Vol. 7 No. 1 (2025): “EDUCATION IN THE 21ST CENTURY” INTERNATIONAL SCIENTIFIC-METHODICAL PEER-REVIEWED JOURNAL

In modern conditions, the problem of professional orientation of high school students is relevant and is in the focus of attention of researchers. A young person, as a future specialist, tries to find his place among the professions, passing a long path of acquiring knowledge. Meanwhile, the large flow of information often makes it difficult for a high school student to independently orient himself in the matter of choosing a profession. In this matter, both the family (parents) and the school (specialist, social pedagogue) play an important role, whose effective guidance and support will not only help the child in choosing a profession, but will also ensure the economic, social, scientific development of society.

In the continuously evolving and complex system of higher education, effective management and the assurance of high-quality education require constant analysis of ongoing processes within the system, as well as solutions to existing (“permanent”) or newly emerging diverse issues. In this regard, special importance is given to monitoring, which, on the one hand, is viewed as a tool for studying and evaluating the current situation and realities, and on the other hand, as a vital means of obtaining the necessary information to ensure the advancement of the educational institution. Quality monitoring in education is one of the key prerequisites for enhancing the effectiveness of education system management and improving learning processes.

This article attempts to emphasize the role of monitoring in the field of education, particularly in higher education. Using the example of Yerevan State University (YSU), it comprehensively examines and presents the processes of implementing monitoring of study programs (SPs) , identifying necessary actions for improving these programs based on the results, and planning and executing measures that ensure the effectiveness of these actions.

Over the past decades, due to changes in social and economic conditions in society, as well as the introduction of new technologies into everyday life, the psychology and behavior of each member of society have changed. New problems arise between children and parents, children and school, school and parents. In this regard, the role of cooperation between school and society increases. The modern school is faced with new forms and methods of cooperation and interaction, which are difficult for both teachers and parents to perceive. As a result, it becomes obvious that we are dealing with new conditions for organizing interaction between the family and the teaching staff, parents and children.

In the modern history of pedagogy, a number of well-known teachers, psychologists, and sociologists addressed this problem, put forward approaches, offered programs and models that were of particular importance in organizing interaction between the teaching staff and the family. We often referred to their approaches and ideas in the article. Attention was paid to a number of models of managing interaction between parents and children. The behavior of teachers, parents and children, the specifics of support provided to a modern family, and the content of pedagogical support are commented on.

The work examines the forms of communication between the teaching staff and parents, their effectiveness and role as a modern process.

In the article, we identified five determinants of parent-child interaction that are of fundamental importance in the formation and development of the moral, psychological, socio-cultural atmosphere of a modern family.

Approaches to organizing school-parent cooperation and, through it, interaction between parents and children are defined, as a result of which the nature, principles and individual components of cooperation change, and ultimately the goals, content, forms and technologies of interaction change.

Left-handedness is considered a biological and neuropsychological trait, expressed through the dominance of motor functions on the left hand or the left side of the body. Although it is recognized as a variation of the norm and is not regarded as a medical or developmental disorder in itself, a number of studies suggest that left-handed children may face challenges in educational adaptation and socio-psychological integration. These difficulties are particularly pronounced among preschool and primary school children who are placed in learning environments primarily designed for right-handed individuals. The objective of this study was to analyze the specifics of diagnosing left-handedness and the associated adaptation issues, based on the results of sociological surveys. Through the use of diagnostic tools, the study aimed to explore left-handed students’ subjective perceptions of their hand dominance, their attitudes towards this trait, and the reactions of their social environment, including teachers, parents, and peers. The results obtained provide a significant foundation for a deeper scientific understanding of the adaptation challenges faced by left-handed students in educational settings. Moreover, they offer insight into the need to revise educational policies and pedagogical practices in order to develop appropriate approaches. Based on the data, it becomes possible to formulate clear recommendations aimed at enhancing the effectiveness of inclusive education and ensuring equal educational opportunities for left-handed children.

Contemporary education is rapidly changing and requires increasing the efficiency of the educational and training process, which is one of the most urgent and important problems of pedagogy at all times.

One of the most important requirements for education and training based on the humanistic paradigm is the implementation of an individual approach to learners, their needs, abilities, etc. However, in real practice, there is a contradiction between the frontal forms of teaching and the individual characteristics of the learner, the needs of his/her educational and cognitive activity, which causes the need for differentiation in education, individualization, provision of pedagogical support, support for each student to achieve his/her goals, overcome difficulties, etc. One of the ways to solve these problems is the introduction of innovative technologies that allow taking into account the personal interests and capabilities of learners, which is necessary in the context of the growing diversity of educational needs. And one of the key tools to achieve these goals is tutoring technology. It is defined by certain features inherent to it: individualization, development of special skills, adaptation to changes, etc. In a word, the relevance of this pedagogical technology is justified by the conditions of a rapidly changing educational environment and the fact that it can be effectively applied in schools, HEIs, additional and professional education systems, where an individualized approach is highlighted.

The purpose of the research is to reveal the essence of tutoring as an innovative pedagogical technology, to show its opportunities in solving the problems of contemporary education and the challenges at the current stage of educational development.

The novelty – tutoring as a pedagogical technology is modernized, its essential characteristics as a pedagogical technology are presented, the opportunities and challenges of introducing this innovative technology in the educational and cognitive process are revealed.

Based on a theoretical analysis of scientific research on the presented problem and the results of a sociological survey, it was concluded that the successful introduction of tutoring pedagogical technology can radically change the educational and cognitive process, making it more flexible. Appropriate methodological recommendations have been made.

The event-based approach is considered by the authors of the article as an effective methodological basis for designing a personalized educational environment for primary school students with disabilities.

Taking into account the need to ensure equal access to educational resources for all participants in educational relations, as well as the demand for an effective personalized educational environment for children with disabilities, taking into account the specific characteristics and needs of students, as well as the dynamics of their development, the event-based approach appears justified from a scientific and pedagogical point of view, the theory of providing special conditions for the development of each child's individual identity in purposefully created specific circumstances of "living" the experience of an emotional and valuable attitude to joint activities.

The criteria for determining the effectiveness of the educational environment for primary school students with disabilities, according to the paradigm of the event approach, are: flexibility of the educational environment (indicators: barrier-free functional and planning characteristics of the building of the educational organization, variability of the organization of the subject content of school premises); psychological safety of the educational environment (indicators: the subjective attitude of younger schoolchildren to the educational environment, satisfaction of younger schoolchildren with significant characteristics of the educational environment, protection of younger schoolchildren from psychological violence in interaction); mobility of technological support for the educational environment (indicators: accessibility of adapted educational resources, adequacy of younger schoolchildren's ideas about their own educational potential).

The key areas of implementation of the event-based approach are: ensuring multilevel management aimed at achieving a synergistic effect from the initiation of educational environment resources based on the principle of subject-oriented reasonable adaptation; the inclusion of primary school students with disabilities in the event community of all participants in educational relations with the prevalence of educational events over traditional events.

The research results set the direction for the applied practice-oriented design of a personalized educational space, which will reflect on specific problems and solutions related to the configuration of educational spaces, the creation of tools for designing and evaluating the effectiveness of individual educational trajectories, conditions for the effectiveness of joint and individual forms of pedagogical interaction.

This research explores how big data and learning analytics can strengthen quality assurance processes in higher education institutions (HEIs). Employing a mixed-methods design, the study gathered data from 600 students and 200 lecturers across six diverse universities, spanning urban and rural contexts. Quantitative analysis, including regression models, showed that engagement with learning management systems (LMS) accounted for 45% of the variation in student grades, underscoring a significant link between technology use and academic outcomes. Qualitative findings from interviews revealed challenges such as inconsistent LMS reliability and ethical issues, notably data privacy concerns, which hinder widespread adoption. The study concludes that learning analytics offer substantial benefits for monitoring and improving educational quality, but their success depends on robust technological infrastructure, staff training, and ethical frameworks. It recommends strategic investments in underserved regions and the establishment of clear data policies to maximize the potential of these tools while addressing equity and privacy.

This paper picks up the thread of the authors’ research from our previous papers inquiring into the disempowerment and subsequent disillusion of the Black aspirants to a significant role in the UK’s teaching profession. Having tracked the situation in Liverpool [Boyle & Charles 2011, 2016] we decided to look at the capital and selected one of the London Authorities as an alternative location. We selected Newham principally because the Authority is reported to have the most ethnically diverse teaching population in the thirty-three London Authorities [Demie & Hau 2022:]. The aim of the research was to survey the self-reported experiences of Newham’s current Black teachers [i] through their own journeys as Black students in the UK schooling system and then [ii] as Black teachers working within the UK schooling system.

Education has always been and continues to be a key driving force for the development of society. It provides an opportunity to shape generations that are ready to respond to various life challenges and solve them. Even now, when educational systems are refining their structure and developing with the help of new technologies and approaches, the methods of assessing education and their effectiveness have become an important topic of discussion. The article presents innovative methods that contribute to the efficiency of knowledge assessment.

Relevance of the article. Modern educational systems constantly require new approaches, particularly in matters of assessing students' knowledge. The effectiveness of the future educational process primarily depends on the correct choice of methods for assessing residual knowledge, which will help lay a more solid foundation for mastering the learning material, create new opportunities for students' development, and maximize the effectiveness of educational and upbringing activities.

Scientific novelty. The scientific novelty of the article lies in the introduction of innovative methods for assessing residual knowledge. Through an analysis of some features of these methods and their applicability, new approaches are proposed that will allow for more effective and comprehensive assessment of students' knowledge, skills, and abilities.

Relevance of the topic. The topic is relevant because the effectiveness of the educational system largely depends on the continuous improvement of assessment methods. In the context of reforms in general education, the importance of assessing residual knowledge becomes a key issue. The article presents innovative approaches that are significant for the possible continuation of the development of the educational process.

Main problems. One of the main issues regarding the limited capabilities of traditional assessment methods is that these methods do not provide a full check of knowledge acquisition and its applicability. In other words, the assessment of learning outcomes does not meet the demands of the time. The introduction of new approaches and technologies requires additional development and retraining of teachers, as well as enhancing their knowledge and skills.

Purpose of the article. The purpose of the article is to investigate and analyze the state of assessing residual knowledge using innovative methods, to present their significance and possible applications, which can have a significant impact on the educational process.

Novelty lies in the following: The article presents methods and technologies that not only meet modern educational requirements but also complement traditional approaches to assessing students' knowledge.

Practical significance of the study. The study is valuable because it can guide teachers in more effectively applying innovative methods and help improve teaching and assessment processes. Such approaches contribute to improving educational outcomes while providing students with new opportunities for the correct application of residual knowledge.

Eco-schools or green schools are not only aimed at protecting the environment, but also contribute to the formation of an educational environment in which students and teachers work together to develop strategies that link social justice, solving environmental problems and economic stability. The importance of environmental education in these schools is inevitably linked to an ecological society, as well as social factors that contribute to the improvement of public relations and progress in transformation.The work explores the role of environmental schools and environmental education in sustainable development education, focusing on the importance of teacher leadership. The article presents the basic principles of eco-schools, their structural models and their impact on․

One of the most pressing issues studied by modern researchers is the challenge of integrating digital technologies into the educational process.

This article explores the potential uses of artificial intelligence in education, analyzing the opportunities and challenges that educational institutions face when integrating AI into teaching and learning processes. Special focus is given to the future prospects of AI in education and its impact on students, teachers, and other stakeholders. Based on the analysis, it is clear that AI has significant potential to enhance learning outcomes and student performance. However, successful integration of this technology will require addressing several key challenges. Additionally, the article examines how teachers can use AI for both educational purposes and personal development, as well as the potential for investment in the educational process.

A significant advantage of using artificial intelligence in education is the reduction of time spent on tasks, leading to increased efficiency for teachers. By analyzing data on students' assimilation of educational material, AI systems can provide personalized recommendations that enhance both the efficiency of the educational process and the quality of education. Additionally, AI's ability to automatically analyze large datasets allows teachers to continuously update, improve, and develop instructional content.

Artificial intelligence can also help administrators of educational institutions create schedules and determine the most effective educational resources.

Experimental studies have proven the hypothesis of the effectiveness of using artificial intelligence in educational activities, but the teacher must have a sufficiently broad outlook, be ready to identify inaccuracies, correct errors, and distribute educational content.

Since the establishment of the Department of Turkic Studies at the Faculty of Oriental Studies of Yerevan State University, a certain place has been devoted to the study and teaching of Turkic epics, which has been carried out within the framework of teaching Turkish literature.

Any national epic can certainly form the basis of literature. From this perspective, Turkic epics have had a significant impact on the process of establishing the literature of the Turkic-speaking peoples, taking into account the centuries-old tradition of oral speech and culture. At the same time, they still continue to condition the process of national cultural and identity formation among some Turkic-speaking peoples, while serving as unique national symbols. In particular, “Dede Korkut”, being the ethnogonic epic of various Turkic ethnic groups, still plays a crucial role in popularizing the ideology of Pan-Turkism, naturally, sometimes through the artificial equalization and identification of various national versions. The “Koroglu” (“Keroglu”) epic, created and formed in a later period, taking into account the existence of a larger number of national versions, no longer has the symbolic pan-Turkic significance attributed to “Dede Korkut”. However, in some cases, it also contains elements of national self-identity, and is sometimes considered on the same plane.

From the above-mentioned points of view, in particular, for Armenian Turkology, the study of not only the mentioned but also other Turkic epics and the establishment of teaching with the appropriate methodology represent a necessity, which can certainly have scientific and practical significance.

The article was prepared based on a summary of the results of our research conducted on the topic in recent years, as well as the conclusions and observations made during the process. One of the notable problems with the topic is its presentation without highlighting the Armenian environment and Armenian epic substratum, which is typical of foreign Turkic studies centers, but in our case, taking into account the existing peculiarities and already recorded results, the use of the same approach is not correct and effective. In this context, knowledge of Turkic languages, as well as certain knowledge of Armenian folklore, is important. Accordingly, the subject can certainly have interdisciplinary significance.

By highlighting the specificities of the topic and the problems identified, the methodological approaches considered necessary for teaching the course are presented. As a result of teaching the subject, the Turkologist student can further strengthen such skills as deep knowledge of the topic, comprehensive analysis and comparison of various data.

This article examines certain aspects of using an electronic language corpus in foreign language teaching. It highlights the advantages of utilizing corpus data in the process of language learning, particularly in studying its lexical and grammatical features. The article identifies practical tasks that regular work with corpus data helps to address, including not only subject-specific and methodological issues but also pedagogical, translation-related, and other challenges. The author shares their experience in using corpus data in English language teaching.

A brief overview of Mark Davies’ Corpus of Contemporary American English (COCA) is provided as the most extensive and widely used corpus available in open access. Additionally, the author presents recommendations for using corpus data of contemporary American English in teaching English.

Research Objective is to explore the features of using electronic language corpora in teaching English as a foreign language and to demonstrate the advantages of applying corpus data for studying the lexical and grammatical characteristics of the language.

Relevance and Scientific Novelty: This study presents a modern approach to teaching English through the use of corpus data, enabling work with authentic language examples and enhancing the understanding of lexical and grammatical structures.

The use of an effective assessment system in the educational process has always been a major issue in universities. By assessing the results of learning, universities solve the problems of providing competitive scholarships, analyze the quality of educational services, and in conclusion, measure the backup of knowledge and professional competences, acquired by students. Therefore, assessments given to learning, play an important role in evaluating the quality of education. However, currently, there is no unambiguous approach to the study of assessment systems used in universities, since the “center of gravity” of assessment is gradually shifting from the field of knowledge acquisition to the field of career abilities and skills of students. Furthermore, in the current era of digitalization, the acquisition of knowledge by a student does not encounter particularly great difficulties, since various knowledge-based information sources are becoming available and open access on the Internet Network. Besides, today the existence of a competitive market employers are considered a priority to hire university graduates, who are mostly distinguished not by the knowledge they have accumulated during university study, but by their professional skills.

The purpose of the research is to propose a methodology for assessing learning at universities that would take into account not only the perception of knowledge, but first of all, the level of acquisition of professional skills by the graduate. Therefore, the use of assessment approaches based on the learning outcomes presented by professional educational programs is emphasized here. Moreover, questions arise regarding the approaches to assessing learning outcomes, since they are measured, on the one hand, by the student's academic workload, and, on the other hand, by the knowledge accumulated during the course of study or the acquisition of professional skills. In our days, the labor market is more valuating not only the accumulated knowledge of graduate students, but more their abilities and skills in working practice. Consequently, it is coming essential to answers a question “What you can do”, but not “What you distinguish and know”.

The novelty of the research is the proposal of a methodology for assessing study at universities by learning outcomes and academic credit dimensions. The presented methodology is distinguished by the fact, that the grading system takes into account not only the performance of achieving the outcomes provided by the vocational educational program, but also the degree of academic workload of the student during the study period. Moreover, this combination also implies a system of task diversification, taking into account the educational workload (credit distribution) according to the required study tasks.

In the article entitled “Application of the Modern Method of “Flipped Classroom” in the Process of Teaching Literature,” we aimed to highlight the distinctive features of this teaching method, shaped by the nature of the subject matter, the ideological and aesthetic framework, and the number of instructional hours allocated. We examined several approaches to implementing the method, aligning with its core principles. The essence of the flipped classroom method and its fundamental teaching principles were explored, with particular emphasis on its advantages, which stemmed from its unique characteristics and the specific educational objectives it served.

By applying different approaches within the “Flipped Classroom” framework, we underscored the particularities of teaching certain literary works. This method proved to be an effective tool for analyzing literature, as it allowed for extended in-class discussions on key topics introduced in teacher-prepared video lessons. This, in turn, facilitated more in-depth analysis.

Several advantages of the method were highlighted, including the ability for students to rewatch video lessons multiple times at home, reviewe and reinforce previous lessons as needed, engage in pre-class discussions with peers and teachers, and systematically organize new information. These elements contribute to a deeper and more comprehensive understanding of the material.

The present article aims at substantiating the thesis that the vocabulary of Grabar is one of the main sources for almost all the terminological vocabulary layers. There is no doubt that over the centuries some words have penetrated into the early Armenian language from the Indo-European vocabulary through internal borrowings, which have later passed into the Grabar vocabulary. Thanks to the ancient borrowings, the vocabulary of Grabar terms was enriched and switched to the Middle Armenian language, and as a result of changing phrases, some of them were translated into Eastern Armenian. Therefore, the novelty of this study is due to the fact that it is justified and proposed in order to make the university study of terminological vocabulary by specialization more effective and purposeful at the Armenian language classes, also to be guided by a new approach proposed by us, that is, to conduct the study of the terminological vocabulary in accordance with an up-to-date GUS method, which supposes a study parallel with their word formulating, genealogical, etymological and semantic research.

 The relevance of the article is due to the expedient development of effective methods for studying terminological vocabulary in the field of higher education and the need of seeking new ways to submit them.

As a result of the investigation, we came to the conclusion that the terminological vocabulary originated in the Indo-European proto-language passed into the Grabar vocabulary through internal borrowing, which was enriched with newly created terms, supplemented with lexical turns specific to the Armenian language, patterns of word complexity, as well as ancient external borrowings. A certain part of the vocabulary of Grabar formed the core of the terminological system of the modern Armenian language through reinterpretation and generalization. With the development of science, new and newest terminological borrowings also replenish the terminological dictionary of the modern Eastern Armenian language. The peculiarity of applying the GUS method in this very case is that the component “know” is provided by school education, and the component “I want to know, I have learnt” is replenished by the higher educational system.

The teaching methods of terminology in the field of higher education system include both theoretical and practical components, including lectures, seminars, practical classes, application of different technologies, group work and scientific research activity. Teaching methods contribute to the development of students' comprehensive knowledge and skills, enhancing their success in the fields of terminological studies and research work.

The purpose of the research is to identify and analyze the peculiarities and problems of theory and practice teaching methods of virology courses in the higher education system. The professional literature related to the topic has been studied, the necessity and importance of a substantive revision of virology teaching methods in the higher education system have been substantiated, the ways to overcome existing difficulties have been suggested. A combination of both traditional lecturer-centered and innovative student-centered interactive approaches to course delivery have been substantiated. In order to ensure the end results arising from the course goal, it is necessary to supplement the teaching of the subject with the use of laboratory work involving modern sensitive and accurate methods. The course outcomes should provide the student with adequate knowledge and understanding of viruses, analysis and synthesis skills, the ability to evaluate and comprehensively solve the proposed professional problems.

The article examines the methodological features of organizing distance learning in chemistry in modern conditions. A comprehensive analysis of the digital educational environment is presented, including an overview of platforms, tools, and resources for teaching chemistry in an online format. Special attention is paid to practical aspects of organizing virtual chemical experiments and various forms of educational activities. Effective methodological techniques for increasing student engagement and maintaining their motivation in distance learning conditions are proposed. The results of an experimental study confirming the effectiveness of the developed methodology are presented. Based on the obtained data, practical recommendations for improving the process of distance learning in chemistry are formulated.

In recent years, language learning has been viewed from a very different angle concentrating on meaningful and purposeful interactions, collaborations between speakers. This has accordingly brought a shift from more traditional grammar-based language teachings based on repetitions and drills to communicative language teachings (CLT) based on pair work activities, role plays, group activities and project works. Thus, in the classroom teachers aim to design the curriculum in such a way that they can explore the opportunities of developing communicative competences. The urgency of communicative language teaching is reviewed in a number of corresponding studies such as the Common European Framework of References for Languages (CEFR), The Future of Education and Skills 2030 project by OECD and the Cambridge Life Competencies Framework. While this undoubtedly asserts the necessity of language teaching for communication we also need to understand how it aligns with the cognitive framework of the student in case of formal education. What theory can not only prove the necessity of communication but also pave the way for its development. Considering this, we believe that sociocultural theory of learning by L. Vygotsky can bring more academic understanding to communicative language teaching. This brings us to the goal of our article, which is to analyze communicative language teaching (CLT) in the framework of sociocultural theory of learning. For deeper understanding we also search through sociocultural theory of cognitive development.

As our case is within the Armenian educational environment, we refer to the established New standards of foreign language teaching of the RA (2020). It states that the goal the goal of foreign language teaching is to develop an individual who is capable of communicating and realizing oneself in the modern multilingual and multicultural world. [9, p.4] Considering the Armenian context and the international research we justify the relevance of the article.

The novelty of the article revolves around its unique theoretical approach to communicative language teaching. By researching sociocultural theory, we provide deeper cognitive and sociocultural reasons to the theoretical foundation of communicative language teaching especially in the demand of Armenian educational context. For more practical reasoning we will also provide examples of practical implementation of social context in the foreign language classroom.

In modern times, the fundamental ideas of heuristic methods and heuristic search systems are being studied, with the aim of their further application in various spheres of human activity, including in the process of training specialists in pedagogy.

Learning using algo-heuristic methods is not limited only to the acquisition of knowledge, skills and abilities, but also focuses on the internal motivations of learning, ensuring the student's self-development and self-education.

Naturally, learning using algo-heuristic methods cannot completely replace traditional learning; however, it can and should be used as a supplement to traditional methods to develop the learner's creative abilities. The learner should be given the opportunity to feel like a full participant in the learning process, when he is not forced to acquire knowledge, but is allowed to acquire it independently, even through trial and error. After all, many great discoveries were made completely by chance.

Learning using these methods is based on certain principles. Personal goal-setting of the learner, selection of meta-subject bases of educational content, teaching productivity, priority of the learner's educational product, situational learning, the ability to conduct effective dialogue, form skills, act in an uncertain situation, set an educational goal, achieve it, draw up a plan and find various tricks for solving problems - that is, the methods of algo-heuristics are a set of logical techniques and methodological rules of theoretical research and the search for truth - methods of teaching and upbringing that contribute to the development of individual ingenuity and activity.

In every science, it is important to provide the conditions for the professional growth, self-development and self-realization of the specialist in the given field. The study of those conditions, the objective and subjective factors contributing to or hindering them was also the basis for the formation and development of the new science.

 Acmeology is the science that studies the personal and professional growth of a specialist, the gradual development and improvement of his professionogram and psychogram.

 At the core of the study of acmeology is not only individual, but also professional development of a person, so it has common appeals with Pedagogy science, because the development of professional knowledge, abilities and skills of educators ensures the further development and advancement of the field of education.

 This article aims to study the approaches of Pedagogical Acmeology in the professional development of the pedagogue of the 21st century.

In the context of sectoral digitalization and the necessity to respond to contemporary challenges, the implementation of situationally adapted hybrid learning in the field of general education has become increasingly significant. During the pandemic, the application of hybrid education through a situational approach enabled the relatively uninterrupted continuation of the educational process. However, it should be noted that social pedagogues were not adequately prepared to carry out their professional functions, especially when different models of hybrid learning were implemented in response to specific situational features.

Working across two environments—online and physical—requires social pedagogues to possess new professional competencies that align with the characteristics and demands of both traditional and hybrid learning formats. In this context, the functions of the social pedagogue are being redefined and supplemented, based on the principles and methodology of hybrid learning. The professional activity of the social pedagogue is undergoing a process of reinterpretation in accordance with the requirements of situational learning.

The problem under study is relevant, modern and has theoretical and practical significance. Because it is known that in the general system of upbringing, education and development of children with profound and partial visual impairments, the role and importance of education is immeasurably increasing today. At the same time, profound visual impairments in a child significantly complicate the organization and conduct of educational work in a public school, communication with them and teachers and classmates. Therefore, on the level of awareness of teachers who provided education, in matters of psychophysical features of the development of blind children, building and conducting educational work with them in the same class with normally seeing peers largely depends on the correct and effective education and development of blind children, preparing them for an active independent life.

In recent years, the scientific and methodological literature has emphasized the importance of education for children with profound and partial visual impairments, the formation and development of the level of awareness of teachers who provide education for blind children in organizing and conducting educational work with them in the same class with normally seeing peers.

At the same time, in the special scientific and methodological literature and in the practice of mass schools, the problem of improving the qualifications of teachers who provide education for

blind children has not yet been given due attention. Whereas the solution to this problem is very significant, which is of great importance for blind children, their education, upbringing, general development and entry into an independent active life.

Recognizing the importance of improving the qualifications of teachers on the specifics of integrative education for the entire category of visually impaired schoolchildren, this article focused on the problems of education only for blind children, that is, on that subcategory of children with visual impairment, which is the most difficult in terms of joint learning with normally seeing children

Considering the foregoing, the article presents important aspects of professional development of teachers implementing education for blind children. On the basis of the presented material, a theoretical analysis of the issues under consideration was carried out, conclusions and practical recommendations were made that are necessary for teachers implementing education for blind children in organizing and conducting educational work with these children in the classroom where normally seeing peers study.

This article reveals the basic factors, signs, and indicators of tiredness to be obligatory considerations in the process of organizing and conducting physical activities with students with different types of visual impairment. As the different forms and degrees of visual impairment, psychophysical peculiarities of development, and lack of development of motor skills and orientations in space of those students determine the importance and necessity of using protective means and mobilizing stand-by resources at gym classes. It has been established that deep and partial visual impairment significantly impedes the motor possibilities of students, their orientation in macro- and micro-spaces, their understanding of the teaching material of physical education programs, and their participation in physical and sport activities. Therefore, in order to prevent injuries and further visual impairments in students during physical activities in school, university, and gyms, we have to take into account the gender, form, and degree of visual impairment; the availability of concomitant diseases; secondary developmental deviations; the level of physical preparedness of students; and many other factors. This will serve as the basis for health strengthening in students with different types of visual impairment. The abovementioned points define the relevant, theoretical, and practical significance of the present research theme.

The role and significance of the teacher in organizing the educational process have been indisputable, and this remains relevant today. In light of dynamic societal changes, there is a growing need to reconsider and reshape the image of the teacher—developing professionals endowed with high personal and professional qualities. No educational technology can support a teacher in effectively fulfilling their professional duties if the teacher is not personally and professionally prepared.

It is no coincidence that in all historical periods, the figure and profession of the teacher have been highly valued. Today, in the era of emerging technologies and artificial intelligence, the teacher’s role is even more vital—as a moral guide, a carrier and transmitter of values, a researcher, and an innovator capable of responding to the challenges of the 21st century.

A striking embodiment of an inspiring educator and innovative researcher is His Holiness Karekin I, Catholicos of All Armenians, who remained true to the values he instilled in his students throughout his prolific pedagogical career. Dedicating the greater part of his rich and meaningful life to the grateful and selfless mission of a pedagogue and mentor, the Supreme Patriarch defined the essence of a true educator and teacher, grounding it in the fundamental components of self-development and devotion.

The study aims to reveal the role of management ethics in higher education institutions within the context of effective human resource management. The presence of ethical issues in higher education governance negatively affects both internal and external organizational processes.

Management ethics in higher education institutions is not only a key factor in shaping academic culture but also a strategic resource that directly influences effective human resource management, the establishment of organizational culture, and the long-term sustainability of universities.

The article presents the fundamental principles of management ethics, their application features, and their impact on the efficiency of higher education institutions. The research is based on an analysis of international and local scholarly sources, as well as empirical research, including the results of a sociological survey.

The findings indicate that gaps in the management ethics system exacerbate issues related to transparency in university governance, fairness in personnel policies, and academic integrity. According to survey data, the main pathways to reducing ethical violations in educational institutions include revising ethical management standards, introducing monitoring mechanisms, and ensuring transparency in governance processes.

The article analyzes different management styles (authoritarian, democratic, liberal, and mixed) and their influence on the formation of an ethical management environment.

The key conclusions of the study confirm that clarifying ethical management standards, maintaining a consistent approach to moral values, and implementing effective monitoring systems can not only improve the internal functions of higher education institutions but also enhance public trust in them.

Overall, strengthening management ethics should be considered a priority in higher education reforms, as ensuring the long-term stability, competitiveness, and high quality of education is impossible without a firm adherence to ethical principles.

In Sweden, alongside public schools, independent schools have expanded in recent decades, and today nearly 20% of compulsory school students attend independent schools. This article presents a comparative analysis of the management systems of public and independent schools in Sweden. It explores differences in governance, funding, school leadership, teacher recruitment, and academic outcomes. While both school types follow national standards, independent schools operate with greater autonomy and flexibility. The article highlights how school choice and governance structures contribute to educational segregation, despite comparable academic performance. The findings emphasize the need to balance autonomy, equity, and accountability in Sweden’s education system.

The article is devoted to the study of current trends, challenges and opportunities facing the system of higher historical education in the Republic of Belarus. The potential of university historical education for improving the quality of training specialists-historians under modern educational and social changes is substantiated.

The purpose of the article is to analyze current challenges and identify promising directions for the development of university historical education in the Republic of Belarus.

Relevance of the research. Studying the current challenges and prospects of university historical education in the Republic of Belarus is extremely important amidst contemporary social, political, and economic transformations. Historical education plays a key role in shaping civic identity, patriotism, and cultural awareness among young people. However, in recent years, the system of university historical education has faced numerous challenges related to changes in the perception of history, the influence of information technologies, as well as the need to meet international standards of education quality. All these factors require deep analysis and the development of new approaches to teaching future historians. The research will help identify main problems and highlight growth points in high school historical education, which will contribute to enhancing the quality of training professionals in the field of history and strengthening the position of historical knowledge in society.

Scientific Novelty. The scientific novelty of this research lies in its comprehensive approach to analyzing the state of university historical education in the Republic of Belarus against the backdrop of modern challenges. The work proposes a systematic categorization of key problematic issues and trends characteristic of this sphere, taking into account the specifics of the national educational space. Particular attention is paid to the introduction of innovative teaching methods, integration of digital technologies, and the formation of interdisciplinary connections.

The author concludes that successfully overcoming current challenges and realizing the prospects of university historical education in the Republic of Belarus are possible if a comprehensive approach is adopted, considering national characteristics and traditions. This approach involves modernizing curricula with an emphasis on the country's cultural and historical heritage, implementing innovative pedagogical technologies adapted to local conditions, and strengthening interdisciplinary ties within the educational environment. An essential direction remains the integration of digital learning and adaptation of educational standards to global competition requirements while preserving national identity and values. These measures will enhance the quality of training specialists in history and strengthen the position of historical knowledge in society, contributing to the formation of a coherent picture of the past and present necessary for the sustainable development of the Republic of Belarus.

The subject Olympiads, organized by the Ministry of Education of the Islamic Republic of Iran and the relevant provincial and metropolitan institutions under its jurisdiction, are aimed at identifying students with gifted, talented and creative abilities, developing interest in academic subjects and promoting the acquisition of sustainable knowledge. They also provide an opportunity to make sure that real, exemplary teenagers study in Iranian, including Armenian schools.

For Armenians, this is seen as a way to entrust the youth with the leadership of their own community structures. In this regard, the undeniable role of teachers deserves recognition, thanks to whose tireless efforts students reach new heights.

In the Iranian educational environment, where Islamic religious ideology prevails, it is not easy to develop one's own traditions of the Armenian school. That’s why an attempt is being made to synthesize Armenian educational components with Iranian ones.

The participation of talented Armenian students and their leading positions in school subject Olympiads is important for the community's activities. Thus, Armenians emphasize their presence in the Iranian environment in general and in the educational sphere in particular. It is obvious that, in addition to the inspiring effect, victories at subject Olympiads give a new boost to the younger generation, emphasize the real potential of the community, and also, most importantly, reveal intellectual abilities.

Thus, when compared with the educational level of the Iranian population as a whole, including minorities, in the 2000s, the number of applicants in technical and natural sciences in the Armenian community and the results achieved by talented students in school subject Olympiads indicate a high quality of education.