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The Bulletin of the Adyghe State University. Series «Pedagogy and Psychology» |
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#4 / 2025GENERAL PEDAGOGY, HISTORY OF PEDAGOGY AND EDUCATIONKhazret Z. BAGIROKOV, Asfar S. KUEK, Nina G. EMUZOVA, Aysa Kh. ZAGASHTOKOV, Batyrbiy M. BERSIROVFORMATION OF COMMUNICATIVE COMPETENCEFOR CODE SWITCHING IN BILINGUAL STUDENTSIN THE ANALYSIS OF TRANSLINGUAL DISCOURSE
This article examines the development of communicative‑discursive competence (CDC) for code‑switching (CS) in bilingual students during the analysis of translingual discourse (TD), which transmits the axiological core of students’ linguistic consciousness. A set of linguodidactic materials representing an insufficiently studied area of linguodidactics is identified and described. The study substantiates the need to investigate markers that convey CS functions and reflect the formation of bilingual students’ identity parameters. In linguodidactic research, the pedagogical process and the development of CDC for CS in students through TD analysis have not been previously explored; such investigation will make it possible to reveal conditions for their formation within linguodidactic, sociocognitive, psycholinguistic, and linguistic approaches. The paper elucidates the specifics of TD as an instrument for transmitting a bilingual student’s TD that conveys national ethno‑culture via intermediary languages. Research attention is paid to language contact, synchretism, and heterogeneity of languages in TD, which will allow examination of the pragmatic functions of CS under other linguodidactic conditions for developing multilingual competence.
SEMANTIC PEDAGOGICAL SIGNIFICANCE OF MORAL VALUES IN K. ZHANE’S POETIC TESTAMENT TO ADYGHE CULTURE
This study examines the pedagogical meanings and moral values embedded in the poem by the renowned Adyghe prose writer and poet Kirimize Khadzhimisovich Zhane, regarded as the author’s poetic testament to Adyghe culture. A genetic connection is identified between the poem’s content and the deep strata of Adyghe ethics‒ an ancient code known as Adyghe Habze ‒ and the work’s capacity to support individual adaptation to dynamic social life while preserving fundamental moral values both in periods of triumph and in tragic times. The moral education of youth is characterized as a complex system of dominant attitudes and principles that addresses key components of socially approved behavior, interpersonal relations, and everyday life in Adyghe society: reverence for the wisdom of elders and continuity of cultural tradition; cultivation of moral sentiments through concrete social situations; hospitality as an expression of moral readiness to serve others; activities aimed at preserving family values and responsibility toward future generations; maintenance of fidelity, friendship, and honesty as the core of personal morality; and the creation of a public environment that supports moral upbringing. It is argued that the content of moral education as presented in the poetic heritage of Adyghe culture remains relevant and serves as a constructive guideline for contemporary educators and parents seeking to raise a generation capable of leading a moral life and contributing positively to societal development.
DESIGNING A CULTURAL AND LEISURE ENVIRONMENT FOR CHILDREN UNDERGOING TREATMENT IN MEDICAL INSTITUTIONS
This article is devoted to the theoretical and methodological foundations for designing a cultural and leisure environment for children undergoing treatment in medical institutions. The cultural and leisure environment and leisure activities are the subject of interdisciplinary scientific interest. Researchers contend that leisure constitutes a dominant sphere exerting a direct influence on an individual’s physical and spiritual development. According to statistical data, approximately 6 million children receive inpatient treatment in Russian medical institutions each year, of whom 120–130 thousand undergo long-term inpatient care. These children are excluded from creative and educational programmes. Organizing a cultural and leisure environment for children under these conditions is an important direction of social work, the aim of which is to provide children with alternative options for spending their free time. The content and main directions of the cultural and leisure environment for children receiving treatment in healthcare institutions are defined; problems of social work with children undergoing treatment are identified; and a theoretically grounded project for organising a cultural and leisure environment for children in medical institutions is developed. The author argues that proper, rational organisation of leisure supports emotional health by contributing to stress reduction. It is especially important to organise leisure activities for children during treatment in medical institutions, since the so‑called “hospital pedagogy” constitutes one of the factors stabilising these children’s environment.
FORMATION OF MORAL VALUE ORIENTATIONS OF YOUTH IN THE PROCESS OF STUDYING THE ETHICAL FRAMEWORK OF THE SOCIALLY ENDORSED FORM OF SOCIAL BEHAVIOUR "ADYGHE KHABZE"
This paper presents the results of an experimental study on the applicability of the socially endorsed behavioral framework "Adyghe Khabze" for shaping moral value orientations among university students. The study outlines the theoretical rationale for understanding and applying Adyghe Khabze as a behavioral “frame” for evaluating human existence and conduct. Components of the system are described, including behavioral norms, moral principles, and customary-legal procedures that define the spiritual values of the Adyghe people, as well as the philosophical orientations that address fundamental life questions: how to live, whom to honour, what constitutes justice, and how to balance individual aspirations with the needs of collective welfare. The content of the Adyghe Khabze core and five of its fundamental principles ‒ identified through analysis of ethnographic evidence and historical documentation ‒ are analysed. Results of a pedagogical experiment are reported, demonstrating that Adyghe Khabze contains mechanisms and ideas with potential to shape personality in contemporary contexts and, when employed in pedagogical practice, to produce a positive effect on the dynamics of moral value orientations among students.
PROSPECTS FOR STUDENT ADAPTATION IN THE EDUCATIONAL ENVIRONMENT OF BRICS+ COUNTRIES THROUGH DIGITAL MENTORING
The polyvector development of educational systems in BRICS countries necessitates the expansion of methods and approaches within the framework of pedagogical theory. One such promising approach is digital mentoring. The key directions of its implementation constitute the subject of the study. The purpose of the article is to substantiate the necessity of developing the institution of digital mentoring within the educational environments of BRICS nations. The methodology of the research encompasses an analysis of academic literature and the case study method. The evidence derived from the implementation of educational programs with high school and university students from Russia and India in BRICS Associated Schools reveals that mentoring is beneficial in networked educational environments.
TRANSFORMATION OF CONTEMPORARY EDUCATION: KEY DRIVERS AND RISKS
Education plays a fundamental and priority role in social life, since this sector functions as the primary source for generating, developing, and advancing human capital, thereby constituting a resource for the socio-economic development and progress of any state. The present study examines theoretical and practical aspects of the transformation of the education sector as a principal vector of the scientific and technological progress of the contemporary world and its possible consequences. The objective of the study is to substantiate the key drivers and potential risks of educational transformation under current conditions. Following methods were used in the study: analysis, synthesis, classification, differentiation, survey, and forecasting. The study theoretically grounds and systematizes the principal drivers of modern education; explicates the risks that may arise from global transformative processes in educational practice worldwide and in Russia; and analyzes the subjective position of teachers regarding trends in the transformation of the educational institution under contemporary conditions.
Key findingsof the research:
- The principal drivers of the transformation of the educational institution are identified as global (external) and technological (internal) factors.
- Potential risks of contemporary educational transformation include the threat of the “simplification” (primitivization) of individual development, the digital divide, the lag of educational standards behind the pace of scientific and technological progress, a decline in the prestige of the teaching profession, and pervasive digitalization of pedagogy.
- Teachers reported a demand for increased digital literacy, a rise in workload and societal expectations, staff attrition, and related problems.
THE COMPONENT COMPOSITION AND FEATURES OF BUILDING THE CONCEPT OF INTEGRATION INTERACTION OF PUBLIC NATIONAL-CULTURAL ASSOCIATIONS, THE FAMILY AND SECONDARY SCHOOLS IN AN EXTRACURRICULAR SOCIAL EDUCATIONAL ENVIRONMENT
Based on the analysis of some approaches to building a pedagogical concept of interaction between participants in pedagogical processes in the context of a socio-educational space, the basic conceptual components of organizing joint activities of a comprehensive school, family and public national-cultural associations as a single socio-educational institution that participates in the function of educating and preserving the health of the younger generation are disclosed.
VALUE-ACTIVITY APPROACH OF G. E. ZALESSKYIN MODERN EDUCATION AND PSYCHOLOGICAL AND PEDAGOGICAL ACTIVITIES (DEDICATED TO THE 100TH ANNIVERSARY OF HIS BIRTH)
The article is dedicated to the 100th anniversary of the birth of the famous domestic psychologist G.E. Zalessky, a participant in the Great Patriotic War. The study examines the essence and content of his concept of the formation of beliefs and worldview of the individual. It highlights the relevance of the developed value-activity approach, the potential possibilities of its use in modern education and psychological and pedagogical activity.
PSYCHOLOGICAL CONDITIONS FOR THE SUCCESSFUL PSYCHO-EMOTIONAL DEVELOPMENT OF OLDER PRESCHOOL CHILDREN
This paper presents a comprehensive analysis of the psychological conditions that facilitate harmonious psycho-emotional development in older preschool children. The study is dedicated to exploring the multifaceted process of emotional development, which significantly influences personality formation and the development of children's social skills. The relevance of this research is underscored by the fundamental role of the emotional sphere in children's cognitive and social achievements, as well as their overall psychological development. Special attention is given to examining play activities as a crucial tool for emotional and social development in children. The research reveals a methodology for developing emotional intelligence in early childhood, encompassing a wide range of pedagogical methods and techniques based on imagery and emotional engagement. The process of designing and implementing a comprehensive psycho-emotional development program is described, founded on a multisensory approach that includes various methods of psychological and pedagogical influence. A particular value is placed on demonstrating the effectiveness of the proposed program through an analysis of the transformation of different components of the psycho-emotional state of the experiment participants. The results indicate a stable positive dynamic across all primary research parameters, suggesting not only the achievement of immediate corrective and developmental goals but also the formation of long-term personal development resources. Based on the obtained data, practical recommendations are formulated for parents and educators seeking to promote harmonious psycho-emotional development in children. The materials of this study are of significant interest to specialists in preschool pedagogy, child psychology, and psychological counseling, and may also be utilized in the development of educational programs and methodological materials for preschool educational institutions.
CORRECTION OF STUDENTS' ANXIETY LEVELS AS A FACTOR IN THEIR SOCIO-PSYCHOLOGICAL ADAPTATION
This paper presents the results of a comprehensive scientific study dedicated to analyzing the relationship between students' anxiety levels and their socio-psychological adaptation within the context of higher education institutions. The relevance of this work is underscored by the increasing demands for psychological resilience and adaptive abilities among future professionals in a dynamically changing professional environment. The study pays particular attention to the development and testing of effective psychological and pedagogical intervention tools aimed at optimizing students' emotional states and fostering constructive adaptive behavior strategies. A thorough theoretical analysis of contemporary scientific perspectives on the nature and structure of anxiety is conducted, with a focus on its specific manifestations during the student age. Additionally, the phenomenon of socio-psychological adaptation is explored in detail as a multi-component process of personal integration into a new social environment. Based on this analysis, an original training program is developed and systematically described, integrating modern approaches to psychological correction, including cognitive-behavioral methods, emotional self-regulation techniques, art therapeutic practices, and communication training. The data obtained during the experiment are analyzed to identify stable patterns and dynamics of changes in key indicators. The demonstration of the program's effectiveness through the analysis of transformations in various components of the participants' psychological states holds particular value. The results indicate a stable positive dynamic across all primary research parameters, suggesting not only the achievement of immediate corrective goals but also the formation of long-term adaptive resources for individuals. Based on the findings, practical recommendations are formulated for implementing the developed program within the activities of psychological services at higher educational institutions, along with identifying prospects for further scientific inquiries in this area. The materials of this article are of significant interest to specialists in educational psychology, personality psychology, and psychological counseling.
THEORY AND METHODOLOGY OF TEACHING AND EDUCATIONAnastasiya V. BREVNOVAADAPTIVE POTENTIAL OF WEB-QUEST TECHNOLOGY IN THE SYSTEM OF ADDITIONAL AND GENERAL EDUCATION: COMPARATIVE ANALYSIS
The relevance of this study is determined by the processes of digital transformation in education and the necessity to explore pedagogical technologies that effectively develop the key competencies of the 21st century: critical thinking, creativity, communication, and cooperation. The web-quest, as a problem-oriented technology, possesses significant potential for addressing these challenges; however, its adaptability to various educational contexts necessitates a systematic analysis. The aim of this research is to conduct a comparative analysis of the practices involved in the development and application of web-quest technology within primary, general, and higher education systems to identify its universal pedagogical potential and the specifics of its implementation depending on the educational level. The research objectives include: identifying the theoretical and methodological foundations of the web-quest; conducting a comparative analysis of the targeted objectives and competencies developed in higher, general, and primary education; comparing methodologies and organizational forms of application; and summarizing data on effectiveness and practical significance. Methods employed include comparative analysis, systematization, and generalization of pedagogical experience. It has been established that web-quest technology demonstrates high flexibility and adaptability. The unity of practices is defined by reliance on the principles of problem-based, activity-oriented, and learner-centered education. Key differences lie in the target component (ranging from the development of professional competencies to social adaptation), content, and the role of the digital environment (from a central element to one among many tools). The effectiveness of this technology for developing both narrow professional and interdisciplinary competencies has been empirically confirmed. The web-quest has proven effective not only as a tool for learning foreign languages but also as a universal pedagogical model, the principles of which can be extrapolated to a wide range of educational tasks. Its potential lies in the organic integration of the information richness of the digital age with fundamental pedagogical approaches.
DEFINITION OF THE PHENOMENON OF COACHING AS A MEANS OF FORMING THE PEDAGOGICAL SPACE
This article is dedicated to formulating a definition of coaching. The presented research yields significant results for pedagogical theory and educational practice, enabling the selection of necessary tools to achieve pedagogical goals. For convenience, the author has compiled the information into a table, providing age-related recommendations for each traditional tool.
Coaching as a supportive practice has been actively developing in recent years; however, its effectiveness remains under scrutiny. In the educational process, coaching often receives negative evaluations. There is a noticeable similarity between the methodology of coaching and traditional pedagogical methods and tools. The aim of this article is to analyze the synonyms of coaching, conduct a comparative analysis, and provide a definition of the concept.
The author examines the distinctions between coaching and similar, yet not identical, methods such as facilitation, moderation, tutoring, the Socratic method, and mentoring. The conducted analysis indicates that traditional methods predominantly define the student’s role as that of an object. The broad applicability of these methods allows for educational and developmental work across all age groups. An analysis of the definitions of coaching from the perspectives of founders, psychologists, managers, and coaches themselves reveals that one of its key features is human-centeredness. It emphasizes a respectful attitude towards the inner world of individuals and holistic harmony. Coaching, as a tool, focuses on aligning the internal motivations of the subject and resembles a dialogue with oneself in practice. It is aimed at overcoming crisis situations using accessible coaching resources.
In conclusion, six distinctions between coaching and traditional methods are presented, defining coaching as a subject-object interaction where the coach serves as the object.
ETHNOPEDAGOGICAL CHARACTERISTICS OF THE UPBRINGING INSTITUTE KHACHECHSH (GUEST ROOM, KUNATSKAYA) AND THE CONSTRUCTION OF ITS EDUCATIONAL SPACE IN ADYGHE CULTURE (BASED ON AN ANALYSIS OF ARTISTIC AND JOURNALISTIC LITERATURE)
This article examines the ethnopedagogical concepts surrounding one of the original forms of educational space in Adyghe culture, known by the term "Khachechsh" (guest room, kunatskaya). It reflects the substantive and methodological role of the Adyghe code of ethics, morality, and behavior, collectively referred to as "Adyghe Khabz". The role of language and rhetoric is substantiated, highlighting the development of oratory skills for participation in public life, including addressing important issues during councils and meetings, as well as tackling key pedagogical tasks associated with this educational form. The methodological significance is emphasized, along with the key role of dialogues and monologues by elders, guests, and wise individuals within the community as custodians and disseminators of historical knowledge and moral wisdom. The forms of organic interaction between generations are justified, wherein young people absorb knowledge through direct communication with bearers of tradition.
The foundational themes that enrich the pedagogical process are identified, including the theory and practice of hospitality, participation in ritual events, the history of families, clans, and the people from the perspective of the older generation, training in combat skills, the nuances of family upbringing, improvement and development of physical fitness, and mastery of the ethical behavior code (Adyghe Khabz). This encompasses methods for implementing principles of respect for elders, fostering civic responsibility and patriotism, as well as principles of honesty and truthfulness, nobility, and kindness.
The article posits the idea of utilizing various pedagogical insights from the Adyghe people within contemporary education systems, including their potential for shaping cultural identity and human development in younger generations.
PHYSICAL EDUCATION AND VOCATIONAL PHYSICAL TRAININGEgor A. ALYOSHINORGANIZATIONAL AND PEDAGOGICAL CONDITIONS FOR FORMING THE HEALTH COMPONENT OF PHYSICAL CULTURE AMONG AGRICULTURAL UNIVERSITY STUDENTS
The recognition of the importance of addressing the challenge of preserving and enhancing the health of the country's population necessitates a governmental approach to solving this issue. In this regard, the value potential of physical culture and sports should be utilized primarily for the preservation of health and active longevity, ensuring both the spiritual and physical well-being of individuals, as well as their opportunities for self-realization, including in professional activities. The adoption of targeted objectives within the system of physical education in educational institutions at various levels, related to the formation of students' physical culture, is essential not only for addressing health preservation and enhancement but also for shaping individuals capable of fostering their own health. Within the structure of an individual's physical culture, the health-oriented content holds a key significance, as human health ‒ where regular physical activity is one of the main components ‒ serves as the foundation determining the category of "quality of life" as an integral indicator that influences the formation and development of labor potential. The specificity of the future agrarians' labor activities is linked to achieving a high level of work capacity, which is ensured through the development of general and specific endurance, as well as the body's defensive capabilities to counteract adverse external environments while working in various natural and climatic regions of Russia. Practical skills and competencies such as skiing, swimming, rowing, orienteering; operation of motor vehicles; horseback riding, etc., acquire particular importance for specialists in the agricultural sector. The relevance of issues related to the formation of physical culture among students at agricultural universities, as a professionally significant quality for future specialists, is justified by the necessity to preserve, strengthen, and enhance health potential, which collectively with other conditions ensures their competitiveness in the labor market. A comprehensive organization of this process requires the creation of specific organizational and pedagogical conditions. The identification and theoretical justification of this set of conditions constituted the aim of the research, the results of which are presented in this article.
METHODOLOGY AND TECHNOLOGY OF VOCATIONAL EDUCATIONMarina P. GERASIMOVA, Mariya N. GERASIMOVAACTIVITIES OF THE WORKERS' FACULTY IN THE SYSTEM OF TRAINING OF TEACHING STAFF OF THE KOMI REPUBLIC
Workers' faculties have left a significant mark on the teacher training system in the Komi Republic. The aim of this study is to review documentary and archival sources on the topic. Using archival materials and a comparative analysis of supporting documents describing developments in the education system, this paper examines the activities of the republic's only full-time workers' faculty. The introduction presents a list of documents and the reasons behind the USSR Council of People's Commissars' decision to open workers' faculties. These include addressing the challenge of attracting workers and peasants to the teaching profession and, at the same time, addressing the problem of their low level of preparation upon entering university. The study explores the causes and conditions of the workers' faculty's functioning at the Komi State Pedagogical Institute in three areas, the primary one being the need to train teachers from the local population. The conditions for admission to the workers' faculty are discussed to maintain the quality of training for future teachers at the republic's universities. Attention is paid to measures that facilitate the effective training of workers' faculty students and the recruitment of workers' faculty graduates to the Komi State Pedagogical Institute. The conclusion discusses the reasons for the liquidation of workers' faculties, including at the Komi State Pedagogical Institute in 1941, and notes the importance of its activities in the training of teachers in the Komi Republic. No materials are available on this research topic.
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