Vol. 6 No. 1 (2024): “EDUCATION IN THE 21ST CENTURY” INTERNATIONAL SCIENTIFIC-METHODICAL PEER-REVIEWED JOURNAL

The implementation of social and legal protection of children in the Republic of Armenia has undergone significant improvements over the past decade, but they are still incomplete and require flexible solutions and regulation. Были внесены структурные и содержательные изменения в социальную и правовую защиту ребенка, что привело к появлению новых субъектов, пересмотру их функций, необходимости сотрудничества и другим вопросам. A unified social service and its territorial centers have been created, which will carry out a social assessment of the family, which will be taken into account when organizing the care and upbringing of a child in a difficult life situation. The implementation of social protection and fundamental rights of the child should be one of the priorities of the State. Consequently, ensuring the priority of peace in the country and the safety of the child's life, social well-being, and the best interests of the child requires a clear State policy and social and legal norms.

Facing the social and cultural challenges of modern globalizing world, multilingualism and its impact on the formation and development of human thinking and speech processes are of unprecedented interest, because the inevitable involvement of modern information technologies in that process leads to highly contradictory results. The study of this issue currently serves as a subject of multi-level, interdisciplinary research and has gained undeniable actuality in recent decades. Thus, from the viewpoint of language education policy, plurilingualism has been considered in a positive light, underlining the importance and advantages of mastery of several languages by a person in the modern world, whereas from the point of view of Psycholinguistics, the simultaneous or nonparallel presence of several languages in the life of a child, especially in early childhood, can cause serious developmental language disorders (DLD). From the point of view of Neurolinguistics, a multilingual environment can have an exceptionally positive effect on the variety of neural network connections, that are continuously formed among nerve cells in a child's developing brain. And learning new languages in lifetime, thus can prevent from many diseases, such as Alzheimer's disease, Parkinson's disease, as well as age-related dementia. Consequently, it emerges that plurilingualism, itself, is of great interest to a wide range of researchers, because it can have a fatal role and significance in a person's life, depending on: when (at what age and how long), and how (in what conditions) it was formed. Our goal in the current article is to clarify the content of the concept of plurilingualism, highlight the ontogenesis of thinking and speech, that is, the stages of their development in a person's life since his/her birth, as well as to study and bring out the negative and positive effects that multilingual environment can have on a child's thinking and speech development. Our focus in this study will be especially on children aged zero to six, because the main problems that multilingualism basically leads to, are mostly found among children of this age.

Article is devoted to the consideration of the features and significance of the comparative analysis method in the context of pedagogical research. The method of comparative analysis is an important tool in educational research, allowing for a systematic comparison of various factors, historical contexts or teaching phenomena. This method allows researchers to identify differences, similarities and influences of various variables on educational processes. When using a comparative analysis method, it is important to consider the context and objectives of the study, and to carefully select parameters for comparison so that the results are representative and informative. In educational research, this approach makes it possible to identify the effectiveness of educational practices, compare the learning outcomes of different groups of students, or evaluate the impact of different teaching methods on educational achievements.

     The purpose of this article is to analyze and systematize the method of comparative analysis in pedagogical research in order to identify its key features, advantages and practical capabilities.

     The novelty of this study is determined by the significance of the problem being studied and the insufficient development in Armenia of the main approaches of comparative studies in pedagogical research. The method of comparative analysis in pedagogical research always remains relevant, allowing one to identify differences and similarities between different educational approaches, teaching methods, curricula, etc. Comparative analysis contributes to a deeper understanding of the effectiveness of pedagogical approaches, methods, techniques, tools, etc. . and helps identify best practices in education. This method not only allows us to identify the strengths and weaknesses of educational systems, but also contributes to the development of recommendations for improving the quality of education.

     The author also presents practical recommendations for the effective use of this method in pedagogical research.

Целью данного исследования было проанализировать существующие в мире модели профессионального развития учителей, а также установить влияние существующих моделей на уровень конкурентоспособности образования. Какие существуют подходы к организации дополнительного образования учителей, каковы сходства и различия между моделями профессионального развития учителей, существующими в странах постсоветского пространства и странах Европы. Какие положительные моменты, существующие в европейских странах по организации работы системы дополнительного образования взрослых, можно перенять и развить в своей стране, как можно использовать существующий потенциал вашей системы повышения квалификации педагогов и как это происходит? это влияет на конкурентоспособность образования. Ответы на эти вопросы мы отразим в этой статье.

Актуальность и научная новизна исследования заключается в прикладно-научном подходе к изучению организации работы системы повышения квалификации учителей, а также в поиске путей повышения эффективности ее работы.

Под профессиональным развитием учителей понимается обучение, которое приводит к прогрессивным изменениям в педагогической практике, формированию соответствующих педагогических навыков и, как следствие, улучшению академических результатов обучающихся. Эти навыки необходимы для совершенствования образовательного процесса и обеспечения роста его эффективности в XXI веке. Профессиональное развитие рассматривается как комплексный, устойчивый и интенсивный подход к совершенствованию педагогической компетентности учителей и улучшению успеваемости учащихся.

Для развития компетенций учащихся необходимы необычные методы обучения; который включает в себя овладение сложным содержанием, активное обучение, критическое мышление, решение проблем, навыки сотрудничества и общения. Эффективное профессиональное развитие помогает учителям учиться и совершенствовать свои педагогические навыки, что в конечном итоге напрямую влияет на конкурентоспособность страны.

Международная конкурентоспособность определяется как совокупность институтов, политики и факторов, которые определяют уровень производительности страны. Уровень производительности страны, в свою очередь, определяет уровень ее благосостояния и экономического роста. Ведется много споров о том, занимает ли образование центральное место в индексе глобальной конкурентоспособности и насколько оно важно в этом контексте. Кроме того, ведутся споры о том, является ли глобальная конкурентоспособность основной целью образования. Однако многие ученые не оспаривают факт влияния уровня развития образования в стране на уровень конкурентоспособности страны, при этом многие из них подчеркивают важность непрерывного образования, иными словами, непрерывного совершенствования профессиональных навыков. компетенции. Этот процесс имеет особое значение для учителей. Поскольку они являются ключевым звеном, определяющим эффективность системы образования в целом. В данной статье мы рассмотрим опыт зарубежных стран по реализации системного подхода к развитию профессиональных компетенций педагога.

The article is devoted to the peculiarities of the teaching nanostructured gas sensors in universities and the problems existing here. The professional literature on this topic was studied, the necessity of using gas sensors in various systems was presented, and the need for courses on gas sensors in the modern universities was justified. The main subsections of the course, the most important provisions included in them, and their teaching methods are presented. Teaching a course on nanostructured gas sensors in universities requires the use of modern methods, including both the experimental and the theoretical knowledge. It is necessary to teach the subject using experimental works with modern measuring and technological equipment. For the good assimilation and the easy knowledge transfer of courses on the nanostructured gas sensors, students need prior knowledge of semiconductor physics, materials science, chemistry, and other related fields.

The demand for green education is increasing dramatically as the planet's population grows. Humans cause enormous damage to the planet earth with their actions and domestic activities. Pursuing private interests, individuals generally do not pay attention to the negative consequences of their activities on the environment, which ultimately creates environmental and social risks, disrupts the sustainable development of the economy. In this regard, the development of a green education methodology that targets the lifelong learning of individuals is highlighted. Therefore, the present problem is the effective organization of green education in such a way that it continuously accompanies the individual throughout his life and has flexible transformational basis among different age groups. In the article, recommendations are made in terms of improving the methodological directions of green education in such a way that an educational environment conducive to green practices is formed around the individual throughout his life in formal, non-formal and informal ways.

The aim of our research is to study and present the peculiarities of teaching the subject "History of the Armenian Press of Constantinople", the problems fixed within the subject. In this regard, we consider necessary theoretical, practical and methodological innovative approaches in this direction.

Approaches to teaching the subject in curricula are different։ we have considered those features, manifestations, main approaches, justifying the approach that we practically apply in teaching the subject. As a result of the lack of an interdisciplinary approach to the subject, the understanding of the applied area of the subject is impaired in both professionals and students. The subject is specific, which implies a flexible approach, as a result of which the purpose of teaching the subject, problems, efficiency, and learning outcomes will not be affected.

Our study was based on the collection of statistical data, their generalization, classroom tests that we observed and recorded during the years of teaching the subject. The problems presented in the article are our long-term observations. One of the most important problems of the subject is not to present the scope of the course, since, as we have already mentioned, the approach to considering the subject from interdisciplinary aspects is violated. Having set a number of challenges for the experts and students, we give our final conclusions, one of which is that the subject needs to be rethought and considered from new perspectives. In this context, we also considered the issue that knowledge of Western Armenian would be a desirable prerequisite for learning.

Taking into account the problems and characteristics of the subject, we present our methodological approaches and observations that we use in the teaching process. Since the approaches to teaching the subject are different, and there are also different ideas associated with the field of application, the subject acquires special importance, interdisciplinary significance. As a result of a comprehensive consideration of the subject, vague ideas about the scope of the subject and its effectiveness will also be resolved. This will also address the need to maintain the influence of the subject among students.

To meet the academic and professional needs of the contemporary language learner, repositioning ESP for Diplomacy at the centre of the English programme at the Faculty of International Relations of YSU has been a significant adjustment, and to organize efficient educational process, along with developing proper educational materials, a deeper knowledge of the learner is an essential requirement.

Based on a survey conducted among II, III and IV year students, the article discusses the students’ vision of the transfer from General English to ESP, the dynamics of the evolution of their ESP language awareness combined with the advance of their self-awareness and personal growth. The cognitive transition from General English to ESP requires certain time, when students gradually come to realize the specifics of the profession they have chosen. The rigorous curriculum, academic requirements, intensive educational programmes and profession-oriented student life, contribute to the dynamic development of personal growth and approaches.

Having clear orientation of their goals, motivations, learning strategies and professional outlook, students demonstrate a firm resolve to acquire Diplomatic English in the university environment, claiming that Language Centres are best at teaching General English.

This article explores the integration of ChatGPT into STEM education as a means to address educational disparities and enhance learning experiences. Focused on making STEM education more inclusive and accessible, the research delves into ChatGPT's potential to democratize education by overcoming geographical and language barriers, thus providing quality educational resources to underprivileged communities. The study underscores ChatGPT's capabilities in facilitating personalized and interactive learning experiences, supporting complex subject comprehension, and aiding in practical problem-solving and laboratory work. The findings suggest that ChatGPT can significantly enhance the quality and effectiveness of STEM education, making it more engaging and tailored to diverse student needs. The article concludes with a call to action for policymakers, educators, and technology developers to invest in infrastructure and training, ensuring ChatGPT's benefits reach all learners globally, thereby contributing to a more equitable and enlightened future in education.

The purpose of the study is to characterize the peculiarities of foreign language training of master’s degree students of technical specialties based on the analysis of modern research.

The relevance of the raised problem is determined by the fact that the modernization of higher education, its entry into the European and world educational space is not possible without a significant increase in the quality of foreign language training of master’s degree students, in particular, technical specialities.

The novelty of the research lies in the fact that the article characterises features of foreign language training of master’s degree students of technical specialties, namely: admission based on the Unified Entrance Exam in foreign languages taking into account the Common European Framework of Reference for Languages: Learning, Teaching, Assessment in order to balance the level of language proficiency of students (level B1-B2); availability of a wide range of disciplines for foreign language training of master’s degree students, in particular: "Practical Foreign Language Course for Business Communication (English)", "Practical Foreign Language Course for Scientific Communication (English)", "Universal Competencies for Career Success", "English for Scientific Communication", "Ethics of Business and Professional Communication", "Business Foreign Language", "English for Specific Purposes", "Foreign language (English) for Scientific Publications", "Scientific Foreign Language" and others; strengthening the practical component of foreign language training of master’s degree students of technical specialties; continuity of foreign language education of master’s degree students of technical specialties; partial involvement in master's programs the Content and Language Integrated Learning, which is based on the study of professional disciplines in inseparable unity with foreign language mastering, the involvement of intra-disciplinary and interdisciplinary connections; increasing motivation both for the foreign language learning and profession; expanding opportunities for lifelong learning, continuous self-improvement and self-development; study of professional disciplines in foreign languages.

Conclusions. As a result of the conducted research, the peculiarities of foreign language training of master’s degree students of technical specialties have been characterised. The material and conclusions of the research can be used to modernize the educational process of foreign language training of master’s degree students of technical profiles, improve curricula and programs. It is found that further scientific research can be devoted to the study of innovative methods and approaches to the foreign language training of master’s degree students of technical specialties.

In the article entitled "Features of the application of the modern polyhedron /prism teaching method", we tried to show the features of the application of the above method, due to the nature of the taught material and the originality of the writer's imaginative system, age groups of students. We have considered several approaches to the use of the "multisensory" method in accordance with the fundamental features of the method.

The purpose of the article is to reveal the essence of the above-mentioned method with the help of interesting observations, principles of teaching material in this format, indicating and justifying the advantages due to the relevant features of this method of teaching, the features arising from the purpose of learning.

The novelty of the research lies in the consideration of various approaches to the application of the "Multimetric" method, their features. In the above-mentioned teaching method, effective means of analyzing a literary work were considered, by comparing the works of different authors touching on the same topic, the ideological, philosophical and psychological layers of the literary image were.

         As a result of the research, we came to the following conclusions: the "multifaceted" teaching method contributes to a deeper analysis of the taught material, the formation of students' skills in building comparative analytical speech, and the development of figurative еmphasized.

The methodological validity of the article is to introduce students to reading not only by viewing a filmed literary work, but also by actually familiarizing themselves with the work itself. Film adaptations of works by contemporary authors expand the possibilities of getting to know them, as well as communicating through television and radio programs, attending author evenings, presentations of new works, and participating in interactive discussions. By drawing students' attention to film adaptations of new literary works, we seem to involuntarily stimulate their interest in reading. The article reveals the features of the new female image in literature, the author’s ability to briefly, but at the same time meaningfully present an entire historical era, to expressively present to the reader the ethnoculture of the Tatar people. The work notes the need to familiarize students with modern authors and attract students’ attention to reading through the analysis of filmed works, which makes it possible to awaken interest in literary creativity itself and the creation of new images in Armenian literature.

Utilization of artificial intelligence in various fields is a challenge to be competitive in the professional domain. The imperative of the time is to enhance the professional knowledge, constantly improve the functions of specialists and train them, taking into account the interdisciplinary applications of various sciences, as well as the mastery and application of cutting-edge technologies. From this standpoint, the social pedagogue has its role, through the utilization of various technologies in the communication model in the course of consultations with the child, with the intention of enhancing the effectiveness of the activities. When we consider the further development of a social pedagogue in the context of integral sciences, it is necessary to master the technological components of related sciences, which will enable them to carry out their professional duties in a novel quality and format. The professional spheres of the activities of social pedagogues are multifaceted so the functions implemented by them are diverse. From this standpoint, the richer the methodological knowledge of the research specialist is, the greater the chances of success are, and the smaller the risks will be.

The functions of the social pedagogue will gain new levels of development in the professional arena, if they try to apply the knowledge of neuro-linguistic programming, as well as the components of fundamental technologies during their activities. Currently, neuro-linguistic programming is no longer a monopoly for the activities carried out by psychologists, psychiatrists, HRM specialists, doctors, and businesspeople. Through the application of various diagnostic, prognostic, preventive and art-therapeutic technologies, the social pedagogue partially involves components of fundamental neuro-linguistic technologies in their practice enabling them to carry out such activities more efficiently.

Socialization, as a problem of various pedagogical disciplines, is relevant at all times, since it contributes to the development of personal social skills, increases communicative competence and the formation of social identity. The relevance of the research is due to the fundamental changes taking place in various spheres of public life. In the 21st century, the development of society is characterized by integration processes in all spheres, including education. In conditions of universal inclusivity, the process of socialization of the child's personality acquires a new meaning. In this context, the new approach involves considering the factors of the socialization process.

The presented article is an integral part of the study of this problem, which presents various studies of biological factors of socialization and approaches to their significance.

The purpose of this research is to study and compare different approaches to the importance of biological factors in the process of child socialization.

The novelty of the study is that various points of view on the problem were studied and analyzed, and they were considered as a justification for the determining role of biological factors in the process of socialization of a child's personality.

The upbringing, training and development of children with visual impairments, preparing them for independent life is the most important problem of special pedagogy, in particular typhlopedagogy. Therefore, many typhlopedagogues and typhlopsychologists have developed special means, methods and conditions for their use to solve many issues of this important problem, including the creation of prerequisites and main directions for the social adaptation of children with visual impairments: complete absence of vision, blind people with residual vision, visually impaired.

The present article reveals the challenges of creating the prerequisites for the social adaptation of children with developmental disabilities. The study of this problem is very significant, theoretically, ethically and socially important, as the problems of social adaptation of children with different developmental disabilities are becoming increasingly relevant today. In particular, their social competence, which determines their employment opportunities is essential.

It is known, that the key goal and ultimate aim of the upbringing, education and development of children with disabilities is considered to be the preparation of an involved and independent member of ciety, capable of working and operating, to the extent possible. It is therefore practically necessary to create perquisites for the social adaptation of children with different developmental disabilities, which define the practical and theoretical significance of the problem under consideration, in order to solve these problems.

It is understood, that developmental disabilities in children result in a breach of relations with society, unity, as a source of growth, according to literature evidence and experience. These children's underdevelopment of the psyche not only leads to a decline in intellectual abilities, but also affects their ptive capacities. We are therefore interested in how it is possible to establish prerequisites through location that lead to the social adaptation of children with developmental problems.

 The aim of this analysis - to disclose the key directions for creating the prerequisites for social adaptation of children with developmental disabilities - was defined by the foregoing.

     The results of studying this problem, the development of a theoretical model and practical approaches for the development of social adaptation in children with visual impairments will allow an effective solution to this problem.

For a long time in various countries around the world, a diversified approach to people with disabilities (PWD) has been used, leading to their isolation and perceived as discrimination. However, at the beginning of the 21st century, an inclusive approach began to be applied, aiming for the full integration of PWD into society. Despite the widespread adoption of the inclusive approach in Europe, including Finland, in countries like Armenia, its implementation remains declarative. Within the framework of the study, Finland's experience was analyzed with the aim of applying it in Armenia to improve the effectiveness of inclusive higher education. The study's conclusions emphasize that the issue of disability is not only a medical but also a social problem that requires ensuring the full integration of PWD into society. This implies the development of support programs that take into account both physical and socio-psychological aspects. The main areas of practical support for students with disabilities have been identified, including interaction, instructional materials, and the environment. These concepts can be implemented in state programs in Armenia aimed at supporting inclusive education and students with disabilities.

The article explores the inheritance of past and contemporary teaching methods within the realm of education, focusing on vital educational issues in the emerging individual education system. Throughout the history of education, aspects such as moral norms, spiritual values, self-government mechanisms, family and social dynamics, aesthetic perception, and cultural worldviews have consistently commanded attention. It is emphasized that the value system of each historical period is primarily shaped by the scientific and aesthetic heritage of that era. Often, modern pedagogical approaches find their foundation in the experiences of the past. Kh. Abovyan's literary-pedagogical legacy, especially exemplified in "History of Tigran or Moral Lessons for Armenian Children," serves as the best evidence of the aforementioned statement. This 19th-century novel-treatise on pedagogy is a repository of unique scientific and pedagogical principles that remain relevant today, applicable to children, parents, and particularly educators as instructive guidelines for implementing educational systems. It provides a fresh perspective on contemporary scientific pedagogical principles and experimental innovations.

Over time, textbook standards have changed. If in the early period of creating a textbook, the authors had limitations due to printing problems, today the creators of textbooks have wide opportunities. Periodically, new concepts were introduced into the textbooks, the format of tasks checking the understanding of the text was changed, the pictures accompanying the texts were added or reduced, the language, terminology, methodology, visual approaches of the textbooks were updated.

Nowadays, before a textbook reaches its recipient, its "hygiene" is assessed. The latter is determined by mathematical formulas: to what extent textbook texts are scientific, educational, appropriate for the age of the addressee, in accordance with a number of color and didactic requirements [12, 150].

Educational manuals with religious content are of great interest in the history of Armenian textbooks. The texts summarized in them, the methodology, the structure, a number of didactic solutions testify to the fact that we have a tradition of textbooks that are an integral part of Christian literature. Such undertakings have come a long way in the Armenian environment. During the period under review, there were a number of problems in the Eastern Armenian educational system: the schools did not have common charters, curricula, the issue of the types of schools was unclear. One of the key issues of education was having common textbooks in schools.

In the second half of the 19th century, the educational policy of Catholicos of All Armenians Gevorg IV was aimed at solving the above-mentioned problems. Under the guidance of the Catholicos, the process of creating unified Christian textbooks begins.

Here, we have presented the educational policy of Catholicos of All Armenians Gevorg IV, the steps he took in the direction of creating religious textbooks. For the first time, reference is made to the tradition of religious textbooks, which are part of the rich Christian literature in the Armenian educational environment, and the methodological features of the texts presented in them.

Currently, the study of such manuals creates an opportunity to communicate the tradition of Christian textbooks created in the Armenian educational environment, to analyze the methodological features of educational manuals, to use them as a guide for creating such textbooks in the present day.

The analysis of educational manuals proves that under the leadership of the Catholicos of All Armenians, a process of coordinating religion textbooks was created. Various authors have undertaken to create Christian manuals for schools. Textbooks are divided into two groups: a. manuals teaching the principles of the Christian religion, published under the title "Christian Doctrine", b. Textbooks presenting the moral stories of the Old and New Testaments, as well as the history of other religions. The authors of the manual were guided by two principles of the essay: catechetical (question and answer) and brief texts. Textbooks of Christian doctrine were written using the catechetical methodology, and other manuals were written using the methodology of brief texts.