the genogram process», Qualitative Research in Psychology, vol. 19, no. 1, Dec. 2018, pp. 91–111. doi: 10.1080/14780887.2018.1545066.

    3. Kraus B. and Hoferková S., «The relationship of social pedagogy and social work», Sociální Pedagogika. Social Education, vol. 4, no. 1, Nov. 2016, pp. 57–71. doi: 10.7441/soced.2016.04.01.04.

    4. Majhi G., Reddy S., and Muralidhar D., «The use of family genogram in psychiatric social work practice», Open Journal of Psychiatry & Allied Sciences, vol. 9, no. 2, Jan. 2018, p. 98. doi: 10.5958/2394-2061.2018.00034.4.

    5. GenoPro, «Family Systems Theory - GenoPro». https://genopro.com/genogram/family-systems-theory/

  • Scientific branches of pedagogy

    ARTIFICIAL INTELLIGENCE APPLICATIONS IN SOCIAL PEDAGOGY: PREDICTIVE ANALYTICS FOR EARLY INTERVENTION ENHANCEMENT

    Samvel Asatryan
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    Abstract

    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.

    References

    1. Arishi H., Falkner N., Treude C., & Attapattu T., Systematic Literature Review on Machine Learning Research in Education. In 2021 IEEE Frontiers in Education Conference (FIE), October, 2024, pp. 1–9. doi: 10.1109/fie61694.2024.10892898

    2. Bañeres D., Rodríguez-González M.E., Guerrero-Roldán A.E., & Cortadas P., An early warning system to identify and intervene online dropout learners. International Journal of Educational Technology in Higher Education, 20(1), January, 2023. doi: 10.1186/s41239-022-00371-5

    3. Inkster B., et al.. User engagement with mental health chatbots: A study on digital therapy adherence. In Proceedings of the European Conference on Digital Psychiatry, Berlin, Germany, 2018, pp. 67–75.

    4. Lupariello F., Sussetto L., Di Trani S., & Di Vella G., Artificial Intelligence and Child Abuse and Neglect: A Systematic Review. Children, 10(10), October, 2023, 1659. doi: 10.3390/children10101659

    5. Nuwasiima N.M., Ahonon N.M.P., & Kadiri N.C., The Role of Artificial Intelligence (AI) and Machine Learning in Social Work Practice. World Journal of Advanced Research and Reviews, 24(1), October, 2024, 80–97. doi: 10.30574/wjarr.2024.24.1.2998

    6. Psyridou M., Prezja F., Torppa M., Lerkkanen M.K., Poikkeus A.M., & Vasalampi K., Machine learning predicts upper secondary education dropout as early as the end of primary school. Scientific Reports, 14(1), June, 2024. doi: 10.1038/s41598-024-63629-0

    7. Schwartz D.R., Kaufman A.B., & Schwartz I.M., Computational intelligence techniques for risk assessment and decision support. Children and Youth Services Review, 26(11), September, 2004, 1081–1095. doi: 10.1016/j.childyouth.2004.08.007

    8. San Diego State University, Academy for Professional Excellence, Use of AI Tools in Social Work and Child Welfare Services (Research Summary). San Diego, CA, USA. Available: CWDS Research Summary: Use of AI Tools in Social Work and Child Welfare Services — October 2023, October, 2023.

Education management

  • Education management

    ETHICS AS A REGULATOR OF INTERPERSONAL RELATIONS AND COMMUNICATION IN THE HUMAN RESOURCE MANAGEMENT PROCESS OF HIGHER EDUCATION INSTITUTIONS

    Nazik Harutyunyan, Tatevik Tonoyan
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    Abstract

    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.

    References

    1. Aleksanyan A., Mijandznayin hagordakcman irakanacumy krtakan gorcyntacum, Yerevan, YPH hrat., 2015, 264 ej. (in Armenian)

    2. Gyurjyan A., Nasilyan I.V., Korporativ kulturayi karavarman himnakhndirnery hanrapetut’yan kazmakerput’yunnerum, Us. Dzer’nark, Yerevan, Tigran Mec hrat., 2009, 360 ej. (in Armenian)

    3. Khachatryan T., Haxordacut’yan yev yndhanur ashkhatanqayin gortcuneut’yan hmtutyunner, Masnagetcakan krtut’yan yev usuc’man zargacman azgayin kentron, Er., Krtut’yan azgayin institut, 2012, 256 ej. (in Armenian)

    4. Kardonan F., Patshaj karavarman ugetcuycner (etikayi kanonagrqeri anhrajeshtut’yan yev gorcarut’yunneri masin), tiv 8, Norvergiai karavarut’yan anvtangut’yan yev spasarkman kazmakerput’yun, 2019, 21 ej. (in Armenian)

    5. Humanitar hetazotut’yunneri haykakan kentron, Bardzraguyn krtut’yan himnaxndirnery Hayastanum, Er., 2019, 62 ej. (in Armenian)

    6. Nazaryan A., Gortsarar hagordakcut’yun, Er., Zangak-97, 2001, 256 ej. (in Armenian)

    7. Patriark’ P. Adranapols’eci, Khrati tangaran, S. Ejmiatsin, 2002, 125 ej. (in Armenian)

    8. Varrington D., Anapyosyan A., Aleksanyan N., Bardzraguyn usumnakan hastatut’yunneri tipayin etikayi kanonagrqer usanogneri, vajarakan yev akademiakan ashxatakazmi hamar, 2016, 28 ej. (in Armenian)

    9. European Commission / EACEA / Eurydice, 2024. The European Higher Education Area in 2024: Bologna Process Implementation Report. Luxembourg: Publications Office of the European Union, 2024, 262 pg.

    10. Singh Divya / Christoph Stückelberger (Eds.), Ethics in Higher Education Values-driven Leaders for the Future, Geneva: Globethics.net, 2017, 370 pg.

    11. https://escs.am/am/news/30135?fbclid (01.09.2025)

    12. https://armstat.am/am/?id=19144&nid=12&utm_source (01.09.2025)

Education in Foreign Countries

  • Education in Foreign Countries

    THE ISSUE OF UNIVERSITY–LABOR MARKET COOPERATION IN THE HIGHER EDUCATION SYSTEM OF THE NETHERLANDS

    Khachik Abajyan
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    Abstract

    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.

    References

    1. Golenkova T.Z., Kosharnaja B.G., Kosharnyj P.V., «Vlijanie obrazovanija na povyshenie konkurentosposobnosti rabotnikov na rynke truda», integracija obrazovanija. T. 22, № 2., 2018, str.262-266. (in Russian)

    2. Becker G.S., «Human Capital: A theoretical and empirical analysis with special reference to education, third edition», Тhe University of Chicago Press, 1994, 17-23.

    3. Bermejo V., «University–industry collaboration in curriculum design and delivery: A model and its application in manufacturing engineering courses», Industry and Higher Education Journal, Volume 36, Issue 5, 2021, p. 615-622.

    4. Bodas Freitas I.M., Verspagen B., «The motivations, institutions and organization of university-industry collaborations in the Netherlands», Journal of Evolutionary Economics, Vol. 27, Issue 2, 2017, p. 379–412.

    5. Etzkowitz H., Leydesdorff L., «The dynamics of innovation: from National Systems and «Mode 2» to a Triple Helix of university–industry–government relations», Research Policy, Vol. 29, No. 2, 2000, 109–123.

    6. Maastricht University, «The labor market position of higher professional education graduates», 2024, 1-7.

    7. Ministry of Education, Culture and Science of the Netherlands, «Strategic agenda for higher education and research 2015-2025», 2015.

    8. Ministry of Education, Culture and Science of the Netherlands, «Agenda for VET 2023-2027». 2023.

    9. Organization of Economic Co-operation and Development, «Education at a Glance: Netherlands», 2023.

    10. Perkmann M., Walsh K. «University-industry relationships and open innovation: towards a research agenda», International Journal of Management Reviews 9(4), 2007, p. 260-261.

    11. Riddell W.C., Song X., «The impact of education on unemployment incidence and re-employment success», Labour Economics, Volume 18, Issue 4, 2011, p. 453-463.

    12. Yorke M., «Employability in higher education: what it is – what it is not», Learning and Employability Series, Higher Education Academy, 2006, 7-11.

Civic education

  • Civic education

    RE-CONCEPTUALISING YOUTH CIVIC EDUCATION IN POST-WAR ARMENIA

    Marina Galstyan
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    Abstract

    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.

    References

    1. Sargsyan H.L., Harutyunyan M.L., Hasarakagitutyun ararkayi dery Hayastani Hanrapetutyunum qaghaqatsiakan hasarakutyan zargacman hamateqstum. Of Russian-Armenian University (Series: Humanities and Social Sciences), 2022, S. 200․ (in Armenian)

    2. Alscher P., Ludewig U., McElvany N., Civic education, teaching quality and students’ willingness to participate in political and civic life: Political interest and knowledge as mediators. Journal of Youth and Adolescence, Т. 51, №. 10, 2022, С. 1886-1900.

    3. Altaany H.M., Civic education and its role in social stabilization: A comprehensive review. Available at SSRN 5002738, 2024.

    4. Claassen R.L., & Monson J.Q., Does Civic Education Matter? The Power of Long-Term Observation and the Experimental Method. Journal of Political Science Education, 11(4), 2015.

    5. Crittenden J., Levine P., Civic education, 2007.

    6. Finkel E., Neundorf S., Rascón Ramírez A., Can online civic education induce democratic citizenship? Experimental evidence from a new democracy. American Journal of Political Science, Т. 68, №. 2, 2024, С. 613-630.

    7. Gordon E., Mihailidis P. (ed.), Civic media: Technology, design, practice. MIT Press, 2022.

    8. Krutka D.G., Heath M.K., Smits R.M., Toward a civics of technology. Journal of Technology and Teacher Education, Т. 30, №. 2, 2022, С. 229-237.

    9. Morrow R.A., Habermas and civic education. Handbook of Civic Engagement and Education. Edward Elgar Publishing, 2022, С. 28-41.

    10. Reuter A., Scharf T., Digital civic engagement in later life. Civic Engagement in Later Life, 2025, С. 122.

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