Vol. 3 No. 2 (2021): “EDUCATION IN THE 21ST CENTURY” INTERNATIONAL SCIENTIFIC-METHODICAL PEER-REVIEWED JOURNAL

Research universities are the key role players in the field of higher education that foster the socio-economic development of the country by significantly contributing to the development of scientific and technological spheres through fundamental research. Research continuously enrich their accumulated experience and scientific knowledge in various fields of activity with new research outcomes, create public good and new strategies of knowledge-based economic development with the aim to ensure that they serve for the needs of science, education, labor market and society. In this context, the strategic significance of establishing research universities in the Republic of Armenia (RA) is highlighted in the current article. In particular, it is substantiated in terms of strengthening the science-education-economy link in the RA, on the one hand, and from the perspective of promoting the development of research and innovation, on the other hand.

In the current conditions of aggravated socio-economic problems and intensive competitive market the higher education institutions (HEI) are challenged to regularly review their management policies, including Human Resource Management (HRM) practices and strategic HRM approaches to ensure their viability and competitiveness in the sphere of higher education. In order to minimize the negative impact of external factors and to ensure the sustainable efficiency of their activities, HEIs should also review the mechanisms through which they evaluate the effectiveness of their HR performance. This will allow the HEIs to not only identify the urgent problems but also to ensure that they are still functional and competitive. Key Performance Indicators (KPIs) are one of the most effective mechanisms used in HR performance appraisal processes. As an evaluation mechanism, KPIs may serve as a guide to HEIs to improve their HR performance appraisal processes and to clearly visualize to what extent they have succeeded in addressing crucial issues.
Based on the above mentioned, the current article elaborates on the essence of KPIs, puts forwards some examples of HR KPIs and proposes some questions through which HEIs can define, re-develop and improve their HR KPIs as well as reform the evaluation of HR performance.

Self-directed learning strategies are based on theories of the development of emotional intelligence, which studied the mechanism of controlling emotions, signals and stimuli. Research has shown that skills are best performed when there is high motivation, hard learning, and feedback. Learning is a key factor in building new neural connections. High motivation plays a critical role in the development of emotional intelligence. The development of emotional intelligence is possible only with a sincere desire and intense effort. The development of emotional intelligence is based on self-directed learning - the purposeful development or strengthening of certain qualities of a person as he is and / or wants to be. In connection with the above, this article discusses strategies for self-directed learning based on a competent approach. In connection with the above, this article discusses strategies for self-directed learning based on a competent approach.

The article describes a new system of pedagogical knowledge ¬ vintage pedagogics, which accumulates the tasks of systematization, containerization, application in the context of a new educational reality and reflection of previously created, but relevant for the use of ideas, forms, methods of pedagogical interaction. The factors of the expediency of its special status in the system of pedagogical knowledge are given, the place in the system of social and humanitarian knowledge as a transformational buffer between the history of pedagogics and pedagogical innovation, functionally acting as a subsystem of educational management, is described. Constants, variable and often-innovative pedagogical reality components are characterized.

The article is devoted to the discussion of topical problems of interdisciplinary research in the field of education. The inevitability of the emergence of interdisciplinary research is demonstrated, due to the qualitative transformations of the world during the transition from industrial to post-industrial society; complication of activities; digitalization and transformation of mass practices. At the same time, qualitative changes are taking place in the sciences of education: the significance of the so-called “new history” is increasing; the universalization of the educational process, the inclusion of neurocognitive concepts in the field of education, the high demand for publications indexed in Scopus and Web of Science. Based on the research of recent years, we propose a model for the development and implementation of interdisciplinary research programs focused on the field of education. At the end of the article, the results of the recently completed international scientific and educational Forum are presented, one of the areas of work of which was interdisciplinary research in education, as well as an invitation to all colleagues from Armenia and other partner states to join in the implementation of the project to create a “Network Model of Interdisciplinary Research in education".

The article reveals the concept of ecosystem, digital ecosystem, the purpose of its creation and a typical structure. The rating of the most widespread digital ecosystems such as Google, Microsoft, Apple and Amazon on degree of transformation of the information and data is presented. Emphasis is placed on the fact that the main element of any digital ecosystem is Single Sign-On technology, i.e. working with a single account in many digital services. The system of digital services of Microsoft and Google - leaders in the educational system is presented. The advantages of using digital ecosystems in the educational system are analyzed separately, as they perform the functions of creating, accumulating and exchanging information in a single environment, which can serve as a school website, as a window of interaction between the school and the environment. Courses for teachers in the system of postgraduate pedagogical education are presented, aimed at studying digital ecosystems "Digital ecosystems in the educational process of modern school", "Secrets of modern online lesson", which aim is to form the necessary base of theoretical and practical knowledge about digital ecosystems, their structure, advantages, types, educational opportunities and features of use in schools. At the same time, the emphasis is not only on the use of services within one ecosystem, but also on building their own ecosystem of services for the successful organization of the learning process. It is concluded that teachers as leaders in school reform must be able to design lessons using digital ecosystems. In addition, this phenomenon allows organizing internal and external data exchange, management and marketing of educational services. The development and implementation of appropriate thematic courses in the system of postgraduate education will raise the organization of the educational process in each school to a higher level.

Abstract. This article is part of a comparative analysis on the study of humanistic pedagogy of the South Caucasus region, that is, civiliarchic directions in the theory and practice of education, which recognizes the moral, value and anthropocentric nature of civic education and upbringing as priorities of pedagogical activity. The leading idea of ​​the article is formulated as follows: at the present stage of development of the South Caucasus regional civic education, there is an increasing need for humanistic pedagogy, aimed, on the one hand, at promoting individual development and civilized self-realization of civic education actors, and, on the other hand, at the value changes and transformations of national societies by political pedagogical means. The materials presented in the article are aimed at describing the structure of educational reality after the Second War in the post-Soviet history between Armenia and Azerbaijan, which lasted 44 days, thus the very designation of the paradigmatic coordinates of humanistic pedagogy in comparison with the military doctrine, the identification of the main directions and projects of the Armenian humanistic pedagogy in civic education, a description of the military pedagogical alternative as a mechanism for managing the enmity of the educational reality of Azerbaijan and Turkey. The real humanitarian catastrophe and violation of international humanitarian law in the post-Soviet space in 2020 was the Second War after the collapse of the USSR, a full-scale war and the Azerbaijan-Turkey aggression against the Republic of Artsakh. Unlike the First War in the early 1990s, this time it was actually proven direct military intervention by Turkey and terrorists from the Turkish-occupied territory of Syria on the side of Azerbaijan. However, the war not only showed the level of perception of the enmity of Azerbaijan and Turkey towards the Armenians and the Armenian population, but also more clearly revealed the positions of the geopolitical players and the countries of the Black Sea region. This article examines the main challenges of the humanistic pedagogical approaches to Armenian civiliarchic education in the context of the Azerbaijani-Turkish new policy of genocide, anti-Armenianism and Armenophobia, as well as the concern of the Armenian people with the growing aggressiveness of the Azerbaijani-Turkish troops directly bordering on Armenia and Artsakh.

Keywords: humanistic pedagogy, military pedagogy, war pedagogy, managed enmity, civic education, South Caucasus, Armenia, genocide, anti-Armenianism, Armenophobia

COVID-19 posed serious challenges to the education system, both globally and in individual countries, forcing a rapid transition from the traditional classroom to the online classroom. In Armenia 2020 after the establishment of the state of emergency due to the epidemic in March, the secondary schools switched to the format of online education. The study of this experience became relevant, aimed at revealing the problems encountered during online education and developing solutions to them.
Numerous international studies have shown that the quality and accessibility of distance learning during the epidemic was directly affected by the availability of the Internet և technical resources, teacher skills և training on online learning tools.
The aim of this article is to find out how students, parents, teachers, policy makers, education managers evaluate the education, the quality and effectiveness of distance education during the epidemic.
Novelty. The quality and effectiveness of distance education in Armenia was assessed using the methodology of discourse analysis.

In the current curricula of the secondary school and its standards, special attention is paid to the construction of the educational process, which ensures not only the acquisition of knowledge, but also the perception of the subjects, analysis, the formation of the generalization of the activities, phenomena among the schoolchildren, and most importantly, the application of that knowledge in practice. The whole educational process is built on interdisciplinary connections.
From this point of view, tourism training, being one of the means of physical education for schoolchildren, with its diverse content and uniqueness can be considered the only aspect that provides various interdisciplinary connections with all subjects taught in school.
The research aims to study the interdisciplinary connections between tourism training and general education subjects in the process of physical education.
Interdisciplinary connections during the touristic school preparation of schoolchildren are presented.
Further research will be directed to the development of the content and teaching methods of tourism preparation for 7th-9th grade students, as well as the introduction of a process of physical education.

Starting from the pre-alphabetic period in school, students start studying adjectives as words modifying nouns through practical exercises, which enriches students’ vocabulary with attributive words that are used in the form of in form of synonyms and antonyms as “friendly” and “opponent” concepts.
The comparative teaching of adjectives with the help of antonyms is further uses the peculiarities of two categories of modifying words. A group of words modify an object, while another group modifies an action, answering the questions “What kind of?” and “How” respectively.
Analytical learning of attributive words (sentence-word combination-word) is especially important.
The main purpose of teaching adjectives is to reveal the aesthetic value of a fictional book read. As a result, students enrich their vocabulary and develop their speech, which stimulates an individual’s visual thinking. Modern teachers use a combination of inductive and deductive teaching methods. The latter develops the ability and skill to form coherent speech through phrases made of a noun and an adjective, and ensure the ability to freely communicate and express one’s emotions, and, as a result, gives an opportunity to build interpersonal relationships.
In elementary school, theoretical knowledge is taught to students in parallel with reading works of fiction. Based on this, teachers use linguisic-logical tasks to teach linguistic materials mainly by the method of ‘spiral’ repetition.

Problem-Based Learning is a technology for the development of students, the formation of their beliefs, the application of what has been learned in practice, which is used when problematic situations arise in the teaching process and raises problematic questions. This teaching technology, answering the raised problematic questions, activates the cognitive activity of students, develops thinking and allows replenishing the luggage of the student's knowledge.
The application of the Problem-Based Learning technology in the university course supposes the preparatory work. First of all, it is necessary to study the teaching material of the entire topic and each lesson separately, highlight the main ideas and formulate the learning goal for students in order to show that at the end of the lesson the student should learn, know, be able to understand and determine what other skills should be acquired. Secondly, it is necessary to choose additional materials for students (for example, books, various Internet resources), as well as to give them different assignments and test-works. Depending on the volume of the educational material, the work organized in accordance with the technology of Problem-Based Learning may include the whole lesson or a part of it.
The Problem-Based Learning technology provides individualization in terms of learning, speed of apprehension, the level of independence, teaching methods, the methods of control and self-control. It foresees the creation of positive motivations of teaching due to the novelty of the content, the appearance of emotional content, the organization of educational researches and overcoming of cognitive difficulties. In the university course of the Armenian language, the application of the Problem-Based Learning technology is effective, especially when teaching grammar, in particular, when studying the semantic and applied features of parts of speech, grammatical categories, verb affixes, aspect and tense forms of the verb, through the combination of problematic teaching techniques with interactive methods.

Nowadays there is a demand for highly qualified specialists in the field of physical education, who must not only have a high level of knowledge, but also be proficient in modern information technologies.
It is absolutely clear that students of the institute of physical culture must be able to realize effectively these modern requirements within their pedagogical practice.
Main issues of professional pedagogical training of specialists in the field of physical culture and sport have been investigated over the years by various authors.
The aim of the investigation is to study the role of the pedagogical practice in the system of higher physical culture education.
Pedagogical practice is considered an organic part of the educational process in the system of the higher physical culture education, which ensures the combination of theoretical training of future teachers with practical work, and is conducted in educational institutions. Analysis of programs of pedagogical practice allowed us to separate the following sections: organizational, cognitive, educational, methodical, tutorial, extracurricular, physical culture massive and scientific-research.

The teaching of the means and methods of connection in the faculties of philology is carried out in greater depth, examining a number of theoretical issues, and in non-professional faculties the focus is primarily on practical issues. In both cases there is a need to apply methods in the teaching that will ensure the practical application of the knowledge gained. The article presents the approaches to syntactic means and methods that are available in university textbooks and manuals, the teaching methods, the use of which makes the teaching of syntactic means and methods more effective. In particular, when teaching the topic, it is recommended to analyze the connections in the sentences, revealing the means and methods used in each, commenting on their features.

Plasticity as a qualitative and aesthetic component of movements should be considered as an important structural element of physical culture. Its formation is a necessary condition for the development of the sense of perception of the beauty of movements, formation of movement culture, which is manifested in good posture, lightness and gracefulness of movements, harmonious proportions, beautiful body in the process of physical education.
The formation of plasticity of a motor action, its highest forms of aesthetics and gracefulness is nothing other than the acquisition and improvement of the motor competence of a student.
Few researches dedicated to the study of movement plasticity reveal only some of its aspects.

Researches in the field of theory and practice of upbringing was again actualized at the end of the XX and beginning of the XXI century. Valuable research and publications have appeared, which are necessary and sufficient basis for organizing a productive educational process at school. However, it is quite problematic to recognize the educated process at school as successful due to certain and obvious shortcomings. One of the reasons for this is the insufficient preparation of teachers for the full organization of the education process. To confirm this provision, we carried out appropriate work with 47 teachers from 3 schools in Vanadzor, RA. The results obtained indicate a low level of preparedness of teachers for the organization of relevant activities. The overwhelming majority of respondents have no idea about the principles and methods of upbringing, the criteria for assessing the educational work and upbringing of students, they weren’t able to adequately characterize the guided goal in the classroom, etc. Without solving the issue of full-fledged training and retraining of teachers in the field of educational work, success cannot be expected.

Modern processes of reforming of the higher education system states as it’s goal renewal of the educational system as a whole, in order to ensure its optimal functioning. In this context, higher education institutions face that thy priority task is to provide highly professional training of specialists capable of ensuring the development of a democratic state. At the present stage of development of the educational system, there is a shift in the emphasis of the educational paradigm, from one focused on a certain level of knowledge into a developing one, which, accordingly, leads to the formation of various concepts of personality-oriented education. Project activity nowadays is the most common type of research practice of the students. The use of project activities in the educational process ensures the priority of socially significant knowledge and skills, implements the paradigm of personality-oriented education, since this knowledge and skills allow young people to be successfully implemented in their chosen professional activity. The practical use of project activities, in the process of training of future specialists in recreational tourism, provides an improvement in the quality of the educational process. Participants in the educational process are exposed to a number of factors, which, in turn, are determined by internal and external conditions. Taking into account the above, we will consider the presence of factors that ensure the maximum efficiency of the educational process, that is, pedagogical conditions, as an obligatory component of the process of forming readiness for project activities among future specialists in recreational tourism. The conducted research of scientific and pedagogical literature makes it possible to define that project activity belongs to the most common type of student research work. It is considered as an alternative to the classroom system in higher education institutions, while not completely replacing it. The content of the pedagogical conditions for the formation of the readiness of future specialists in recreational tourism for the use of project activities are determined based on the structure of readiness for such activities, which includes: motivational-target, operational, reflective and creative elements. The project readiness components have specific readiness levels, such as: initial, intermediate, advanced and high. We offer the following pedagogical conditions for the formation of readiness for project activities among future specialists in recreational tourism: the formation of students' motivation to use project activities in the educational process and future professional activities; ensuring the theoretical qualification of students for the implementation of project activities in the educational process; organization of the systematic and justified application of various types of project activities at different stages of the educational process.

The most important factor determining the success of the social development of any country is education, which is constantly a change connected with the scientific, social, cultural and historical development of a given country. All changes in this system depend mainly on the teacher. Therefore, the problem of teacher training is always actual. That is why, universities are faced with the question of improving the quality of teaching practice - as the most important component of the teacher training process.
Pedagogical practice is the most important component in the process of preparing future teachers. The effectiveness of its implementation largely depends on the content, principles of teaching and studying the discipline «Pedagogy».
The problem of organizing and conducting pedagogical practice has always been in the center of attention of Armenian, Russian scientists, teachers: N. Arutyunyan, Y. Amirdzhanyan, V. A. Popkov, A. V. Korzhuev, Y. I. Turchaninova and others. Their ideas, approaches to the solution of the problem, no doubt, are very relevant and valuable.
The purpose of this article is: conducting a social survey in order to find out what difficulties students have during pedagogical practice, and to determine the ways their overcoming.
To achieve this goal, we conducted a sociological survey among students of the 3rd and 4th courses after completing their teaching practice (December 2018, June 2019).
Based on the analysis of the results of the sociological survey on this issue, we identified the following tasks:
- development of the value-semantic orientation of the personality of the future teacher;
- formation of professional and personal qualities of future teachers.
It is expedient to solve the highlighted tasks during various types of training sessions (lectures, seminars, practical classes, educational practices) held within the framework of the teaching of the discipline "Pedagogy" by including an axiological component in the content of subjects, teaching, studying on a value basis, observing certain principles that keeping axiological direction. Also the use of such methods, forms of work, which most effectively contribute to the formation and development of professional and personal qualities of a teacher.
The presented work is a part of a study that involves the further development, improvement of such approaches, methods, forms of work on teaching and professional education of students, which will contribute to the quality of teacher training at the university.

Problem. The difficult economic situation in Ukraine has become an incentive for the priority development of domestic tourism. Therefore, the training of qualified specialists in the field of tourism, possessing theoretical knowledge, research skills and methods of tourism and local lore work, has acquired great importance.
The purpose of the study. The purpose of our article is to show the possibilities of route practices from the point of view of the possibilities of forming research skills of different groups in future tourism specialists and in future teachers of geography, to reveal the differences and commonality in this matter for the two indicated categories.
Presentation of the main material. We are convinced that route practice is an important component of the professional training of future specialists in the field of tourism and future teachers of geography. Practices of this kind ensure the consolidation of knowledge, skills and abilities of future professional activity, which students acquire during classroom studies.
We consider the concept of "research skills" as a set of intellectual and practical actions that ensure the ability of a person to independently observe, generalize, analyze processes and phenomena of reality, to acquire new knowledge and use it in accordance with the set goal of research or professional activity.
We have reduced all the variety of research skills necessary for future specialists to such five groups: operational, organizational, communicative, practical and cartographic.
Among the variety of training practices for future specialists, a special place is occupied by a comprehensive practice in socio-economic geography and practice in active tourism. Each of them has the ability to form research skills.
Traditionally, each of these practices has a preparatory, route and reporting stage. In addition, it is envisaged to carry out an individual study by each student on the topic of educational practice.
The results of our research have confirmed that the route practice has all the possibilities for the formation of research skills of future specialists. However, there are certain differences in the selection of excursion objects and topics of individual assignments for each of these categories of students.

The article presents the main approaches to the prevention of the development of myopia in children in the conditions of primary schooling. It is known that myopia often occurs in children of primary school age, since in general education lessons and when preparing homework, these students do not comply with the required rules, norms and conditions for visual work and eye rest. At the same time, how well the primary school teachers are informed about the prevention of myopia in students largely depends on the correct organization and conduct of appropriate work in the classroom to prevent the occurrence of myopia in these children.
This determines the need to develop special approaches for the prevention of myopia in primary school students and to provide informational assistance to teachers in these matters.
The foregoing determines the relevance of this study, its theoretical and practical significance.
The results of the work done made it possible to single out a number of issues to which primary school teachers almost do not pay attention to the visual work of students in the classroom. This allowed us to determine the main directions of creating good conditions for visual work of students in various types of educational activities in the classroom in order to prevent the development of myopia in these children. This is, first of all, the creation of normal lighting in the classroom, on desks, on the blackboard, teaching students to comply with the required rules while sitting at a desk, observing the regime of visual work and resting eyes, students conducting active rest during recess.
The indicated main directions of work on creating favorable conditions for the prevention of the development of myopia in students will become the basis for improving the formulation of work for an effective solution to this problem.

The article considers the main conceptual foundations of training future teachers based on dominant cognitive styles. The relevance of high-quality training of pedagogical personnel in accordance with changing needs and opportunities for social reality for the state and society as a whole is justified. The author addresses the question of the need to use the potential of individual characteristics of students – cognitive styles. Various interpretations of the concept of "cognitive style" from the point of view of various scientific fields, copyright approaches are considered. The main features of formation and manifestations of cognitive style in a person are described. The problem of taking into account only 1-2 diads of cognitive styles in the training process. At the same time, other styles are underestimated, and it is not realistic to take into account all known cognitive styles. They do not provide for the possibility of future teachers having a mixed style. In addition, there is a difficulty in the use of material by non-specialists in the field of psychology. These provisions indicate the rationality of accounting for cognitive metastyle "differential-integrality" in students. The article gives an essential characteristic of metastyle. The author points out that tasks should be both on the development of a dominant and subordinate cognitive style. Offers a description of possible job options for students with one or another dominant cognitive style. It is noted that this training organization avoids the problem of cognitive dissonance. Interacting in heterogeneous groups, future teachers learn the ability to organize productive joint activities, establish communication with representatives of different styles. The article discusses the rationality of a learning goal based on cognitive styles, and offers guidelines for its implementation. Its versatile action in didactic, psychological and social aspects is described.

The article discusses the issues of the formation of additional education programs "mentoring in a group of project activities" intended for teachers working with educational projects. The need to implement project-based learning within the framework of a modern school comes from the requirements of federal state educational standards and the request of the economy for the training of graduates with certain developed competencies, in particular, capable of making independent decisions, planning their own time, working in a team and acting in conditions of uncertainty. However, the introduction of project-based learning into practice rests on a number of difficulties and limitations, which are considered in this paper.
The article presents the results of a survey of teachers and students, which allowed us to establish what main difficulties they face in the process of creating educational projects. In addition, it is determined what kind of support teachers need to successfully conduct project activities, and how the interaction of project training participants with the external environment (public, private enterprises and institutions) is implemented. The survey is based on the analysis of the works of researchers devoted to the problem of implementing project-based learning in the educational process P. N. Drobot, K. Watson, P. Lindholm, E. D. Melchenko, S. V. Melchenko, A. A. Kolev, A.V. Marina, S.N. Trifonova, E.F. Malafeeva and I. A. Yurlovskaya. The results of the study will become the basis for the creation of a program of additional professional education "Mentoring in group project activities", the implementation of which is planned on the basis of the Southern Federal University.
Resume
1. As the study showed, the level of dissemination of work with educational projects among teachers of the Rostov region is quite high (94%), however, 42% of students were not involved in project training, which indicates insufficient dissemination of project activities in their environment during the implementation of the educational process.
2. The level of communication of educational organizations with the external environment in the process of implementing project activities is high, since 77% of teachers implement external interaction when creating educational projects, but only 5% of teachers involve private companies in working with educational projects, which does not allow creating project products that are close to the requirements of real modern commercial projects.
3. At the same time, teachers of the Rostov region do not have sufficient competencies to work with educational projects, since the main way of forming their project competence is self-education (89%), in addition, among them there is a high need for methodological (51.4%) and educational (30.4%) support in the implementation of project training, which indicates a lack of knowledge and skills to work with educational projects in the pedagogical environment.
4. The demand by teachers for additional education programs devoted to the basics of project activity is also high, which is confirmed by the desire of 50% of respondents to develop project competence in the process of passing advanced training programs.
5. The basis of the future program of additional professional education will be the topics identified by teachers and students as the most difficult to implement within the framework of project training, including: the project, its concept; relevance, practical significance and novelty of the project; goals and objectives of educational projects; design stages; features of working with project teams; project documentation: its types and rules of compilation; project protection and preparation for it; team reflection.
6. The survey also opens up new horizons of research, since it leaves unresolved questions about the interaction of teachers and students with the external environment in the process of implementing educational projects. It is necessary to study the readiness of non-governmental organizations and private companies to participate in joint projects, possible options for such interaction and its limitations.

The article provides the results of research in the field of the educational system, which is transforming in the context of a pandemic and is dynamically moving from traditional education to innovative. Innovative learning is presented in the context of adapting all aspects of the educational process to it: teachers, students and parents. Further, a rather good level of teachers' readiness for distance learning was indicated; it should be noted that problems did arise when switching to distance learning, to a greater extent, among teachers of the older age group. In the context of distance learning, parents play an important role in supporting their children, but even under the most favorable conditions, the overwhelming majority of parents are not sufficiently prepared to provide quality support. This picture shows that parents are not psychologically inclined to share responsibility for the moral state of their children together with the school, they are not capable of pedagogical interaction and support. The results obtained allow us to come to certain conclusions. Schools should take advantage of this situation to increase the effectiveness of development programs, the competence of the teaching staff, including the willingness of teaching teams to discuss (reflect, analyze) the results of their activities during this period. The experience gained requires a more thorough study, but one thing is clear: already at the present time it is necessary to change the content of the training of pedagogical personnel. Young specialists should not only know digital educational competencies, but also have a good command of them, be ready to work in conditions of “indirect” communication with children to provide them with help and support.

The article deals with a modern approach to the study of sentence syntax in the intermediate school. The method of projects is relevant at the present stage of studying syntax. The essence of the project is to guide students to the formation of a problem, the so-called key question. Thematic issues are often difficult to understand and contradictory. In this way, it leads students to reflect, search, and explore. Pupils learn to think outside the frame, have improved learning outcomes, and the creativity of each child also increases. When using the project method, it is important to: formulate hypotheses, use research methods, analyze the data obtained.
To enhance the educational and cognitive activity of students in the classroom, a cognitive methodology was introduced, aimed at the intellectual development of students; modeling of educational situations that induce various types of speech activity. The goal of the cognitive methodology is the mastery of concepts by students - the deep meanings of the detailed content structures of the text, the formation of skills for adequate perception of textual information and the creation of their own (oral and written) statements, increasing interest in the language, etc.

In the article entitled "Three keys and one lock features of the application of the modern teaching method", we tried to show different approaches to the application of the method related to the nature of the material being taught and the age group of students. The peculiar features of the application of the method were made visible on the basis of the analysis of literary works included in the school curriculum of Armenian literature. 

The article discusses the main aspects of the substantiation of theoretical and practical approaches to the formulation of works on the development of skills and abilities of self-service in children with a severe degree of mental retardation in a specialized orphanage. Since it is known that their independence in these matters largely depends on the correct organization and implementation of work on the upbringing and training of these children.
Literary data and practice of the specialized orphanage work indicate that the insufficient development of theoretical and practical aspects and practical approaches to setting work on the development of skills and abilities of self-service in children with a severe degree of mental retardation in these institutions significantly complicates the effective organization and conduct of this work. As a result, these children are constantly under excessive care from educators, nannies and teachers of a specialized orphanage, and these children practically do not have the skills and abilities of self-service in various activities. Therefore, the development and substantiation of theoretical and practical approaches to constructing work on the formation and development of self-service in children with a severe degree of mental retardation in a specialized orphanage will become the basis for an effective solution to this problem.
The foregoing determines the relevance of the problem under consideration, its theoretical and practical significance. Insufficient development of many issues of this problem further aggravates it.
The article presents the main approaches to the construction of work on the formation and development of self-service in children with a severe degree of mental retardation in a specialized orphanage.

The article presents the results of the study of parents' awareness of the issues of raising children with psychophysical developmental disorders. The importance of this study is primarily determined by the fact that the family has an important role both in the upbringing, education and development of these children, and in their adaptation and integration into society. Therefore, the awareness of parents in matters of upbringing and carrying out correctional and developmental work with children with psychophysical developmental disorders is of very important practical importance.
The importance of the problem under study is also determined by the fact that with the birth in a family of a child with impaired psychophysical development, many unforeseen problems and difficulties appear in the construction of educational and correctional - developmental work. And the success in organizing and conducting educational and correctional - developmental work with this child depends on the level of development of parents' awareness of these issues. Therefore, the study of the level of parents' awareness of the upbringing of children with psychophysical developmental disorders makes it possible to identify the peculiarities of the parental attitude towards these children, their possibilities in carrying out educational work with them.
The foregoing determines the relevance of this study, its theoretical and practical significance.
The results of the research made it possible to note that, on the one hand, parents with a child with impaired psychophysical development understand the importance of timely provision of qualified assistance to a child, on the other hand, insufficient awareness of parents in these matters makes it difficult to carry out educational and correctional - developmental work with these children in family conditions.

This article discusses the issues of creating the preconditions for the development of social adaptation of children with a deep degree of mental retardation in a specialized orphanage, as nowadays the development of social adaptation of children with developmental disabilities is being of particular relevance. The success of social adaptation mainly depends on the correct organization and implementation of work on the development of those skills and abilities in this contingent of children in a specialized orphanage.
The practice shows that an insufficiently clear definition and creation of prerequisites for the development of social adaptation of children with a deep degree of mental retardation complicates the effectiveness of organizing and conducting practical works of the formation and development of social adaption skills and abilities in these children in a specialized orphanage. Therefore, the creation of prerequisites for the development of social adaptation of children with a deep degree of mental retardation will help to carry out this work with this contingent of children in a specialized orphanage in a correct and effective way.
The foregoing determines the importance of the problem under consideration, its theoretical, practical and social significance.
On the basis of study and analysis of special scientific and methodological literature of this issue on research and analysis of the best practice and work experience of educators, teachers and psychologists of a specialized orphanage; the present article highlights the main directions of creating the prerequisites for the formation and development of social adaptation of children with a deep degree of mental retardation in terms of this institution.

Today's scientific, technical, industrial, economic progress, unprecedented development of IT and an integral component of public life, it seems, should have contributed to the development of civilization and a sharp improvement in the standard of living of mankind. Meanwhile, in reality, on the path of these unprecedented rises and rapid developments, a person has faced a number of problems and challenges that disrupt his life, health, normal life, which deserve attention and require appropriate attitude and solutions.
Therefore, it is necessary to find out what role pedagogical valeology plays not only in the upbringing and training of a person, but also in preserving and improving the health of society. To do this, it is necessary to create a stable motivation for health in a person, for the formation of a health culture. And this needs to be formed from preschool age and ensure consistency of theoretical and practical knowledge in the field of general education.
At all times, youth and safety are in the spotlight. In general, respect for every person begins with the attitude of society towards the child. A society that loves children takes care of ensuring and preserving their health, creating conditions for full-fledged upbringing, development and manifestation of abilities. Therefore, to resolve and prevent this problem requires a comprehensive approach from all interested structures.
Today, the State's recognition of the right to protect children's health, enshrined in various international treaties and declarations, as well as in national legislation, obliges the State to provide adolescents with information and educational services to protect and improve their health. Pedagogical valeology plays an exceptional role in this process, it deals with the issues of education and upbringing of the younger generation aimed at forming a culture of health and a healthy lifestyle, training and the use of modern health technologies, the problems of applying those pedagogical and methodological Arsenal that are significantly aimed at satisfying the physical and spiritual needs of the child, maintaining health, comprehensive personal development in the context of socialization.
Moreover, measures aimed at strengthening a healthy lifestyle are the best contribution to general education schools, as well as to the health of the population, and, as a result, have a positive impact on the economic well-being of the country., In order to form responsible behavior, we attach importance to the implementation of targeted, consistent and comprehensive educational work at all levels of the education system. Today, more than ever, in order to ensure the readiness of schoolchildren to lead a healthy lifestyle in each age period, it is necessary to purposefully form requirements and motives that stimulate the possession of knowledge, abilities and skills that will allow them to independently use healthy lifestyle technologies, adequately estimate the role of health in the formation and socialization of personality.

The development of each branch of science requires preconditions for formation, which have different methodological bases. The preconditions for the development of pedagogical anthropological thought were formed in the folklore of the Armenian people. They give an opportunity to see what the development process was like and to predict the development prospectives.

As the important and fundamental infrastructure for improvement, growth and development and for the achievement of the expected goals of countries, education systems and especially higher education systems need reforms. The article analyzes the current status of higher education in the Bushehr Province, Iran. A study of the various aspects and problems of Iran's higher education management system can help to modernize its effectiveness, particularly in the Iranian province of Bushehr.

One of the factors that has a major effect on motivating a person is the person's perception of his abilities and capabilities or the so-called self-efficacy. According to theories of self-efficacy and the force field, adults often feel insecure and uncomfortable when they make direct contact with the world today because of dramatic changes and the possibility of not being able to adapt to them. In such a situation, their self-image is shaken and they lose their self-confidence. Insecurity and feelings of inadequacy cause them to lose their motivation and desire to learn. Unfortunately, most adults have a negative attitude towards adults' ability to learn. While human beings at any age have the ability to learn. Adults, like other human beings, have the ability to learn and use new technologies.
Purpose of the article: To study the peculiarities of adult learning, especially the barriers to participation in educational programs, the impact of adult's perception of personal potential and learning ability on educational motivation and aspiration.
The scientific novelty of the research: The study comprehensively analyzes the issue of adult education in Iran. The article substantiates the research provision that adults' perception of their own abilities has a significant impact on the learning process, and this plays a decisive role in adults’ learning motivations and the involving in educational programs and training courses.

Italy is one of the developed countries of Europe. And, being a co-founder of the Bologna Process, Italy implemented the reforms outlined in the Bologna Declaration in order to integrate into the European educational area, while preserving its national identity.
This article examines the reforms that have taken place in the Italian higher education system under the Bologna Process.

For many years, scientists from all over the world, raising and considering the issues of harmonious development of the individual, gave the leading role to physical culture, as part of the general culture of society, aimed at strengthening health, developing physical, moral-volitional and intellectual abilities of a person. Physical culture, physical education and sports are the fundamental components of physical development, which is the process of formation, formation, changes in individual morpho-functional qualities.
In the process of the formation of civilization, physical development and physical fitness of a person have always occupied a prominent place, since they indirectly determined the life expectancy of the population (through the formed physical health) and the economic potential of the country (through improved physical performance). In the changing conditions, which are complicated by the socio-economic situation in the world, a tendency towards a deterioration in the state of health of children, a decrease in the level of their physical activity, in the era of post-industrial society, the importance of physical fitness of children is growing, as it is the leading component of the formation of an active personality capable of productive life. for many years.
Physical fitness of young people for an active life today, as well as physical development - one of the determining factors in the development of the country. In this regard, the priority areas of educational policy should be not only strategies for reforming the education system, but also directions for further scientific research to ensure proper preparation of students for life, physical particular.
Today, the health and physical development of the younger generation, children of different ages, is on a descending gradation. The influence of gadgets, increased digitalization of activities, as well as oblivion of the natural rhythm of life, prescribed in the many years of work of teachers, psychologists, hygienists, doctors, leads to physical degradation of a person.
The study of pedagogical theory and practice has shown that the problems of the health and development of adolescent children have always attracted the attention of scientists. The analysis of the heritage of the past and present centuries provided grounds to establish that among a wide range of issues requiring additional scientific study, the most significant are the substantiation of the forms and methods of organizing physical training and physical education of adolescents, since adolescence is a period of active development and growing up, a sensitive period of development physical qualities that contribute to quality life.