Vol. 5 No. 2 (2023): “EDUCATION IN THE 21ST CENTURY” INTERNATIONAL SCIENTIFIC-METHODICAL PEER-REVIEWED JOURNAL

The relevance of this study is due to 2020 until now, with the uncertainty of the Armenian society, with the characteristic of "nօ war nor peace" societies since the years of independence, instability, and the ever-changing tension. This article aims to analyze the adaptation process in the educational system of children and youth displaced from Artsakh in 2020. The applied approach to the study of this problem is a combination of theoretical methods and empirical research, which allows a complex consideration of the problem of social adaptation of displaced children and youth. The use of theoretical methods made it possible to describe theoretical approaches in sociological, psychological and pedagogical studies of the phenomenon of social adaptation, characterized as a person's activity aimed at adapting the individual to the social environment and the conditions of being in that society. The article contains the results of the research conducted among children and young people displaced from Artsakh. The obtained data allow to identify the main adjustment problems for children and young people, draw conclusions and develop recommendations. The materials of the article are of practical importance for the design and implementation of short-term and long-term educational programs aimed at the adaptation of displaced children and youth. The main conclusion of the research is that the adaptation practices of children and youth in the educational system can be divided into the following groups: adequate and active adaptation, adequate and passive adaptation, and inadequate and passive adaptation. According to the sociology of adaptation, during drastic changes, passive adaptation prevails at the initial stage, but later the demand to face challenges conditions the spread of active adaptation. In theory, adequate adaptation is successful adaptation: a balance or harmony between the adapting subject and the environment. Adequate adaptation presupposes that the individual is aware of the nature of changes and challenges occurring in the environment and changes his consciousness and behaviour accordingly.

The aim of the present research is to define the goals and targets, stages and specifics of implementation of STEM education in Armenian reality. The objective of the study is to reveal and to try to find solutions to the problems and restrictions, which arise within the system of STEM school and higher educational institutions.
General scientific (logical) and specific (comparative and statistical) methods were used to carry out a comprehensive analysis.
STEM education is an initiative to instruct competitive specialists in the era of technologies, and it will greatly contribute to professional education at university.
STEM schooling can foster competitiveness to provide opportunities for learners to specialize in high technologies, and to become highly qualified IT specialists through realization of innovative ideas and developing high-tech products. Cooperation in science and innovative ideas provide effective solutions not only in educating and training specialists, but also in agriculture, ecology, sustainable energy, urban infrastructure, etc. STEM education opens perspectives for learners to easily find a job.

While investigating the issue we came to the conclusion that STEM schooling is a challenge. Its successful realization will both boost the quality of education and science, and it will also contribute to raising citizens whose activities will improve social conditions and contribute to nation’s development and prosperity. Principles of STEM instruction have brought about certain restrictions, which can be solved applying new methods of teaching, technologies, and quality education. Yerevan State University STEM school was founded to achieve these goals.

The features of continuous education of teachers in developed countries is analyzed in the article, discovering the main problems of teacher retraining in the world, and stating the content and forms of work.

     There are a number of organizational and substantive differences in the teacher retraining systems of different countries, which will provide an opportunity for essentially improving the teacher retraining system in the Republic of Armenia. The analysis of foreign experience organization of retraining allows us to conclude that there are many concepts and ideas that are carried out in practice, many of which can be applied in the retraining system of our country.

    An important feature of retraining in developed countries today is that in the conditions of the market economy, the teacher shares the responsibility of increasing professionalism with the state. The content of teacher retraining programs in developed countries is multifaceted and extensive. It has been confirmed that the study of information technology arouses the greatest interest among teachers.

    The research was based on V. B. Garga, T. V. Tsirlina, O. N. Orlova, M. Böhmer and research by other authors, whose valuable analyzes shed light on the main features of the teacher retraining system in the world.

    By summarizing the analysis of the practice of retraining abroad, we underline some features that are also of interest to Armenian education, strengthening the professional development of teachers according to their needs and program development based at the school; active interaction of schools with universities and other institutions, the support of state and public bodies and university specialists to teachers, the variety of forms of retraining, providing organizational support to teachers and distance learning as an alternative means of teacher retraining.

    In general, the problem of teacher retraining is actual and relevant for most countries., On one hand the professional demands and needs of the teacher, on the other hand and the demands of society's development match and coincide during such retraining.

    In developed countries, the state gives the teacher the opportunity to update his knowledge and skills, and it corresponds to the interests of both- the teacher and his students, the school and the state in general.

    At the same time, teachers in these countries also share with the state the responsibility for own professional development.

Along with the development of science and technology, unfixed scientific ideas, systems, patterns, principles change and are updated, and sometimes their radical changes lead to scientific revolutions. Such a revolution occurred in the 20th century and completely changed scientific systems, theories and methodological foundations. The classical Newtonian paradigm has been updated, and the quantum-relativistic non-classical paradigm occupies the leading position.

It cannot be denied that even technologically advanced civilizations are experiencing a deep moral and ecological crisis today, and science and reason are at a development impasse, and it is simply impossible not to see this.

Pedagogy, considered one of the most traditional and inertial sciences, could not remain unaffected by these changes. In this case, the philosophy of education acts as a polyphony of scientific opinions, where they contradict each other, but at the same time complement each other. This is the result of identifying problems in the field of education and ways to solve them. It is the philosophy of education that must create a system of consistent knowledge within the system, where knowledge about the world and man will be harmonious and consistent, without contradictions, and will become the basis for the development of new pedagogical approaches and technologies.

The article presents our historical and comparative study of transformations of classical and non-classical scientific paradigms. If in classical paradigms, everything was polarized and the analysis method worked, then we see that in non-classical paradigms everything is the other way around: these poles are brought together and the synthesis method works.

Education and pedagogy are not immune from the influence of this process, so our research was conducted in the context of studying the influence of scientific paradigms on education and pedagogical thought.

Starting from John Dewey's concept of reform pedagogy, this work addresses the question of how the relevance of communication can be demonstrated in an educational concept for the development of learners' identities. In the 21st century, the importance of communication and the individuality of learners have become increasingly relevant in educational research. However, there is still a lack of a comprehensive concept that explores the extent to which communication influences an individual's identity.

To delve into this topic, the paper initially focuses on communicative action (Jürgen Habermas) to introduce the role of society in shaping identity through morality. The societal level is juxtaposed with the level of the self, drawing on the works of George Herbert Mead and Charles Cooley. These scholars illuminate both interpersonal communication and communication within an individual's self and their impact on identity formation. With this knowledge and an understanding of the dialectic relationship between self and society in identity formation, the paper demonstrates the potential for education to influence the process of identity development through communication in the teaching and learning process.

The developed "Model of Identity in an educational discourse of communication" illustrates the interplay of these two levels through their subsystems. It describes how education, particularly through its institutional embodiment in schools, can intervene in and positively affect the process of identity development through communication. In summary, this work explores the nexus between communication, education, and identity development, drawing from Dewey's pedagogical ideas and the sociological theories of Mead and Cooley to propose a model that offers insights into how education can impact the development of individual identities through communication.

The purpose of this study was to determine the degree of factors influence of the educational environment of the higher educational institution on the process of formation of professional (hard skills) and social (soft skills) competencies of future specialists. The relevance of the article lies in determining the educational environment potential of a higher educational institution, which consists in the possibility of transforming external pedagogical influences into the internal structure of the personality, its intellectual, moral, spiritual, and physical development. The scientific novelty of the article lies in the combined nature of scientific and pedagogical research, since the work contains theoretical scientific propositions that relate to the essence of the key propositions of the study (educational environment, professional, social competence, specialist, etc.), as well as qualitative summaries of the results of empirical data factor analysis, which are obtained as a result of the quantitative characterization of the factors influence of the internal psychological environment and the external educational space.

It has been proven that the educational environment of a higher educational institution contributes to filling the axiosphere of educational activity subjects with ethical-aesthetic, professional-cultural, corporate values, stimulates group interests, enhances formal and interpersonal interaction, helps the assimilation of social experience and the acquisition of qualities necessary for a person to live and in order to stay in the profession, provides the opportunity to acquire general (key) and professional competencies in the humanitarian, social, natural, engineering and technical fields. The accumulation of empirical data was carried out in the process of observing a group of students (n = 925): surveys, questionnaires, testing, and interviews. It is advisable to take into account the results of the study in the process of constructing and implementing a model for graduates of higher educational institutions.

Higher education plays a pivotal role in societal transformations, a role that has been significantly influenced and accelerated by a complex interplay of external factors. These external factors encompass technological innovations, the drives of globalization and internationalization, rapid sociocultural changes, and evolving geopolitical dynamics. Globalization and internationalization will “form powerful motivations for the changes the HEIs will experience in the coming 25 years. There is an urgent need to keep up with the global developments and thereby retain access to talent and innovation” [8, p. 206]. In-depth understanding of "factors contributing to effective change within a given culture and context, clear vision and values, competitive strategies and priorities, comprehensive analysis of system and society needs, complete government commitment, and change agent empowerment are crucial for successful diffusion of good practices” [4, pp. 27-28] at any higher education system. Higher education institutions (HEIs) serve as central change agents in societal transformations and economic transitions of any country.

The article briefly presents the online teaching format, which has become widespread in recent years, its positive and negative aspects; it mainly suggests the most effective ways to apply it in the educational process. At the same time, a clear line is drawn between the concepts of teaching and education, recommendations are made to clarify the role and place of online and face-to-face formats in the modern education system at school and university.The active use of the online format in extreme conditions made it possible to evaluate its advantages. However, its excessive application in some areas, for example, in primary education, revealed its downsides, which were inevitable in case of further use of the format.

An analysis of the literature (Barbour M.K., Borup J., Wieneker O.S., Johnson N., Lowes S., Solovyov A., Frey T., Sweller J.) shows that in their works, the researchers have considered and described in detail the advantages and disadvantages of the online format, highlighting the positive aspects of online learning, especially in extreme conditions. There are proposals for online learning in certain parts of the education chain, but there is no systematic approach to assessing its role in the educational process and identifying the need for its proportional application.

The purpose of our work is to fill this gap in the education system at school and university, which determines the relevance of this study, its theoretical and practical significance.

Research methods: study and analysis of literature on the research problem; study and analysis of best practices, normative, educational documents in this area; generalization of theoretical and empirical data.

The scientific novelty of the study lies in the fact that it substantiates and defines the Internet foundations for building a modern education system, presents recommendations on the effective combination of online and traditional formats at different levels of education at school and university.

Keywords: online format, education, training, modern education system 

Modern life is characterized by deep changes taking place in society, where many processes are born. These processes are characterized by negative phenomena that harm the normal development of the child in the family, the parent-child relationship is broken. This, in turn, changes the moral values, worldviews of different social groups of the society, the way of life of people is expressed in new ways. In this context, the role of school in the establishment and development of families, especially in the relationship between parents and children, has increased in recent decades.

History has shown that it is not always the family that takes over the upbringing of children. This is due to the low socio-cultural level of the family. The inferiority of the psychological and pedagogical potential is equivalent to this. As a result, it is documented that we are dealing with unsuccessful interaction between family and school, parents and children.

A considerable number of pedagogues-scientists dealt with the issues of family and children's interaction in pedagogy. In the article, we often referred to the ideas they tested. Attention was paid to the separated components in the structure of parent-child interaction. The main features of parenting were interpreted. Special attention was paid to the standards of interaction between parents and children: personal, clinical-psychological, contact characteristics of parents and children, adult family members, family traditions and socio-cultural.

Ways and opportunities to optimize the interaction between parents and children with the help of the school were identified and identified. The article describes six criteria of the effectiveness of the interaction between parents and children.

The work also includes parenting styles, which are considered an important component in the system of interaction between parents and children. As a result, an opportunity was created to separate the modern problems of interaction between parents and children in the family.

One of the important issues of the "School" social institute is also the creation of favorable psychological and pedagogical conditions for the organization of the effective learning process of left-handed students. This is especially important in the first grade, when a left-handed child enters school and faces a number of inconveniences, because the teaching methods and resources are mainly adapted to the educational conditions of right-handed children. In this process, the role of the teacher is especially important, who must create favorable conditions for the smooth organization of the left-handed child's adaptation and learning process at school. Currently, a number of methods have been created, which are aimed at improving the educational conditions of left-handed students in accordance with their needs, and their mastery by the teacher enables effective adaptation of left-handed children in school.

The purpose of our research is to clearly define the principles of interactive learning, methods for the development of interaction skills, rules of implementation, stages of implementation and features of the use of interactive learning in a university course of the Armenian language.

The objective of the study is to reveal the essence of the principles of interactive learning, the advantages and limitations of the work carried out on the basis of the principles of interaction, pedagogical problems that arise when using methods and the ways of their solution.

General scientific logical, as well as private or special methods, i.e. the methods of analysis and comparison, were used during the comprehensive study of the problem put forward within the framework of the topic.

The principles of interactive learning, i.e. interaction and mutual learning, students activity, collaboration, encouragement of self-expression and feedback, create conditions for students activity, motivation, self-expression, interaction and cooperation. There are various methods for developing interaction skills: “Student Team Performance”, “Brainstorming”, “Excursion to an Art Gallery”, “Debate” and other methods, the use of which creates conditions for the encouragement and exchange of thoughts, ideas, analysis and discussion, the equality of students present in class, record of thoughts, which contributes to the solution of educational problems.

In interaction groups, students work together, expressing opinions and exchanging ideas. Work in such groups is based rather on cooperation than on competition. Each member of the learning group accomplishes the learning goals and objectives with the assistance of others, while helping them achieve their own goals and objectives. In this case, cooperation is not limited to discussions and is organized on the basis of the principles of interaction and mutual learning, which become the basis for the formation and application of other principles: the principle of self-expression and feedback.

When conducting the research, we came to the conclusion that the technology, methods and principles of interactive learning contribute to the formation of interaction in the classroom, encouraging each student to active participation in the learning process. The limitations caused by the principles of interactive learning can be overcome through the application of technologies and methods that are appropriate to the topic and learning objective.

The development of modern world society is characterized by globalization, which has affected all spheres of human life. It has led to the intensification of ties in various fields: economics, culture, education, etc. Increasing globalization brings with it many social problems, contradictions, conflicts of various types, cultural and value differences, which are sometimes alien to our cultural and value ideas. Under these conditions, it is especially difficult for young people, whose life experience and value system are not very stable yet. Help can be provided to them through the education system as a whole, and especially in the process of multicultural education.

The problem of multicultural education is very relevant in Pedagogy. An analysis of scientific research on the problem showed that various approaches were used to solve the problems of multicultural education, for example, ethnological, systemic, etc. But consideration of issues of multicultural education based on the axiological approach has almost been not studied.

The given article is part of a study on the multicultural education issues of future teachers based on the axiological approach. This part of the study examines the essence, purpose, principles, functions, content, forms and methods, results of multicultural education within the framework of the axiological approach, the use of which increases the effectiveness of this education.

The result of the study of the given problem was a theoretical model of multicultural education with a value position, which will contribute to the effective solution of problems of multicultural education of students of pedagogical specialties in the context of globalization, the formation of value behavior in the context of diverse cultures based on the value system of future teachers.

The presented work is a theoretical part of the study on this issue, which assumes further experimental approbation of the model and its further improvement; development of an approximate work plan for multicultural education of students with pedagogical specialties; conducting seminars with lecturers of the Department of Pedagogy of SUSh on the issue under study.

The integration of artificial intelligence (AI) in the assessment process has emerged as a significant development in higher education. This scientific paper explores the implications of AI-based assessment methods in the context of higher education and discusses their advantages, limitations, and ethical considerations. The paper reviews relevant literature to examine the application of AI systems in evaluating students' knowledge, focusing on their impact on efficiency, objectivity, personalized learning experiences, and immediate feedback provision. It also addresses the challenges associated with capturing complexity, potential biases, and the need for human judgment and intervention. Ethical considerations, such as transparency, privacy, and fairness, are discussed to ensure responsible implementation. The paper presents a case example of an interview with educators, highlighting their perspectives on AI-based assessment. Additionally, it summarizes the viewpoints of students obtained through interviews, shedding light on their experiences, concerns, and suggestions. The analysis of the interviews provides insights into the integration of AI-based assessment while maintaining a balanced approach that values human expertise. Based on the findings, this paper proposes recommendations for educators and institutions to effectively leverage AI-based assessment methods, ensuring a comprehensive and ethical approach that enhances student learning experiences and outcomes. Overall, this paper contributes to the growing body of knowledge on the use of AI in higher education assessment, providing valuable insights for educators, policymakers, and researchers in navigating the challenges and opportunities presented by the age of artificial intelligence.

In 1989, the author co-founded, at the UK’s University of Manchester, the first Research Centre for Formative Assessment Studies (CFAS). The aim of the original Research Centre was to investigate and evidence accessible learner-centred models and methodologies of formative teaching and learning that would make both those processes more effective for all learners. The impetus for this current Literature Review is based on the researchers’ previous work on formative pedagogical models and related curriculum development observations and analysis of the implementation and effect of the current surge in interest in ‘transformative pedagogy’.

At a cursory reading, this Literature Review, 34 years after the commencement of the original Research Centre’s work, indicates, in global research terms, how difficult the intervening years have been in integrating that formative model of transactional teaching and learning into common usage.

A major issue has been the dominance at international policy-level of the model of ‘high stakes’ summative testing or the accretion (‘farming’) of low-level, whole cohort data as a ‘quick and dirty’ measure of student performance, teacher effectiveness and institutional performance. The literature on the fallacy of that model is voluminous but the defensive, fall-back position taken by international Education Ministries is usually ‘parents expect to see Grades and would be disappointed if we did not maintain that model’.

The article raises a scientific problem regarding the need to introduce innovative pedagogical technologies into the educational process of out-of-school educational institutions. The use of innovative pedagogical technologies in out-of-school education is revealed on the example of the Kirovohrad Regional Center for Children's and Youth Creativity. The experience of the innovative pedagogical technology "Art - the laboratory of life tasks" is highlighted. The stages of formation of innovative pedagogical technology are characterized. The thematic directions of the specified Art-Laboratory are outlined, in particular: Take care of the health of youth: traditions of the Ukrainian family - a valuable inheritance for a child; artist and citizen: ways of combination; I and the Universe; there is always a place for a feat in life; spiritual intelligence throughout life, etc.

The work with the students according to the thematic directions of Art - laboratory of life tasks is described, in particular the purpose, methods and forms of organizing classes. The duration of classes on the proposed topics of the thematic laboratories is 45 minutes and is conducted according to the frontal and group forms of organization of classes. According to the teaching staff of the Kirovohrad Regional Centre of Childrens and Youth Creativity, the following innovative forms of working with students are effective: mini-lecture, class-discussion, game training, thematic discussion, express travel, game-conversation, dramatization, solving problem situations, video quiz, "Brain assault", "Openwork saw", "Diamond ranking", SWOT analysis, etc. The form of working with students "Diamond ranking" is disclosed in more detail.

It was concluded that the innovative pedagogical technology developed and implemented by the team of the Kirovohrad Regional Centre of Childrens and Youth Creativity contributes to the formation of the necessary spiritual, moral and patriotic qualities in the younger generation.

       In an article titled ,” Combined lesson, features of the lesson application"we tried to show the features of the combined lesson application, due to the nature of the taught material and the originality of the writer's imaginative system, the age groups of students. We have considered several approaches to the application of the combined lesson in accordance with the fundamental features of the combined lesson.

The purpose of the article: with the help of interesting observations to reveal the essence of the above type of lesson, the principles of teaching the material in this format, indicating and justifying the advantages due to the relevant features of this method of teaching, the features arising from the purpose of training.

The novelty of the study: consideration of various approaches to the application of the agreed class, their features. The above-mentioned teaching method investigated effective means of transition from the material studied to the material, in combination with literature and other subjects, the philosophical and psychological layers of the literary image were emphasized.

The relevance of the research determines the consideration of the process of teaching literary works by the requirements of modern teaching methodology, making it consonant with modern educational programs. In the article we have shown the effectiveness of using a combined lesson with different approaches, the possibility of a more meaningful and multi-layered study of a work of art with their help.

As a result of the research, we came to the following conclusions: a combined lesson contributes to a deeper analysis of the taught material, the formation of students' skills in constructing comparative and analytical speech, the development of imaginative thinking, a broad representation of a work of art, makes the lesson more interesting and meaningful.

The teaching of the Armenian diplomacy in general and new times in particular is extremely important for specialized faculties because the state’s current diplomacy and its future vision should be built first of all on the lessons and realities of the past. In this way, world-famous British, French, Russian, Turkish and other diplomatic schools were formed, based on the existence of a continuous and long-term statehood, with a continuous chain of reborn and (or) renewed diplomacy. For an effective observation of the teaching features of the Armenian diplomacy of the new times, it is very important to highlight the features, goals, methods, manifestations of the diplomacy of that period, the process of foreign political orientations, challenges and problems, which are the key guidelines of the teaching methodology. They are the backbone of the course. The most important feature affecting the diplomacy of this period was the absence of statehood throughout that period (from the mid-17th century to 1918). Therefore, the main goal of Armenian diplomacy was the restoration of the Armenian state, and the key issue of Armenian diplomacy was the division of Armenia. In 1639, according to the Qasr-e Shirin Treaty, Western Armenia came under the rule of the Ottoman Empire, and Eastern Armenia came under the rule of Safavid Iran. In 1828, Eastern Armenia passed to Russia, and the division continued. In 1878, the Armenian Question appeared on the platforms of international diplomacy, which was both an opportunity and a challenge. It is important to identify the evolution of Armenian foreign political orientations, the reasons for the changes and the challenges. Despite the predominantly Russian orientation of Armenians, the Armenian political elite has always looked for an effective alternative, which is still very relevant today. Teaching methods should combine both teacher-centered and student-centered approaches. At the end of the course, the student should acquire the following abilities: knowledge, understanding, application, analysis, synthesis (combination), evaluation skills. It is also very important to motivate the student. Two factors can be considered here: an encouraging assessment and the importance of the profession of an internationalist-diplomat.

The article is devoted to the concept of socio-cultural commentary and the problem of its importance and necessity when analyzing a fiction text and teaching literature. In particular, we address the theme of social inequality of characters, which is more fully revealed if we take into account the socio-cultural commentary with which we have accompanied some parts of the text. The purpose of our work is to show the importance of socio-cultural commentary for any text in teaching foreign literature and to provide as complete a commentary as possible of "Tales of Belkin" by A.S. Pushkin.

The relevance of such work consists not only in addressing the problem of the importance of supplying socio-cultural commentary for a fiction text, which has been little studied in the literature, but also in the need for a more complete explanation of the texts of Alexander Pushkin's “Tales of Belkin”. The choice of this particular cycle of the writer for such an analysis is conditioned by the fact that works from it are most often chosen as teaching material in the process of studying Russian language by Armenian students and schoolchildren. As a rule, they are also chosen for familiarization with Pushkin's prose works both in Armenian schools and in the process of studying them by foreign students abroad.

The scientific novelty of the work lies in the fact that the texts of the tales are equipped with socio-cultural comments, because the existing comments of an encyclopedic character are insufficient for an adequate understanding of the texts.

We have analyzed those parts of the text of "Tales of Belkin" that were clear to Pushkin's contemporaries, but have lost their significance for today's reader.

Conclusions: The most insignificant details for the modern reader can tell a lot about the characters', belonging to one or another social group, for example, the number of horses, harnessed to the characters' means of transportation, indicates their social status. We have demonstrated how important this detail is for the adequate perception of the text. Another indicator of the material condition of the characters are household items, clothes of the characters.

Important in the texts of the tales is the motif of "rubles and nickels", connected with the theme of money in the texts.  The research was aimed at clarifying more clearly the material situation that was characteristic of this or that character.

Having analyzed the most "silent" for today's reader places in the tales, we came to the conclusion how important it is to have socio-cultural commentary on the work of fiction when teaching literature.

The study of spatial relations and geometrical figures has its own peculiarities at "Primary Education" in pedagogical institutions of higher education. The article presents the analysis of the organization of studying the mathematics course by future teachers of primary education during distance education. The general logical methods of systematization and generalization of the experience of higher education institutions specializing in "Primary Education" were used for the study. The main problems have been considered and the ways to overcome them have been given. It has been found out that the main problem is the result of students' independent work. There are several reasons for this, such as their inability to overcome a large volume (more than 60%) of the material allocated for self-learning in connection with the low level of self-education skills, as well as insufficient adaptation of the content of the "Mathematics" course (lack of geometrical material), effective means of organization of students' independent work. The article provides the analysis of identified problems and possible ways to eliminate them. A conclusion is made on the directions and according to which factors it is necessary to improve the content of the mathematical training of future teachers of primary education and educational materials for distance learning. It is noted that the issues of organization of the independent work of future teachers of primary education when studying spatial relations and geometrical figures in conditions of informational and educational environment are important and need to be resolved, there is a constant need to change teaching methods. The problems that arise during the organization of independent work of students during online practical classes are considered, attention is drawn to the positive and negative aspects of the distance form of conducting classes and the prospects of further research on improving the effectiveness of the mathematical training of future teachers of primary education in the conditions of distance learning. Due attention is paid to the implementation of distance learning of future teachers of primary education in spatial relations and geometrical figures with the help of information technologies, which contribute to the revitalization of cognitive activity of students during their independent work.

This paper targets the vital issues of forming intercultural competence in the legally oriented English course. Nonnative law students whose first or native language is Armenian often find it challenging to communicate with their native English-speaking colleagues on legal topics. So, it is essential to develop the methodological system of forming intercultural and communicative skills in teaching legally oriented sublanguage based on the principles of the communicative approach, ESP, and intercultural competence. However,

the solution of promoting intercultural communication skills on the general scientific, colloquial, and professional levels is multilayered, covering:

1. pedagogical conditions of learning English legal sublanguage; 2. The availability of modern technologies, 3. workable methods of teaching foreign languages, 4. Cognitive and professional needs of future lawyers/ to learn professional English for occupational purposes- to join the job market, 5. the positive experience gained in recent years in countries with great methodological traditions.

The aim of the research is to state and substantiate the necessity of developing intercultural communicative skills in legal English courses to raise professional legal English competency.

The novelty of the research is to develop the methodological system of forming intercultural and communicative skills in teaching legally oriented sublanguage based on the communicative, conceptual approaches, ESP, and intercultural competence principles.

The conclusion: The conducted experiment confirmed that the applied materials, teaching strategies, and communicative methods, and conceptual approaches might be a better way to teach legal English while developing intercultural and communicative competencies, as well as raising common and legal culture awareness.

Nowadays, after the post-war and coronary epidemic, many health-threatening problems have arisen in people's lifestyle, which has led to a gradual deterioration of health.  Among students, there is dissatisfaction with a decrease in working capacity, a decrease in memory, and concentration of attention. Currently, the most important pedagogical valeological task is to ensure a healthy lifestyle of students. The lifestyle of each student is formed under the influence of both objective and subjective factors. The objective conditions of a student's life during socialization exist independently of their consciousness, needs, and planned plans.  Objective socio-economic, socio-historical, socio-political conditions of work, life and recreation in the microenvironment play a decisive role in lifestyle planning.  The effectiveness of students' mental performance is directly proportional to, perhaps, the most accurate and sensitive of biological laws "instrument " - biological rhythms and puberty. At the same time, both physiological and ecological rhythms of the biological clock determine the mental performance of the student, as well as determine how to combine mental and physical work with the organization of rest, sleep. The discrepancy of biological, mental and social rhythms in the lifestyle of students leads to a decrease in mental performance, sometimes to the occurrence of diseases. The social rhythms of students no longer fit into the framework of biological rhythms and, above all, the rhythm of sleep and wakefulness.

The collection and processing by the brain of a large amount of information about our daily sensations as a result of the nervous process, their generalization and activation of various sensory signals using healthy nervous processes is a complex system of processes through which a person lives and acts, reacts to the environment. Sensory integration is the exact location of different sensations. The causes of sensory integration disorders may be different, they require detailed study and elimination, because such disorders can interfere with the child's socialization process and cause serious problems in the future.

From this point of view, it is of interest to study sensory integration as a systemic process in which the human nervous system receives information about the world around it through all the senses and reacts to them by collecting, regulating, processing the collected information and applying it to other purposeful activities. The underdevelopment or violation of any of them prevents the complete collection of necessary information. It delays or does not form adaptive reactions to the phenomenon, which complicates the relationship between the child and the outside world.

Art technologies can play a very important role in solving or resolving this problem. It can be divided into categories depending on the problem and/or depending on the lack of sensory stimulation. The main objective of our research is aimed at studying sensory integration disorders, as well as the prevention of defects using artificial technologies.

Today, in the 21st century, higher education has become one of the main factors in the formation of the economy, ensuring the reproduction of human capital - the most important resource for the development of society.            This article examines the higher education systems of the Republic of Armenia and Italy, and also conducts a comparative analysis in order to identify the features of managing the higher education systems of the two countries.            In particular, the article presents the structure of higher education systems in Armenia and Italy, the features of management of vocational educational institutions, and also conducts a comparative analysis.            The results of the comprehensive study are presented in the form of tables, from which the similarities and differences in the management of the higher education systems of the two countries become apparent.

Our article is dedicated to an in-depth examination and comparison of the higher education systems in the Republic of Armenia and Bulgaria. We will consider their distinctive characteristics within the realms of education, admission procedures, and other aspects related to governance, funding, and organizational structure. The article will also highlight optimal approaches and strategies for enhancing educational standards and achieving greater efficiency through various reform initiatives.

The primary objective of this article is to meticulously investigate the higher education systems in Armenia and Bulgaria, conducting a comprehensive comparative analysis that unveils their commonalities and disparities. The findings from this study will be presented in a series of tables to facilitate a clear distinction between the unique features of these two nations' higher education landscapes.

Through our comparative analysis of higher education in Armenia and Bulgaria, we have reached the following conclusion: Both countries manage their higher education systems through state and intra-university levels, with oversight from central and local governmental bodies, albeit under differing nomenclature. Additionally, both nations are active participants in the Bologna process, though Bulgaria ratified the Bologna Declaration in 1999, whereas Armenia did so in 2005.

Furthermore, both Armenia and Bulgaria have a mix of state and privately licensed universities. Armenian higher education institutions encompass universities, institutes, Academy of Science, and conservatory, whereas in Bulgaria, you will find universities, specialized higher schools, and colleges.

Other distinctions within the higher education systems of these two countries include variations in admission procedures, structural arrangements, and grading systems.

In conclusion, the examination and comparison of higher education management systems in Armenia and Bulgaria provide valuable insights that can be harnessed to enhance educational quality and productivity in either nation by adopting best practices from the other.

The introduction of new management models in public education institutions is one of the primary and important factors that can be used to ensure the uninterrupted organization of the public education process and the quick and efficient solution of internal problems. In this article, we aim to highlight the need to use new educational models to solve the existing problems in RA public education institutions and the effectiveness of new management models in solving a number of management and educational problems in RA public education institutions. This article presents a fresh perspective on the current foundations supporting the implementation of new management models with in the public education sector of RA, along with an overview of the recent and past efforts undertaken by relevant authorities to address these issues. Based on our research conducted in accordance with the RA Law 'On Public Education' and relevant field studies, we can confidently assert that the implementation of new management models in the realm of public education will indeed prove to be effective.

For any organization, even in favorable economic conditions, the possibility of crisis phenomena always remains. Such phenomena contribute to the occurrence of risks. Risk is inherent in any field of human activity, it is associated with many conditions and factors affecting the outcome of decisions. Historical experience shows that the risk of not achieving the planned results began to manifest itself especially in the modern economic system.

Current issues and trends in risk management continue to attract the attention of local researchers and entrepreneurs. The presence of risk is, in fact, a key aspect of economic freedom. Since the state regulation in market conditions is mainly expressed by the implementation of business activities and setting standards for tax collection, everything else is determined by the producer and the consumer, at their will. In a market economy, the profit of some may turn into a loss for others, and "equal economic freedom of market subjects inevitably causes economic risk".

This article demonstrates and proves that the consideration of many tasks with the scale of risk assessment allows to get the maximum insight and to more accurately understand the importance of external and internal factors affecting universities, their interaction and thus the stages of effective risk management are introduced.

The novelty of the research is the modern concepts and stages of risk management at universities, which can represent practical value, taking into account the fact that the stages of risk management of universities is not developed in the context of higher education.

Thus, risks are inherent in any type of human activity, their presence does not depend on the conscious efforts of individuals. In addition, they are continuous and all economic entities are affected by them, regardless of their status. In other words, selectivity is not intrinsic to risk at all. The universality of risks is an abstract and concrete possibility.

Organizational culture holds significant influence in shaping the success of strategic management initiatives within higher education institutions (HEIs). Organizational culture shapes prevailing attitudes, behaviors, and collective values, which can either enhance or obstruct the realization of strategic objectives. When the culture is in harmony with the HEI’s strategy and organizational values, it ensures that all members, from top-tier leadership to operational teams, are aligned in their vision and actions, leading to a more streamlined and efficient execution of strategic plans. Conversely, a culture that is not aligned with an HEI’s strategy can introduce challenges, such as resistance to changes and operational inefficiencies. Furthermore, an effective organizational culture can foster essential qualities like innovation, responsiveness, and adaptability, which are crucial in today’s dynamic and competitive academic environment. As such, for successful strategic management, it becomes imperative for HEIs to understand and align their organizational culture appropriately with their strategic direction. This article analyzes the relationship between strategy and organizational culture as two fundamental management concepts of any HEI. The article not only analyzes the interdependence and influence between strategy and organizational culture, but also covers the nature and mechanism of the influence of organizational culture on strategy formation and implementation. In this article, the relationship between organizational culture and strategy is presented from the point of view of the analysis of various authors.

For centuries, the people's biophilosophy, value system, and educational ideas have been concentrated in Armenian traditions, folk works, emphasizing the issues of national consciousness, human dignity, and the formation of a God-pleasing image of a person.

For hundreds of years, regardless of the change in the goals of education in different historical and cultural periods, regardless of the historical and social processes in the given period, regardless of the ruling ideologies, regardless of the different models and paradigms of education, the same questions have always been at the basis: who should be educated, how to educate and what values to form? In all cases, the task of the society was the upbringing of such a person who would be the bearer and transmitter of national, spiritual and moral values.

Catholicos of All Armenians, the greatest thinker of the 20th century, devotee of the motherland and embodiment of patriotism, Karegin I, addressed these issues.

The Catholicos, the son of the people living in the geographic and political crossroads, discussed and advocated the idea of the motherland everywhere: on international platforms, at meetings of the clergy, in mass sermons, public speeches, dozens of articles and works.

On the article it presents scientific –pedsgogical heritage and activity of archbishop Maghakia Ormanyan.

Here were analysed pedagogical ideas of theoretical and practical pedagog Maghakia Ormanyan, his pedagogical thoughts, which dedicated to national school and to organization of work in school. His thoughts and opinions are very actual for preparing as teachers, as students. Till nowdays this problem isn’t studied and we are the first pay attention on this theme.

Studing this problem, we came to a conclusion that his example as a pedagog is very approximate and his heritage is actual till today this article dedicated to 180-th anniversary of archbishop Maghakia Ormanyan.