Vol. 6 No. 2 (2024): “EDUCATION IN THE 21ST CENTURY” INTERNATIONAL SCIENTIFIC-METHODICAL PEER-REVIEWED JOURNAL

A brief introduction. The most important scientific achievement of the last era is the development and implementation of computer information technologies in almost all spheres of life. Artificially loaded electronic devices have become the ideal of human intelligence. However, computer literacy often provides lifeless and non-deterministic information to children, which negatively affects their emotional, moral and spiritual development. At the beginning of the 19th century, psychologist, philosopher, pedagogue Georgi Gurdjieff expressed his fears about this. He mentioned the danger of people turning into a machine. Development and progress should not lead to people becoming a biorobot, a biological machine. The philosophy of education, having passed through spiritual and materialistic ideological stages in its development, recognizes that today the age of reason gives way to the age of awareness. The task of pedagogy is to educate a conscious person who consciously approaches the choice of his life path and scientific and technical progress. The article presents the importance of entertainment culture formation in the process of personality development and self-formation. Ever since antiquity, leisure has been considered a special activity, a special energy that was the language of cosmic harmony and through which man could reveal his potential by personalizing the cosmic intelligence. The elite of the 20th-21st century invented quasi-rest for the majority, which, subsequently dehumanizing the human and dignified with the help of propaganda through infernal energy, forms a new reality, teaching how to live, think, and nourish the spiritual. Depreciating the spiritual and intellectual world of people, the elite strives to deprive them of their ability to work independently. Leisure, having turned into entertainment, became a weapon aimed at destroying a person. That is why today it is extremely important to return to the origins of leisure culture, to properly organize the conscious synthesis of reason, emotions and imagination in children - a process in which something new, moral and human is born. Only in this way will the human mind be able to save the planet Earth from catastrophes and destruction.

Today, society needs active, self-confident people who keep up with the times and are able to promote new social initiatives and projects. Teacher leadership training is a consistent and step-by-step process that is important to organize through formal, non-formal education and learning processes. They will help ensure that teachers themselves are active participants in self-development programs and act as community leaders who contribute to the organization of the educational cause.

A unique role in the development of teachers' leadership potential should be assigned to higher education institutions, which, when organizing vocational education, take into account the interests of both the individual and society and the state as a whole, fulfilling the order of the country's educational policy․

With teachers with high leadership potential, it is possible to create a democratic student-centered educational environment in which students participate in specially organized pedagogical activities aimed at gaining leadership experience. Teacher-leader everyone will be able to take different positions in social interaction, from student to teacher, from performer to organizer․

The purpose of this article is to analyze the role of teacher-leaders in the context of student-centered changes in the educational environment.

Teacher professional development is a continuous process that requires consistent attention from the national education system, teachers, and schools. In today's educational landscape, teachers who pursue lifelong learning to continuously enhance their professional competencies and skills are most likely to achieve lasting success.

This article presents research conducted by a team of Armenian language and literature teachers on the topic of Lesson Study, utilizing the Japanese model. In this approach, the lesson study is led by the participating teachers, with the aim of expanding their professional competencies, skills, and knowledge. The article highlights new and challenging avenues for professional development, and outlines the key components of the Lesson Study model, such as goal setting, collaborative lesson planning (including research planning), lesson delivery, and reflective analysis.

Additionally, the article examines the effectiveness of teachers' professional and expertise-based contributions, focusing on how the applied teaching methods were tracked and refined to improve the instructional process. The findings are based on the outcomes and data from 12 lesson studies.

Keywords: lesson study, teacher development target, ability and skill, collaborative planning, teaching and learning, class observation, post-class discussions, reflection and review.

The aim of our research is to study and present the peculiarities of teaching the subject "Azerbaijani", some problems caused by the subject, as well as to propose some security issues that should be considered in the context of the examined topic. We give new approaches to the presented problems, questions worthy of attention, which imply a focused, consistent position, because the examined issues are not only a problem on a personal scale, but also on a national scale. It is narrow to consider the Azerbaijani language only in the framework of linguistics/linguistics, it should not be taken out of the state strategic framework, therefore we raise questions related to language-related security, socio-psychological, informational, national-cultural, economic, military and other issues.

We have referred to the strategic positions required within the scope of the subject, unavoidable features, manifestations, desired approaches. The subject requires a broad, circumspect receptivity, starting from linguistics/linguistics, ending with ethno-linguistics, ethno-cultural, political science and other fields. The subject is self-explanatory. In order to ensure the purpose, problems, effectiveness, and educational outcomes of teaching the subject, the identity of the language and the audience (military educational institutions and universities) should be taken into account. As a result of the correct planning of teaching, the field of application of language knowledge is expanded.

Our research was done on the basis of statistical data collection, summarization, results and observations recorded in the classrooms during the years of teaching in     military educational institutions, as well as following the dynamics of the field within the framework of activities in the educational environment for many years. The examined problems must always be within the framework of strategic steps not only of the sector, but also of the state. There should be a strict state control approach in this direction. By proposing the main problems, we present concluding provisions, a review of approaches to the subject. We suggest that within the framework of the examined topic, we also consider issues of language security, a safe environment for ensuring the knowledge of the Azerbaijani language, as well as the problems of effective assurance of results.

Referring to the problems caused by the subject, the multifaceted problems arising from the subject, we present observations, approaches. The subject implies an important attitude, interdisciplinary importance, security issues, strict professionalism, involvement of trained specialists.

The article, from the point of view of system analysis of the issue, provides a description of the main modern pedagogical technologies used in higher educational institutions of Armenia, highlights the features, principles, forms, methods and means of educational activities.

Today, ineffective forms and methods of teaching are eliminated, they are replaced by more advanced, newly developing ideas that should be introduced gradually, in conditions of effectiveness confirmed by pedagogical scientific experience, naturally, eliminating gaps in existing pedagogical theories.

Recognizing that the division of innovative and traditional technologies is very conditional, it is proposed not to contrast them, but to complement them.

Innovative technology differs from traditional technology only in that it is more focused on the needs of modern society, on the student's own personality, requiring from him the desire for self-development and self-improvement, the ability to apply the knowledge gained during study knowledge in practice.

At the same time, the necessity of rethinking a number of fundamental concepts is substantiated.

The task considered in the article is to identify the necessity and possibility of using pedagogical technologies in modern higher education.

The importance of didactics, teaching methods and pedagogical technologies in the activities of modern higher education is discussed.

New state approaches to education are based on a competence-based approach, which allows the subordination of knowledge to the achievement of educational goals, emphasizing the practical focus, preparing graduates for practical activities and actions.

Particular attention is paid to the practical focus, preparing graduates for practical activities and actions.

The paradigm of inclusive education has only recently started to be widely implemented in Armenia and is still in the process of development. Consequently, there are many unresolved issues within the education management system, particularly regarding the study and analysis of best global practices in the application of inclusive approaches in education as a whole and in higher education specifically, which underscores the relevance of this research topic. In this context, the authors aimed to examine the current challenges and achievements in organizing inclusive higher education in Armenia, analyze best practices and accomplishments in this field globally, and explore the potential for their application within Armenia's higher education system.

Based on the research conducted on both international and domestic experiences, the authors proposed a preliminary «Roadmap» for reforming the management system of higher educational institutions in Armenia, aimed at enhancing the effectiveness of inclusive education. The application of this roadmap in various universities across Armenia could significantly improve the implementation of inclusive teaching methods within the educational process.

This article reflects on the fluid nature of insiders and outsiders in discourse communities, with particular relevance to teaching reading. A discourse community is characterized by its use of specific communicative rules to achieve common goals. Students who are not familiar with these rules often find it hard to understand the conversation, whereas students in the community know how to speak and what patterns of speech apply within this particular group. This study explores the way in which learners move from being an outsider to insider by understanding a community’s purpose, values and language. It also addresses the misconception that difficulty in understanding academic discourse stems from a lack of intelligence, rather than unfamiliarity with the community's conventions.

      The novelty of the article is that it applies the insider-outsider discussion to the teaching of reading and emphasize the importance of understanding a community's language, values and practices to improve comprehension. The research highlights the pedagogical implications of these dynamics and provides new insights by comparing discursive practices in non-academic versus academic discourse communities. It claims that difficulties in comprehension of specialized discourse are not an indication of a lack of intelligence but rather ignorance towards how accepted conventions have been set in place among this community. It emphasizes the importance of a structured approach to teaching reading, which includes providing context, scaffolding learning, encouraging active participation and dispelling misguided beliefs about the nature of academic discourse. Findings from the research showed that recognizing the process of becoming an insider and supporting learners through this transition can significantly improve students' reading comprehension and engagement. This approach not only helps learners handle complex texts but also challenges the misconception that difficulty in understanding academic discourse reflects a personal failing, instead framing it as a natural part of the learning process.

The information technology (IT) industry is growing rapidly, and AI enablement is transforming the education and learning landscape. This article explores the use of personalized learning strategies in informal IT courses, especially if discussions take place among engineers with strong expertise in related technical contextes and it focuses on the role of generative AI-powered virtual mentors, comparing the learning experiences of experienced engineers and novices. Additionally, it explores ways to maintain motivation, identify strengths and weaknesses, and balance professional work with ongoing learning. The article discusses the shift in professionals from non-IT industries and the growing trend towards standardization in the AI ​​era. Practical examples are integrated throughout to illustrate real-world applications of these concepts.

Today's realities are the special attitude of the majority of teachers and students of education to the use of new information technologies, including their own electronic devices, during the educational process. Some of the subjects of the educational process believe that this has a positive effect on the quality of the provision of educational services, while others, on the contrary, have a negative attitude towards the modernization of the professional training of future specialists. This, in turn, actualizes the issue of digitalization of the educational process, in particular during the professional training of future physical culture and sports specialists.

In order to find out the attitude of education seekers to the digitalization of the educational process of professional training of future specialists in physical culture and sports, the authors conducted a survey of students of the first (bachelor) level in the specialty 017 Physical culture and sports of the National University "Poltava Polytechnic named after Yury Kondratyuk". 187 students took part in the survey.

The raised scientific question aroused the active interest of education seekers who passed a survey on the use of IT technologies in the professional training of future specialists, where, for the most part, they gave positive answers regarding the digitalization of the educational process.

The authors single out the positive aspects of the digitalization of professional training of future physical culture and sports specialists and emphasize that we should not forget about the negative consequences of the digitalization of education and try to protect both students of higher education and teachers from them.

It is concluded that the application of IT technologies, with the aim of digitalization of education during the professional training of future specialists in physical culture and sports, makes it possible to improve the educational process and ensure the quality of the provision of educational services.

The article emphasizes legal English, focusing on law and language teaching through reading detective fiction and watching detective films. This leads to the communicative use of legal English and independent learning. The article analyzes the use of detective fiction and detective films as resource material in English for Law classes to promote students' motivation to learn legal English in their subject domain.

Using detective fiction and films to teach Legal English can effectively build students' legal knowledge and language skills.  Moreover, through reading and watching, students become familiar with English legal terminology, cultural contexts, and the various speech patterns used by native English-speaking lawyers in specific legal scenarios.

Detective fiction and films offer linguistic and aesthetic benefits, helping students overcome national, cultural, legal, and psychological barriers. Exploring different sub-genres of detective fiction broadens students’ knowledge, fosters a professional reading culture, and enhances their ability to distinguish between legal and non-legal texts. They also develop skills in identifying non-equivalent vocabulary and using the internet to research relevant information. Group and independent reading and film-watching support self-directed learning and research, enabling students to effectively compare English and Armenian legal realities. Moreover, a bilateral focus on learning and learners creates a more holistic educational experience: learning is student-oriented, providing real communication in class and prioritizing fluency rather than accuracy.  Law school students become motivated and ready to take responsibility for their learning, which leads to better language acquisition and communication.

Keywords: Education, Legal English, Detective Fiction, Detective Films, Communicative approach, Motivation, Independent learning

In the article titled “Application of the Modern Method of Brainstorming in the Process of Teaching 
Literature,” we aimed to highlight the unique aspects of applying this method, taking into account the nature 
of the subject matter, the ideological framework, and the age groups of the students. Several approaches to 
utilizing the method of brainstorming were examined, based on the method's core principles. The essence of 
this method, along with the principles of teaching material in this format, was explored with emphasis on its 
effectiveness. The advantages of this teaching approach were discussed and justified, considering its relevant 
features and the specific learning objectives it seeks to achieve.
Different approaches to the method of brainstorming were used to highlight the teaching features of 
certain literary works. The analysis focused on effective methods for examining a literary work, ways to
organize and summarize the material, and the exploration of the ideological, philosophical, and psychological 
dimensions of the literary imagery. 
In the methodological literature, several scientific studies address the aforementioned problem: 
“Modern Teaching Methods, Techniques, Exercises” (NIE Lori Branch, Vanadzor, 2008), “Effective Learning 
Techniques” by S. Khachatryan (F. Ebert Foundation, Armenia, 2020), Valmont, W., “Technology for Literacy 
Teaching and Learning” (New York: Houghton Mifflin Company, 2006), and Allington R. and Cunningham 
P., “Classrooms That Work” (Boston: Allyn and Bacon, 2004). Each of these works presents, in its own way, 
the characteristics and specifics of modern teaching methods. 

This study analyzed the methodology of teaching the Russian language in an Armenian school, with an emphasis on current approaches and strategies that can improve the effectiveness of teaching the Russian language in Armenian school.

     Consideration of the theoretical foundations and modern research in the field of teaching the Russian language made it possible to identify several key aspects that must be taken into account in the learning process. Among them are the integration of the cultural component, the use of contrastive analysis, the use of innovative technologies and gaming techniques, etc. Thus, the approaches and strategies proposed in the study can make a significant contribution to improving the quality of Russian language teaching in Armenian schools, which, in turn, will increase the level of language proficiency among schoolchildren and expand their educational and professional prospects.

     Modern methods of teaching the Russian language in Armenian schools are undergoing significant changes in connection with new educational standards and the needs of society. In particular, the use of information and communication technologies, the introduction of innovative approaches and strategies focused on the development of communication skills and intercultural competence are becoming important aspects. Thus, the relevance of this topic is due to the need to develop and implement effective approaches and strategies that will improve the level of teaching the Russian language in an Armenian school and contribute to the successful integration of graduates into a multilingual and multicultural space.

Human health is a process of development of mental and physiological functions, maintenance of high working capacity and social activity, but at present, disease rejuvenation is a complex task from both a medical and pedagogical valeological point of view. And the further civilization develops, the more “younger” diseases become. Atherosclerosis, hypertension, myocardial infarction, tumors, diabetes, leukemia and other diseases are diseases acquired by a person at a young age in the conditions of modern civilization, which are directly related to an unhealthy lifestyle. Unhealthy diet, insufficient physical activity (hypodynamics), various kinds of abuse, bad habits, early sexual relations are some of the modern valeological problems that require an integrated approach to prevent negative consequences.

The goal of the study is to discuss the rejuvenation of diseases from a pedagogical valeological point of view based on our studies that reveal the cause-and-effect relationship between the rejuvenation of diseases and a decrease in students’ academic performance. The study was conducted among 28 university tutors, 40 school teachers, 50 schoolchildren, 100 students.

The development and socialization of a child involves the creation of pedagogical and social situations typical of age, which involves the organization of activities that contribute to the development of thinking. Visual-imaginative thinking of a child, where the main unit is an image, manifests itself at the age of 2-3 years and is a priority until 6-7 years old. Spatial thinking is formed as a result of the variety of pictorial thinking. the child operates with spatial images based on the creation of these images through the perception (or representation) of spatial properties and relationships between objects. The study of the development of spatial thinking in preschool children was conducted by such scientists as J.S. Grigorieva, A.N. Davidchuk, T.S. Komarova, L.V. Kutsakova, L. A. Paramonova, N.P.  Sakulina, N.F. Tarlovskaya and many others. Spatial thinking is the foundation on which most of human activity is based, so its development and formation are an important part of the successful formation of a child's personality later in life. In the structure of the human psyche, it is responsible for orientation in space, creating images of space in the human mind and using them in the process of solving various problems.

During our study, we identified the role of mirror neurons in the performance of higher integration functions of the brain. The formation of spatial orientation in children of early and preschool age with developmental disabilities is effectively carried out on the basis of developing, correcting and stimulating work of motor and speech activity. Attention should be paid to the use of complementary teaching methods, giving priority to the development and correction of motor skills.

The aim of the article is to conduct a comprehensive study on the ways and means for improving intra-school supervision (ISS) in public educational institutions. ISS, which is directed at enhancing the effectiveness of the educational process, resource management, and the professional development of teachers, plays a significant role in improving the quality of education. Intra-school supervision should be implemented using a systematic methodological approach, which will help identify shortcomings in processes and ways for their elimination and correction.

    The relevance of the article is based on the results of recent reforms in the field of public education, which often do not include improvements to ISS mechanisms. The scientific novelty lies in the development of a comprehensive ISS system that should encompass all educational levels and directions. This system will help increase the efficiency of educational institutions and ensure the improvement of education quality by focusing on the evaluation and monitoring of educational processes.

   The research findings are substantiated by surveys, which reveal that a significant portion of educational institution staff lacks a clear understanding of the content and objectives of ISS implementation. This indicates that the current process often has a formal nature and cannot ensure the necessary supervision.

    Therefore, new approaches and strategies are needed to elevate the management level of ISS. It is necessary that the ISS process is based on democratic and collaborative principles, which will enhance transparency and accountability.

   The article proposes solutions that include proper resource management, clear definitions of responsibilities and functions, the active involvement of participants in the educational process as well. This system can serve as a good example for educational institutions that aim to improve their ISS processes.

   Enhancing effectiveness will be possible only through the implementation of appropriate steps and reforms that engage all stakeholders at all educational levels, minimizing formality and creating an effective and sustainable learning environment that fosters the professional development of teachers and improves the quality of students' knowledge.

One of the important goals of the work of methodological associations is to take into account not only the results shown by students, but also how and in what period of time they achieve these results. Through the use of flexible technologies, a favorable collaborative environment is created for teachers.

It can be argued that in modern schools, predominantly methodological associations use “hard” management technologies in their work.

Using flexible technologies, the methodological association acts as a team implementing a new project, and the school acts as an enterprise with an appropriate business culture. This cannot happen if the thinking of teachers participating in the work of methodological associations undergoes a relative change.

In general, the essence of using a flexible school management methodology and the technologies resulting from it is that timely changes are required in the management chain, since the requirements of the client, in this case the teacher, are clarified. and is adjusted depending on the specific situation.

Thus, the implementation of a flexible method is possible under the following conditions: firstly, the teacher participating in the methodological association must actively participate throughout the entire project. Second: the result of the work is more important than the documentation. Third: the project working group consists of no more than 7-9 people. Fourth: participants are aware of responsibility for results and act with certain decision rights. Fifth: the significance of the project is clearly formulated. Sixth: the total scope of work on the project can be completed in stages.

The advantages of using flexible technologies in the process of managing a methodological school association are:

1. creating favorable conditions for rapid adaptation of teachers to the educational environment,
2. the opportunity and conditions are created for a quick response to teachers’ requests,
3. the number of errors and shortcomings is reduced.

Among the shortcomings we can highlight

1. frequent need to adapt documents to changing conditions
2. Constant monitoring of teachers' work can lead to delays in the program schedule
3. “false agendas” proposed by teachers can interfere with work.

The purpose of the article is to analyze the specific features of the quality assurance process in the higher education systems of Armenia and Italy, identifying the similarities and differences.

The quality assurance framework for higher professional education in both Armenia and Italy is based on the principles of quality assurance of the European Higher Education Area, and each country has clearly defined different processes that cover the entire quality assurance framework.

One of the most important achievements in the framework of higher education reforms is the new approach to the quality assurance process, when the quality assurance mechanisms of education were reviewed and introduced in both countries in accordance with the standards in force in the European Higher Education Area.

Within the framework of reforms in the field of higher education in Armenia and Italy, appropriate quality assurance and control structures have been formed, contributing to the continuous improvement of the quality of higher education with clearly defined functions.

The article examines and presents the standards established in both countries, as well as similarities and differences.

Higher education in every country has a special place and role in the process of educational, technological, cultural, socio-economic development of the society, it greatly influences other levels and formats of the education system of the given country, such as informal, lifelong (continuous) and adult education. Adult education is based on the main approach that learning is not limited to a certain level of education, but is a continuous process.

 The purpose of the article is to thoroughly study and analyze the management features and challenges of Iran's higher education system, as well as its importance in adult education.

 The methods used by us are: the study of sources and documents, data analysis.

The scientific novelty of the research is that the current state of Iran's education system, policies and curricula, gaps and challenges were comprehensively analyzed, and in that context, the problems and shortcomings of adult education in Iran were highlighted and evaluated.

The main problem has also been studied by Abtahi Seyed Hossein, Bagherimoghadam Nasser, Isazadeh Ebrahim, Ghurchian Nadergholi, Nafisi Abdulhossein, whose views also played a role in the development of higher education in Iran, also studied the basic problem.

Inclusive education in Portugal has undergone significant transformation over recent decades, driven by shifts in social, political, and legal frameworks that reflect a growing commitment to human rights and equal access to education. The movement from a historically segregated model to an integrated approach, catalysed by the Salamanca Declaration of 1994, has been pivotal in shaping contemporary educational practices. This study analyses how Portuguese policies on special needs education have evolved from the 1970s to the present and examines their implementation in practice in compulsory education. The primary objectives are to analyse the impact of key legislative changes, particularly Decree-Law 3/2008 and Decree-Law 54/2018, on the inclusivity of the education system and to assess how these policies have been operationalized in schools. The findings reveal that while significant progress has been made in integrating students with special needs into mainstream education, challenges remain in achieving uniform implementation and in ensuring that all educational professionals are adequately prepared to support diverse learning needs. The shift towards a more flexible and personalized educational approach, as mandated by recent legislation and inspired by the Salamanca principles, marks a crucial step towards a more inclusive education system.

In the early years of the Armenian community of Syria, we were fortunate to have educators with advanced pedagogical training or experience playing educational roles. They came from institutions such as the Berberian Central College of Constantinople, the Sanasarian College of Karin (Erzurum), the Armash Seminary near Constantinople and the Gevorgian Seminary of the  Mother See Holy Etchmiadzin. However, as these educators in time became less available, it became clear that the community needed to seek out and support new educational professionals.

Armenian communities in the Middle East, being near their historical homeland, have demonstrated a strong commitment to preserving their national identity, religion, language, historical memory, and culture. The presence of Armenian studies centers in these communities has been instrumental in comprehending and safeguarding the Armenian heritage.

In 1938, the initiative to train pedagogical experts met with a positive response from the national authority and intellectuals of the Armenian community in Syria, leading to the establishment of the Aleppo Armenian Teachers’ Union. This union aimed to enhance the intellectual capabilities of educators, promote national education, foster public interest in national education and ensure the intellectual development of the new generation through the latest pedagogical practices.

Nevertheless, one of the significant challenges confronted by the elementary schools in Syria was the inadequacy of methodical training for teachers due to the absence of Armenian studies centers for teacher training. This concern was only addressed in 1996 with the establishment of the Aleppo Armenian Studies Center by the Hamazkayin’s Syrian Regional Administration which sought to bridge this gap.

The presence of proficient Armenian teachers has played a crucial role in the preservation and advancement of the Western Armenian language. Through their dedication, the Armenian generation has thrived and flourished both within and beyond the realms of educational institutions.