International Journal of Cognitive Research in Science, Engineering and Education @ijcrsee
Статьи журнала - International Journal of Cognitive Research in Science, Engineering and Education
Все статьи: 508
Determining professional mobility levels of secondary school teachers
Статья научная
Education has a great share in the development of a country. Countries that invest in education are developing in all respects. There are many factors that affect education, but the most important of them is the teacher. Because other factors affecting education do not make sense without a teacher. The better the teachers are trained, the more appropriate the working conditions, the better the quality of education, and thus the establishment of a modern, peaceful country. This study aims to determine professional mobility levels of secondary school teachers. Mixed research method was used in the study. A total number of 146 teachers including 60 teachers in the control group and 86 in the experimental group participated in the study. Results confirmed the effectiveness of activities to update students’ pedagogical experiences as a necessary step in the development of professional pedagogical mobility. Results are discussed with relevant literature and recommendations for further research and practices are provided.
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Статья научная
The increasing prevalence of contemporary social problems, together with citizens’ indifference toward these issues, indicates a deficiency in individuals’ social participation skills. This concern, which serves as the foundation of the present study, seeks to enhance secondary school students’ social participation skills while providing social studies teachers with a systematic framework to support the development of these competencies. In this context, this study designed the process of developing social participation skills for 5th graders by following the stages of the ADDIE instructional design model within the scope of the social studies course. The study adopted a mixed-methods research design that integrated quantitative and qualitative approaches. The analysis and evaluation phases employed a case study design, while the design, development, and implementation phases were structured around activity-based and problem-centered instructional design models. The sample group of the study consisted of social studies teachers and 5th graders in Gölcük District of Kocaeli Province. The findings indicate that the activities implemented to foster social participation skills enhanced fifth graders’ awareness of social issues, increased their level of social consciousness, and contributed to more positive perceptions of non-governmental organizations. In addition, a statistically significant difference was observed between students’ pretest and posttest scores on the social participation skills assessment.
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Development of Scientific Writing and Communication Skills in the Context of Forestry Research
Статья научная
This article is devoted to the investigation and experimental validation of a model for developing scientific writing and communication skills among students majoring in “Forestry”. The study included a scientometric analysis of scientific publications using CiteSpace software, which revealed key areas of research such as argumentation, inquiry-based writing, scientific communication, and metacognitive components. In parallel with the analytical work, a pedagogical experiment was carried out, involving students from both experimental and control groups. The skills were assessed across eight aspects: formulation of the scientific problem, text structuring, source citation, clarity and logical coherence, use of scientific vocabulary, data interpretation, visualization of results, and justification of conclusions. The results demonstrated a significant improvement (on average, 35%) in all components among students in the experimental group, while the control group showed minimal changes. This confirms the effectiveness of the practice-oriented model, integrated into the educational process through research-based tasks. The findings can be applied in the development of educational programs and methods for training forestry specialists.
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Статья научная
The development of real-time communication systems has become increasingly important for educational institutions seeking flexible, scalable, and cost-effective digital learning environments. This paper presents the design, implementation, and performance evaluation of a cloud-based WebRTC Voice over IP application deployed through Docker container technology and integrated into an educational e-learning system. The proposed solution enables secure browser-based audio and video communication between instructors and students, as well as among students, without requiring additional plugins or native software installation. The application architecture is based on multiple containerized microservices, including database, WebSocket, Apache, and Nginx components, hosted within the Microsoft Azure cloud environment. To assess the efficiency of the proposed model, performance testing was conducted across three deployment infrastructures: bare-metal server, virtual server, and Docker-based platform. The evaluation included application deployment time, startup time, system restart time, and response time under different numbers of concurrent sessions. The results indicate that the Docker-based implementation achieved the best overall performance, with substantially shorter deployment and startup times and lower response latency compared with both bare-metal and virtualized alternatives. These findings confirm that containerized WebRTC infrastructure can improve scalability, maintainability, and responsiveness in educational communication systems. The study contributes a practical implementation model for integrating real-time VoIP and video communication into e-learning platforms, particularly for institutions seeking open-source, cloud-ready, and resource-efficient communication solutions.
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Статья научная
Industry 4.0 and Society 5.0 concepts are actively developing all over the world. The accelerating transition to Industry 4.0 and Society 5.0 sets new requirements for the university education system in qualifications and competencies of engineering universities graduates. The article reveals the possibilities of using cognitive models in the professional training of research engineers for new industries. Authors used the modeling method for creating a cognitive and metacognitive model of the process. It can be used for the development of forming the optimal structure of higher professional engineering education. The article substantiates that the main tasks of modernization of pedagogical approaches in modern education, is to establish the compliance of educational products with the labor market requirements and transform the structure of vocational education, providing training for professional specialists required by specific employers. Conclusions are drawn about the important role of soft skills for engineering education in Industry 4.0. The results obtained in the study can be used for the engineering category of students.
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Development of social skills among elementary school children
Статья научная
The purpose of the research was to explore the development of social skills among elementary school children and identify similarities and differences based on socio-demographic characteristics. The research was conducted in 2017. This study used a sample of 1639 fifth and eighth-grade students from 17 primary schools in the area of the Central Bosnia Canton. The obtained findings provided significant results. The high level of self-assessment of social competence was determined. The results also showed that there is a statistically significant difference between the respondents in the assessment of social competence with regard to the gender and grade of the students. The correlation between social competence and students’ school performance was determined. These findings will have their practical application in teaching process, and help teachers and students in the development of social competence through teaching process.
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Development of transversal competences in school education (a didactic interpretation)
Статья обзорная
The contemporary socio-cultural and educational situation points the attention to the analysis and construction of opportunities for the formation and development of transversal competences in school education. It is expedient therefore that within the process of education in all school subjects and throughout all ages and cognitive activities the decisions for the design of a suitable educational environment should be systematized and specified in such a way as to guarantee that knowledge and skills can be continuously regrouped in accordance with context. In other words, these skills and the knowledge they are based on, should form the foundation of transversal competences that can be applied regardless of age and activities. The design of invariant technologies for the development of transversal competences is also related to the coordination of a variety of approaches, principles and conditions of education in such a manner as to provide effectiveness when these technologies are specifically applied as variants. This creates a necessity for a didactic interpretation of the means of development of transversal competences. Additionally, it poses a necessity to improve teachers’ special preparation and qualification to design educational environment that can guarantee the achievement of transversal competences as an educational outcome. The present research offers opportunities to realize this goal in an integrative and integrating process rather than as an isolated endevour on part of the teachers or as an unorganized effort on part of the students. This in turn poses some new requirements to the system of school education as a whole.
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Deviant online behavior in adolescent and youth circles: in search of a risk assessment model
Статья обзорная
The authors made an attempt to describe the problem of developing the concept of risk assessment of deviant online behavior of minors and young adults in social networks. The article looks into the psychological consequences of banalizing of the internet, analysis possibilities for offline and online behavior. Approaches for risk factors assessment of deviant behavior in real life are described: the qualitative (clinical), statistical (actuarial) and structured. The article systemizes the studies of risk factors, vulnerability, and deviant patterns in the context of phenomena such as aggressive, asocial, auto-aggressive, self-mutilating, suicidal, risk-taking and victim online behavior. Approaches and models of online deviant behavior are discussed; an attempt is made to build a structured model of risk assessment of deviant patterns of online behavior in the context of the cultural historical concept. On the basis of theoretical analysis, a hypothetical set of group, interindividual and intraindividual constructs is formulated, the combination of online and offline risk factors produces a model for risk assessment of deviant behavior. The article is written as part of the research project “Developing the profiling model of online behavior of minors and young adults in social networks” which was initiated by the Moscow State University of Psychology and Education.
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Dialogic learning: a social cognitive neuroscience view
Отчет
This paper represents an exploration of the educational value of dialogue as a teaching strategy in contemporary classrooms in light of recent evidences grounded in knowledge produced by social and cognitive neuroscience research. The relevant literature suggests that dialogue is a unique feature of humans and no other animal is able to dialogue as they do. Humans are biologically wired for dialogue and interaction with one another in socially and culturally shaped contexts. This dynamic interdependence of social and cognitive processes plays a critically important role in construction of knowledge and cognitive development. It is also well established that social processing in the brain is strongly interrelated with the processing of emotion. Children therefore, are social learners who actively construct meaning and knowledge as they interact with their cultural and social environment through dialogue. In conclusion, recent advance in cognitive and social neuroscience is providing a new basis for the communicative conception of learning in which authentic interaction and dialogue are key components. This suggests new avenues of research that need to empirically investigate the role of dialogue on students' mind and brain development.
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Dialogism of Generation Y and Generation Z in Online Communication
Статья научная
The article presents the results of research in comparing ability for dialogical communication of representatives of two generations: Y and Z of two orientations (collectivistic and individualistic). The personality traits which are the basis of dialogism in online communication are specified, the model of dialogism of online communication is presented and measured in order to highlight the difference of ability to build dialogical communication among representatives of generation Y and Z online. Dialogism in online communication is understood as a construct with core and periphery. We used the questionnaire of individualism and collectivism indicators (L.G. Pochebut), “System of Life Meanings” technique (SLM) (V.Y. Kotlyakov), multi-factor empathy questionnaire (V. V. Boyko), “Tolerance Index” questionnaire (G.U. Soldatova and other), “Social norms of prosocial behavior” (I.A. Furmanov), Freiburg Multifactor Questionnaire (Farenberg, Zarg, Gampel). When comparing the results of representatives from generation Y and generation Z the significant difference was stated between most factors. It was concluded that core of dialogism of two generations is different: Z representatives of collectivistic orientation and Y representatives of individualistic orientation have such elements as: aggressiveness, neurotic traits, depressiveness, irritation, emotional instability. The core of dialogism of millennials of collectivistic orientation and Z individualistic orientation is represented by tolerance, some kinds of prosocial behaviour and sociability. Both generations and orientations have altruistic and communicative meanings in the core. The periphery of dialogism of all groups is represented by empathy and some kinds of prosocial behavior.
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Didactic skills in the field of developing creativity and innovativeness of a student
Статья обзорная
The authoress of this article highlights the areas of mutual connections and dependencies between theory and practice of students’ creative development, making at the same time an attempt to show creativity against the background of didactic competence of a teacher. She describes the discussed creativity in the teachers’ attitude primarily as an incessant search for better didactic solutions, discovering new learning opportunities and challenging the hitherto accepted assumptions of working with students. She points out that the leading trait of the teacher’s creativity is also the ability to look for different ways of solving the same problem. In this article creative educational initiatives are analysed as well, they are perceived as a chance of creating more effective methods for a teacher to work with his or her students and facilitate their development and growth on many creative levels.
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Didactic trends and perceived teachers’ training needs in higher education: a case study
Отчет
Today’s world requires people who manage their learning and professional updating processes, which claims for a change in educational practices in all levels of education. However, in Higher Education, this transformation relies mostly on teacher’s efforts to innovate within the learning environments, requiring institutional efforts to generate strategies towards educational innovation. This paper presents the analysis of didactic trends and training needs of teachers at UNIMINUTO Colombia, based on the data gathered at the Annual Meetings for Innovative Pedagogical Practices and an additional survey applied on-line, to determine teachers’ training needs and, furthermore, institutional strategies to strengthen the teaching-learning process. The study uses a mixed methodology through a concurrent triangulation design with qualitative and quantitative methods, with an exploratory scope; both quantitative and qualitative parts of the study counted on a voluntary sampling method. Trend analysis shows that the most used didactic methods are Project-Based learning, Research-Based Learning, and Collaborative Learning. However, the analysis of teachers’ appropriation of knowledge about didactics, especially on those strategies, is low or basic, which compared to the training needs expressed by teachers demonstrate that training processes in educational innovation and new teaching methods is crucial to help educational innovation initiatives to evolve. The study stablishes a trend towards the use active-learning methodologies in pedagogical practices, highlighting the necessity of teachers’ training in how and when to use them, and setting the importance of including communication skills as a topic in teachers’ training programs.
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Статья научная
The ecological crisis, arising as a result of the highest aspirations of mankind for the production of goods, is getting wider and wider. The significance of the problem and a real threat to the environment, leads us to conclude, that today more than ever before, there is a need to develop environmental awareness and culture from the earliest period of life. This means that contemporary environmental issues should have a significant place and role in the organization of educational work in kindergartens. The need to start with environmental education at the preschool level results from the psychophysical characteristics of child development, and the fact that this is a period when the foundations for future personality are being formed. Taking into account the above listed requirements and findings, we intend to work on pointing out the importance of the environment studies in the course of institutional preschool education, and focus our attention on certain didactic-methodological assumptions and conditions, which should be respected, and to ensure the implementation of the environmental education in preschool period.
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Different self-attitude indicators in students and their self-realization in a university
Статья научная
The problem raised in the study is also due to the lack of a common conceptual framework explaining the conditionality of foreign students' realization by subjective characteristics. The purpose of the paper is to present and analyze the results of an empirical study of self-attitude indicators as subject predictors of students' self-realization in a foreign cultural environment. The study was conducted in 2019-20 among students of the Peoples' Friendship University of Russia getting undergraduate and Master's degrees in Humanities. 412 respondents aged 18-25 took part in the survey. The authors used “Multidimensional questionnaire of self-identity” method by S. I. Kudinov; “Test - questionnaire of self-attitude” method by V. V. Stolin, S. R. Panteleev; the self-assessment diagnostic technique by Dembo-Rubinstein in A. M. Prikhozhan's modification; “Individual preferences of self-expression sphere” questionnaire by S. S. Kudinov; methods of mathematical and statistical analysis (descriptive statistics, cluster analysis, K. Pearson's correlation analysis, factor analysis, the program of standard statistical package “Statistica-7.0”. In the course of an empirical study of students in a multinational university it was found that the respondents' self-realization is carried out mainly in the course of educational activities. As a result of cluster analysis, three groups of respondents with dominant indicators of self-attitude have been identified, which were conventionally designated as positive-stable, negative-rigid and socially dependent type of self-attitude. It is determined that respondents with a positive-stable type of self-attitude demonstrate most successful self-fulfillment due to the expression of such personal qualities as self-acceptance, self-confidence, faith in their possibilities and abilities, self-management. At the same time, the greatest difficulties in self-realization are experienced by students with a socially dependent type of self-attitude, due to low self-esteem, external self-regulation and constant expectation that others would evaluate their activities, actions and reactions.
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Статья научная
The predictive abilities of children are little investigated in cognitive psychology. The results of empirical studies of predictive thinking of senior preschool age children with underdevelopment are presented. The sample group was 6-7 year old children attending kindergarten. There are 18 children with somatic, speech disorders. We used techniques: “Psychodiagnostic complex (PDC)”, the method of investigating the peculiarities of predictive activity; the method for diagnostics the level of development of verbal-logical thinking. We used the method of participant observation. We presented the data proving that children with a mental underdevelopment more often make mistakes in predictions and mistakes of distractions, elements alternating, strategies change, classification, which reduces their cognitive efficiency. The results demonstrate statistical relationships between the indicators of the ability to prediction, verbal-logical and visual-creative thinking in children of preschool age. Factors influencing the formation of mental abilities of children are discussed.
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Diffusion of innovation in modern school
Статья научная
This paper presents the results of research aimed to examine how teachers are interested in the application of innovation in teaching and in their personal development. An attempt was made to determine their opinion on the application of innovation in education. Sample consisted of 162 teachers (N = 162) in primary and secondary schools. We used the technique of scaling and instrument evaluation scale that was specifically designed for this research. The results show that teachers easily and smoothly implement innovations in their educational work and the knowledge gained by applying innovation far better in terms of practical application and durability of the knowledge acquired without the use of innovation. A qualitative analysis has shown that the majority of respondents had positive views of the use of innovations in their schools.
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Статья научная
This paper examines the role of digital communication platforms in institutional branding in higher education, with particular attention to learning processes, digital literacy, and the integration of artificial intelligence (AI) and machine learning (ML). Based on a structured review and theoretical synthesis of interdisciplinary literature, the study conceptualizes institutional branding as a dynamic and relational process shaped by digitally mediated interactions among multiple stakeholders.The analysis integrates three interrelated dimensions: digital communication platforms and institutional strategies, stakeholders’ digital literacy as a mediating factor in engagement and trust formation, and the role of AI/ML systems in personalizing content, shaping visibility, and quantifying engagement, including their ethical implications. The paper argues that digital platforms function as infrastructural spaces for the co-creation of institutional reputation, while digital literacy enables meaningful engagement and trust. At the same time, AI/ML systems enhance communicative efficiency but introduce reputational and ethical risks. The study proposes a conceptual framework to support future empirical research and the development of responsible communication strategies in higher education.
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Статья научная
Excessive reliance on digital media has raised global concerns about its implications for sleep health, yet limited research has examined how addiction and burnout jointly shape this relationship. Addressing this gap, the current study aims to investigate the dual roles of social media addiction and burnout in the link between digital dependency and sleep deprivation. A quantitative design was employed, drawing on survey data from 557 university students exposed to high levels of social media usage. A moderated mediation model was analyzed to test the direct effect of digital dependency on sleep disorder, the mediating effect of addiction, and the moderating influence of burnout. Results revealed three pivotal findings: first, digital dependency significantly predicts sleep disturbances; second, social media addiction fully mediates the dependency–sleep relationship, indicating that heightened reliance transforms into disordered sleep primarily via addictive patterns; and third, burnout amplifies the impact of dependency on sleep disorder, both directly and through addiction, thus exacerbating negative outcomes for those already experiencing emotional exhaustion. These insights underscore the intricate interplay between psychological states and behavioral tendencies, highlighting that mere dependency does not inevitably trigger poor sleep unless addictive and burnout processes emerge. By clarifying these pathways, this research contributes nuanced evidence to inform policy and practice, emphasizing the need for interventions that curtail compulsive media engagement and manage burnout symptoms. Ultimately, the findings advocate for balanced, self-regulated digital usage to safeguard physical and mental well-being in an increasingly digitized society.
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Digital Game-Based Learning’s (DGBL) Effect on Students’ Academic Performance
Статья научная
Digital game-based learning (DGBL) has redefined education in recent years. Instead of replacing conventional methods of instruction, the aim is to make learning more complex and adapted to how students really engage with the modern world. This study aims to collect data that will assist educators, students, legislators, and creators of digital games in recognizing the value of the DGBL approach to education. Together, they may enhance and modify these approaches to better suit students’ requirements and enhance their academic performance. The study’s conclusions may significantly affect future applications of digital educational games in educational settings. Since they could offer a deeper comprehension that would enable students’ benefit from personalized instruction through artificial intelligence (AI), while at the same time using immersive technologies would increase students’ involvement, interest, and motivation for learning in a virtual environment. A questionnaire was emailed to 328 students at all three study levels, as well as faculty and administrative personnel from Megatrend University in Belgrade, who took part in the study. According to the findings, participants believe that a) if digital games and educational content are combined in learning, students are more likely to increase their learning efficiency in this way; b) if a digital game-based learning (DGBL) approach provides a dynamic and engaging learning environment, it is more likely to increase student motivation and participation in the learning process; c) if digital game-based learning (DGBL) includes rewards, feedback, and competition, there is greater potential to significantly improve student learning outcomes; d) if digital game-based learning (DGBL) is supported by artificial intelligence (AI), which enables personalization, the learning is more likely to dynamically adapt to each student’s performance.
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Digital Literacy in the Service of Science and Scientific Knowledge
Статья научная
The subject of this paper is the interdependence of communication and digital literacy, as original entities, and especially digital communication and science and scientific knowledge. In the present day, digital literacy is a necessary ability for scientific professionals. The concept of digital literacy is increasingly prevalent in the 21st century. Scientific research requires the capacity to efficiently use digital tools, platforms, and databases as technology continues to improve at an unparalleled rate. The capacity to get and assess data from a variety of online sources is a crucial component of digital literacy for scientific professionals. In order to encourage cooperation and creativity across scientific groups, digital literacy is vital. Moreover, scientific professionals that possess digital literacy are better equipped to disseminate their research findings to a larger audience. The essence is that the higher the level of digital literacy, the easier it is to find suitable and therefore the best forms of communication.
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