Educational Challenges

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EISSN : 2709-7986
Total articles ≅ 37
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Halyna Bryukhanova
Educational Challenges, Volume 27, pp 47-56; https://doi.org/10.34142/2709-7986.2022.27.1.04

Abstract:
The aim of the article is to conduct a comparative analysis of basic research concepts in the Ukrainian and Canadian scientific space related to the concepts that characterize the general context of professional training, in particular in the field of advertising and public relations.The research methodology is based on general scientific and terminological methods, the comparative method.As a result, the comparison of the basic research concepts in the Ukrainian and Canadian scientific space are considered, namely, education, professional education, vocational education, continuing education, lifelong learning, competence, profession, trade, professional training, professional competence, advertising education, integral competence of a specialist in advertising and public relations, general competencies of a specialist in advertising and public relations, etc.The results of the research, first of all, can be used in systematization of the accumulated scientific knowledge in the field, synthesis and generalization of scientific achievements of the field, ensuring the successful application of scientific achievements in practice.Conclusions. The comparative analysis of basic research concepts in Ukraine and Canada that characterize the general context of professional training, in particular, in the field of advertising and public relations is done. The experience can be taken into account when reforming education in Ukraine and Canada.
Liudmyla Pikulytska
Educational Challenges, Volume 27, pp 92-107; https://doi.org/10.34142/2709-7986.2022.27.1.08

Abstract:
The article deals with the impact of international students’ social adaptation on the training process in higher educational institution. The article aims to highlight and analyze the main aspects of international students’ social adaptation as one of the effective factors that impact the quality of training. The tasks of the article are to study and characterize the features of the process of international students’ social adaptation (phases, types, components); to analyze challenges of social adaptation that international students meet; to introduce ways to overcome the problems ofinternational students’ social adaptation in higher education.General theoretical research methods (analysis, synthesis, system-structural) have been used to reach the research purpose. The result as follows: the international students’ social adaptation is a continuous process of adaptation to new conditions in training, cultural and social environment. That is, as a process in which a student adapts to different activities (learning, scientific, etc.), acquires knowledge and skills, adapts to a new way of life in society (living conditions), adopts cultural norms, values, and interacts with the social environment, develops communicative abilities (language, communication). A number of challenges (psychological, training, socio-cultural) that international students meet were identified. Effective ways such as a proper organization of training process and individual work; expanding friendly contacts with local students; social-pedagogical support; were proposed to overcome international students’ social adaptation challenges.  We have concluded that the sufficient international students’ social adaptation has as a positive impact on the academic process as on students’ mental and physical state.
Iryna Nebytova
Educational Challenges, Volume 27, pp 80-91; https://doi.org/10.34142/2709-7986.2022.27.1.07

Abstract:
Considering the current reality, when the state needs highly qualified and creative specialists, the problem of scientific and pedagogical support for future primary school teachers’ professional growth during teaching practice is becoming increasingly important.The purpose of the research is to substantiate theoretically the scientific and pedagogical support for future primary school teachers’ professional growth during teaching practice.Methodology.A retrospective analysis of the process of future primary school teachers’ professional growth has been used. We have found that the process of professional growth becomes more effective if certain pedagogical conditions of students’ teaching practice are created and implemented. They facilitate the development of future specialists’ desire and readiness for faithful implementation of their professional duties, professional competence and important personal qualities development, the ability to self-educate, etc. The basis for our research wasscientific and pedagogical studies relevant to future primary school teachers’ professional growth during teaching practice. Results. The essence of the concepts “scientific and pedagogical support”, “professional potential” has been defined. The main tasks of future teachers’ preparation for future pedagogical activity with orientation on their professional growth as well as professional potential components and the factors having an impact on their formation and realization have been characterized. It has been determined that teaching practice creates ample opportunities for future teachers’ personal abilities purposeful development, the desire for creativity through their systematic involvement in the various activities of a modern primary school teacher.The directions in which scientific and pedagogical support for future primary school teachers is implemented during the experimental teaching practice “A Day at School” have been stated.It has been defined that the system of creative scientific and pedagogical support for future teachers’ practical training deals with an introduction to pedagogical activities, adaptation to the professional skill requirements since the 1st year of study, professional self-realization, and pedagogical credo approval in the final year of study.Conclusions. Future primary school teachers’ scientific and pedagogical support during teaching practice deals with preparation for practical pedagogical activities, providing scientific and methodological assistance (both University and school teachers). Teaching practice ensures future specialists deepen and expand professional knowledge and skills, revealing their professional potential and facilitating professional growth in general.
Educational Challenges, Volume 27, pp 23-33; https://doi.org/10.34142/2709-7986.2022.27.1.02

Abstract:
The aim of this manuscript is to present, analyze and discuss the practices developed in a Teacher Education project called Residência Pedagógica (Pedagogical Residency) - a project that the Brazilian government offers to Brazilian universities - and their challenges during the pandemic. More specifically, it intends to focus on the practical phase of the first module of the project, which was when the project-participants observed classes in the school, designed lesson plans for the groups of whose classes they observed and implemented the lessons for these groups.Methodology. Qualitative research method was adopted in this study. The reports, lesson plans and video lessons of the project's participants were used as data in order to analyze their practices under the light of theoretical discussion held during the project. A reflexive diary kept by me was also used as data. Moreover, the participants’ practices were contrasted with situations that occurred in the pandemic context.Results. The project practical phases did not occur as foreseen; however, the participants were able to reflect upon their practices based on the theoretical discussion carried out previously in the project. They recognized the language learning and teaching perspectives in the lessons they observed and, in the lesson, plans they designed and implemented. The pandemic had a great interference in the project, which had to be adapted, so that the first module could be concluded.Conclusions. In spite of the pandemic, we managed to reach the project’s main objective, which was to provide space for college students, who shall graduate as English teachers, to have contact with the school environment.
Tatas Transinata
Educational Challenges, Volume 27, pp 34-46; https://doi.org/10.34142/2709-7986.2022.27.1.03

Abstract:
The Covid-19 wide spread constrained numerous schools and colleges to stay closed briefly. This phenomenon brings a challeging in teaching learning process. The aim of this paper is to explain the learning process using new language laboratory format. There can be several formats of online learning process: Knowledge base, online support, asynchronous training, synchronous training, and hybrid training. This study employed a descriptive design with a qualitative approach to examine the language laboratory strategis and challenges through the pandemic in the University. A questionnaire and interview were used in this study to elicit the responses of English Lecturer in Language Center, Sebelas Maret University. The findings reveal that the coronavirus disease 2019 (COVID-19) pandemic has reformed the Language Laboratory significantly. Both lecturers and students in are faced with multiple challenges in conducting teaching and learning process. In other hand, the new format and content of Online language laboratory helps teachers and students in teaching learning process. Covid-9 also opens an opportunity to reconstruct the teaching learning system in laboratory and establish updated programs and assessments.
Educational Challenges, Volume 27, pp 12-22; https://doi.org/10.34142/2709-7986.2022.27.1.01

Abstract:
The article has provided an opportunity for critical discourses geared towards the modernisation of education in Sierra Leone to confront the realities of digital transformation in the 21st century. The purpose of the study is carved towards the achievement of addressing three objectives, which include the assessment of technology provision and gaps in the country, and proffering recommendations geared towards edging the country’s hope of making realistic growth prospects that is comparable to its counterparts in the Sub-Saharan African region.The methodology incorporates discursive analysis of existing technologies that will enable the country to make the right level of progress towards facilitating growth and development.The result unearthed gaps in provision, which is not so much about casting blame, but the need to ensure resources are pulled to address the scope for economic progression across all sectors, while at the same time adding value to the human resource skillset. The conclusion shows that resources should be pulled to make sure the system is ready to leap in a bid to embracing advances in technology modernisation needed to achieve sustained level of growth in the economy.
Tetiana Dovzhenko
Educational Challenges, Volume 27, pp 67-79; https://doi.org/10.34142/2709-7986.2022.27.1.06

Abstract:
Considering the current reality, there are new requirements for the organization of the educational process in higher education institutions of Ukraine. Thus, the problems and ways of the implementation of inclusive education for students with special educational needs are becoming increasingly important.The purpose of the study is to substantiate theoretically the problems and ways of implementing inclusive education in Ukraine based on the experience of the Faculty of Primary Education of H. S. Skovoroda Kharkiv National Pedagogical University.Methodology. A retrospective analysis of the development of inclusive higher education in Ukraine has been used; it has been found that it is necessary to organize an inclusive environment and implement training for students with special educational needs in higher education institutions. The study was based on the Convention on the Rights of Persons with Disabilities, Resolution of the Cabinet of Ministers of Ukraine of July 10, 2019 № 635 “On approval of the Procedure for the organization of inclusive education in higher education institutions”, educational programs on 013 Primary Education, and scientific and pedagogical works on conceptual approaches to the implementation of inclusive education; organization of training of persons with special educational needs; principles and functions of inclusive education, which indicated the need for inclusive education in higher education institutions.Results. The essence of the concept "inclusive education" has been defined. Problems of higher education of people with special needs have been described. The system of education of students with special needs has been determined. It is noted that art HUB for students and university teachers with special educational needs in H. S. Skovoroda Kharkiv National Pedagogical University has been opened. It has been determined that there are elective subjects “Fundamentals of inclusive education” (for the 3rd year students) and “Features of working with an inclusive child” (for the 4th year students) in the educational program “Primary Education” at the Faculty of Primary Education of H. S. Skovoroda Kharkiv National Pedagogical University. The educational program "Primary education with methods of special education" for applicants for the first (bachelor's) level of higher education has been described. The examples of students’ working with an inclusive child are described.Conclusions. The process of successful integration of people with special needs in a higher education institution requires a systematic solution of many tasks. Creating an environment accessible to people with special needs is becoming an unconditional requirement for the development of higher education institutions and significantly affects the competitiveness of a modern IHE.
Anastasiia Dorozhko
Educational Challenges, Volume 27, pp 57-66; https://doi.org/10.34142/2709-7986.2022.27.1.05

Abstract:
The article analyses the experience of European countries in counteraction to academic dishonesty and plagiarism, as well as the attitude of Ukrainian students to the problem. The specific examples of the counteraction against academic fraud in universities abroad have been studied, in particular, in the United Kingdom at the University College London, in Sweden at the Karolinska Medical University, and in higher education institutions in Poland. The article examines the attitude of Ukrainian students to various issues of academic integrity by questionnaires for its development in higher education institutions to prevent plagiarism in Master's theses.The purpose of the research is to study the European experience in counteraction to the manifestations of academic dishonesty and plagiarism among students to apply the experience in Ukrainian higher education institutions.Methodology. A survey among Master's students in H.S. Skovoroda Kharkiv National Pedagogical University was conducted, which revealed the level of students’ knowledge about such concepts as academic integrity, plagiarism, as well as its types and reasons that motivate students to academic dishonesty and plagiarism.Results. The results of the survey show that, unfortunately, most students do not consider plagiarism a fraud. According to them, posting a text on the Internet makes it common and accessible to all, “nobody's”, and academic dishonesty and plagiarism in the student environment by majority of students is still perceived as the norm.Conclusions. To develop the academic integrity for Ukrainian students, it is necessary to implement a set of various measures. Promoting academic integrity and counteraction to plagiarism should take place at the level of the national ministry, higher education institutions, University faculties, departments, teaching staff, and the students themselves. Such work must be systematic, have a strategy, technology, ways of implementation at all levels of the scientific and educational process. It is expedient to conduct mass, explanatory, preventive work in each university, instill in Ukrainian students the principles of academic integrity, conduct special lessons to prevent plagiarism, work with common electronic programs of text self-checking, and teach training modules.
Educational Challenges, Volume 26, pp 6-12; https://doi.org/10.34142/2709-7986.2021.26.2.01

Abstract:
The call for institutions and governments across the world to prioritize investments in technology was never treated that seriously as it is now, with the emergence of the COVID-19 pandemic, purportedly claimed to have emerged in China’s Wuhan city. All across the world, institutions are yearning for resources to meet the growing need to support continuity in learning through the new normal of virtual schooling, but the capacity to do so is limited owing to nations’ limited preparedness for such a global scale of health calamity. Technology is certainly the way forward to meet the growing needs of people's desire to survive, and equally so for employers whose growing competitiveness are much catered for through highly manpower skills workforce. Hence, institutions and governments alike are now seen to be making efforts in adapting to new and emerging technologies in a bid to make it worthwhile to support economic prosperity and livelihoods. The aim is to show growing need in learning through the new normal of virtual schooling, adapting to emerging technologies. Methodology. The analysis of technologies, tools, means like MOODLE, Google-Meet, WebEx Meet, ZOOM. Results. Emerging technologies such as Google-Meet, WebEx Meet, ZOOM and already used platforms like MOODLE need to be hailed given their embedded functionalities to capture variety of ways through which disruptive services can be made to continue. Functionalities embedded in the most commonly used platform like MOODLE and Google-Meet have integrated functionalities to support both virtual classroom and assessment components as opposed to that of WebEx and ZOOM. Conclusion. Emerging technologies should include a synchronized system of Managed Learning Environment (MLE) that makes it possible for assessment materials to be integrated with constructive feedback from teachers.
Olga Voloshyna
Educational Challenges, Volume 26, pp 100-111; https://doi.org/10.34142/2709-7986.2021.26.2.09

Abstract:
The issue of distance learning became relevant in early spring 2020 due to quarantine measures caused by the pandemic. The issue of transition to distance learning for all levels of education has become acute and lightning fast. In the conditions of globalization of the modern world, when information and timeliness of its receipt play a decisive role in competitive advantage, the content of education changes dramatically. The competitiveness of human capital is directly correlated with the requirements of the new information society, in which the knowledge aging is significantly reduced, and new opportunities for their acquisition will appear. A promising and extremely relevant area of modern higher education development under quarantine, as well as integration into European and world education is the active introduction of distance learning technologies in the educational process. The article analyzes the monitoring study of the general secondary educational institutions of Kirovograd region students’ parents attitude to distance learning. The purpose of the study is to determine the level of distance learning quality during quarantine restrictions. Research methods include general scientific methodology of research and principles of a systematic approach; case study methods. The results of the study are considered and the current state of quality assurance of general secondary education has been analyzed. The data obtained during the monitoring should be considered as an information basis for effective management of the educational process, to improve its content, methodological and organizational aspects. Conclusions. The most important elements of distance learning should be: the creation of practical situations during the educational process, the opportunity for students to express themselves constantly, self-realization, educational process clarity, its individualization, technical and technological support of distance education. Successful solution of the problem of effective implementation and harmonious development of distance education in Ukraine will increase the quality level, higher education accessibility, integration of the national education system into scientific, research and production, social and cultural information infrastructure of the European / world community.
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