4 December 29, 2025

Abstract:
Science education emphasises not only real conceptual understanding but also fostering students’ interest in various domains of natural sciences. Interest in educational content is considered one of the factors that can influence students’ level of knowledge, although the nature of this relationship remains a subject of ongoing discussion. An important component of education at ISCED 2 involves information about living organisms and their interrelationships, including abstract concepts such as food chains. The aim of this study was to investigate students’ conceptual knowledge of food chains and their level of interest in living organisms, and to analyse the relationship between these two variables among students aged 10–11 years (ISCED 2). The study involved 489 primary school students in the fifth grade. The results showed an insufficient conceptual knowledge of food chains and a mildly positive interest in living organisms. Students scored highest in the dimension “Importance of Organisms” and lowest in the dimension “Fungi”. The correlation analysis indicated that students with higher levels of conceptual understanding also exhibited greater interest in living organisms. These results suggest that fostering a positive attitude towards living organisms could be an important prerequisite for the development of conceptual knowledge related to food chains.

URL: https://ejce.cherkasgu.press/journals_n/1767025501.pdf
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Abstract:
Educational sustainability demands empirical understanding of pedagogical evolution patterns to inform future model development. This longitudinal study analyzed teaching method transitions across 23 countries (1950–2023) to establish foundations for sustainable educational frameworks. Mixed-methods approach combined systematic review of 847 peer-reviewed articles with quantitative analysis of educational outcome data from national databases. Analysis identified four pedagogical transition phases: traditional instruction dominance (1950–1970), constructivist emergence (1971–1990), technology integration (1991–2010), and adaptive-sustainable models (2011–2023). Statistical modeling revealed significant correlations between historical pedagogical patterns and contemporary sustainability indicators (r = 0.73, p < 0.001). Countries implementing gradual pedagogical transitions demonstrated 34 % higher educational sustainability scores compared to rapid-change systems. Regression analysis identified critical sustainability predictors: adaptive curriculum design (β = 0.67, p < 0.001), cultural responsiveness (β = 0.52, p < 0.01), and resource optimization (β = 0.41, p < 0.05). Longitudinal data demonstrated that educational systems incorporating historical pedagogical wisdom achieved superior long-term viability metrics. Countries with highest sustainability rankings integrated traditional pedagogical principles with contemporary innovation rather than abandoning historical approaches. Findings establish empirical framework linking pedagogical evolution with sustainable model design, contributing data-driven approach to educational sustainability discourse. Research provides practical guidelines for educational policymakers developing sustainable frameworks. Historical-pedagogical analysis emerges as essential tool for sustainable educational design, offering evidence-based alternative to trend-driven approaches that lack empirical foundation.

URL: https://ejce.cherkasgu.press/journals_n/1767023306.pdf
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Abstract:
Machiavellianism as a social phenomenon reveals certain person's tendencies that are evident in communication with others in both personal and working life. Especially in the helping professions, empathy, helpfulness as well as low motivation for personal benefit is an important part of their work. The aim of this study is to determine to what extent Machiavellianism is manifested among university students with a focus on managerial professions and social professions along with to what extent emotional intelligence is involved in Machiavellianism in these students. The research, which involved 1109 university students, revealed that students of managerial professions achieve statistically significantly higher Machiavellianism scores than students of social professions. The results also show a negative connection between the degree of Machiavellianism and emotional intelligence. In managerial students, a lower degree of psychological well-being and emotionality along with a higher degree of sociability contribute to a higher degree of Machiavellianism. For students in social professions, a lower degree of self-control, emotionality and psychological well-being along with higher sociability contribute to a higher degree of Machiavellianism. The research results point to specific features that students of different professions utilise in communicating and which they can develop further during their professional training.

URL: https://ejce.cherkasgu.press/journals_n/1767023360.pdf
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Abstract:
The modern stage of Russian education is characterized by the development of a system of specialized training for students. An important innovation is the introduction of specialized classes in Russian schools. This fact makes the presentation of the materials in this article particularly relevant. The aim of this publication is to present the results of an experimental study on the use of digital educational content in the psychological training of students in specialized profile classes in schools of the Tula region. The authors conclude that digital educational content for the elective course 'Basics of Psychology' contributes to the effective study, understanding and mastery of the educational material and makes the learning process interactive and engaging for schoolchildren. The article presents the results of an empirical study conducted by the research team of Lev Tolstoy University as part of a government assignment. It introduces the authors' version of an online platform for the course 'Basics of Psychology' and provides an analysis of a survey conducted among school students (n = 84) studying this course. The questionnaires developed by the authors were used as diagnostic materials. Content analysis, descriptive statistics, and correlation analysis methods were applied for data processing. The research results confirm the appropriateness of including digital educational content in the process of specialized training for school students.

URL: https://ejce.cherkasgu.press/journals_n/1767023454.pdf
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Abstract:
The article highlights the results of an empirical study of barriers of future teachers in working with children with disabilities, determined by the degree of readiness of applicants to accept situations of uncertainty in professional activity, developed emotional intelligence, the ability to make effective decisions, developed empathy and a high level of stress resistance. The influence of emotional intelligence and stress resistance on the readiness of future teachers to work with children with disabilities is substantiated. The parameters of readiness to work with children with disabilities are determined using the method of diagnostics of communicative attitude. The results of the correlation analysis of indicators of communicative attitudes and obstacles in establishing emotional contacts with indicators of emotional intelligence diagnostics (emotional awareness, management of one's own emotions, self-motivation, empathy, recognition of other people's emotions and levels of stress resistance (acceptance of helplessness and lack of self-efficacy) are presented. Positive correlations of stress resistance indicators with most indicators of barriers of future teachers were revealed. The reverse effect of emotional intelligence on the presence of barriers in future teachers in working with children with disabilities was confirmed. The differences between applicants who are ready and not ready to work with children with disabilities according to the indicators of emotional intelligence (N. Hall) and the results of the test for determining the level of stress resistance are shown. Cluster profiles of indicators of (un)readiness in groups of students according to the method of diagnostics of communicative attitude according to V. Boyko are presented. Recommendations for developing a training program are proposed to prevent and minimize barriers of future teachers in working with children with disabilities.

URL: https://ejce.cherkasgu.press/journals_n/1767023520.pdf
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Abstract:
The study presents the results of research aimed at verifying the effectiveness of an original method of vocal-rhythmic stimulation designed to develop phonemic awareness in children at the end of preschool education. Using a quantitative research design without a control group, the results of 22 children in a pre-test and post-test were analyzed using subtests from the D.B. Eľkonin test. The results showed improvement in most of the phonemic abilities assessed, especially in syllable analysis, sound isolation, synthesis, and rhyming. Only two children showed a slight decline in performance. The average results showed slightly better scores for girls, but without statistically significant differences between the sexes, confirming the universality of the methodology. Although the level of children's participation in activities did not show a direct correlation with performance, a positive effect of regular and playful stimulation was demonstrated. The research identified several limitations, including the small sample size, the absence of a control group, and organizational influences that may affect the validity of the results. Nevertheless, the research supports the use of the vocal-rhythmic methodology as an effective tool for developing pre-reading literacy and recommends its verification in a larger, longitudinal study focusing on the long-term impact on children's reading success.

URL: https://ejce.cherkasgu.press/journals_n/1767023570.pdf
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Abstract:
Microlearning has gained increasing attention as an instructional approach that enhances memorisation and long-term retention in foreign language acquisition. Despite its growing use, empirical evidence on its effectiveness across educational contexts remains limited. This study aims to investigate the impact of microlearning on the memorisation and retention of focal grammar and vocabulary in foreign language learners from different cultural environments. Three methods were employed: (1) a systematic literature review of scholarly works on microlearning design and pedagogy; (2) practice-based case studies in real-world classroom settings; and (3) comparative experiments with control and experimental groups. The interventions were guided by neurodidactic principles of microlearning such as content minimisation, focused delivery, spaced repetition and retrieval practice. Case Study 1 involved English learners in Turkey, and Case Study 2 involved Turkish learners in Russia. Microlearning was implemented in the experimental groups, while the control groups followed the standard curriculum. In Case Study 1 (Turkey), the experimental group demonstrated consistently higher vocabulary retention across all three tests compared to the control group. The most significant difference was observed in Test 2, where the experimental group recalled 37.7 % of the target vocabulary versus 13.8 % in the control group. These results highlight microlearning's ability to reinforce memory and reduce forgetting shortly after exposure. In Case Study 2 (Russia), the experimental group also outperformed the control group, showing an average improvement of 20.24 %, with the final test score being 30 % higher. This outcome reflects the effectiveness of neurodidactic microlearning strategies in guiding student attention toward key elements, enhancing comprehension and long-term retention. Additionally, microlearning promoted attentional control by helping learners focus on essential information, recognise patterns, and form meaningful associations. This study demonstrates the effectiveness of neurodidactic microlearning in enhancing memorisation and attention in foreign language learning across diverse cultural contexts. The consistent improvements suggest flexible microlearning designs can meet varied learner needs. Further research is needed to optimise and expand its pedagogical use. The obtained results enrich the methodological foundation of microlearning and can be applied by language instructors to improve students’ academic performance.

URL: https://ejce.cherkasgu.press/journals_n/1767023779.pdf
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Abstract:
With the rapid development of information technology, Digital Educational Resources (DER) have been widely used in higher education. This study takes SWOT analysis method as the core to explore the current practice of DER in higher education and its potential value. The study firstly sorted out the concept, characteristics and advantages of DER, and combined with relevant research results at home and abroad to clarify the theoretical basis and practical significance of the study. It also analyzes the keyword co-occurrence, clustering and time evolution of DER literature in the Web of Science (WOS) database in the past five years through VOS Viewer to reveal the research focus and development trend of digital resources in higher education. It is found that DER have a significant role in improving teaching quality and promoting educational equity, but they also face problems such as insufficient technical facilities, lack of teachers' skills and data security. Based on the results of SWOT analysis, this study puts forward a number of targeted recommendations, including strengthening the quality management of DER, improving the teacher training system, and optimizing the policy support environment. In addition, it also looks forward to the future development trend of DER, pointing out that it will play an important role in promoting the digital transformation of higher education. This study provides scientific decision-making references for university administrators, educators and relevant decision-makers, and helps to better utilize DER to realize the innovative development of higher education.

URL: https://ejce.cherkasgu.press/journals_n/1767023851.pdf
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Abstract:
In remote learning, students make use of social media and advanced technologies that help with learning, interactions among students, sharing of information, and replication of the face-to-face learning experience as much as possible. How each student experiences remote learning depends on different characteristics that affect different areas of learning. The present study explored how trust and need for achievement might explain information and knowledge sharing among students in remote learning. Three questionnaires were used – addressing trust, need for achievement, and information sharing – to examine levels of these characteristics among students. In addition, students were asked sociodemographic questions. Participants were 444 undergraduate students studying at various academic institutions who answered online questionnaires using a Google Docs file sent to their mobile phone. The findings show positive relationships between trust and sharing knowledge with others and between trust and receiving knowledge from others. In addition, a positive relationship was found between students’ level of achievement and sharing knowledge and information with others, but no relationship was found between level of achievement and receiving knowledge and information from others. Hence, the research findings emphasize the importance of building trust in remote learning and its benefits regarding sharing information in remote learning.

URL: https://ejce.cherkasgu.press/journals_n/1767023905.pdf
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Abstract:
The symbiosis of conceptual, mathematical and computer modeling in natural science study of practice-oriented problems is becoming a leading trend in the effective development of students' thinking intellectual operations. Research problem: what are methodological, substantive and procedural aspects of students' research skills formation in natural science course of practice-oriented problems solving by an artificial intelligence using? Research objective: to identify the substantive and procedural aspects for students' research skills formation in natural science process of practice-oriented complex problems solving of artificial intelligence using by means of conceptual, mathematical and computer modeling. Materials and methods: environmental and synergetic approaches, historiogenesis and technology of mastering complex systems and knowledge, methods of visual modeling and personal experiences founding during of natural science processes adaptation of practice-oriented tasks mastering, symbiosis of conceptual, mathematical and computer modeling in an architectures and functionality construction of neural networks and deep learning methods using. Results: criteria and characteristics of “problem areas” in natural science aimed at subject and digital resources integration with potential of student’s research skills development are identified; requirements for organization of student’s search and research activities in digital educational environment are defined; didactic stages, principles and methods of multi-stage mathematical and information practice-oriented tasks implementation at natural science using generative and convolutional neural networks are identified.

URL: https://ejce.cherkasgu.press/journals_n/1767023949.pdf
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Abstract:
This study investigates the role of reflection in the development of tacit knowledge among student teachers during their teaching practicum. Reflection is viewed as a process through which students make their implicit, experience-based knowledge explicit, thereby linking their practical experiences with pedagogical and psychological theory. Using a qualitative research design grounded in hermeneutic and grounded theory methodologies, we analysed 108 student reflections from undergraduate teacher education programs. The participants included second- and third-year students who had completed courses in general didactics, enabling them to assess both pedagogical and professional aspects of teaching. The study aimed to identify the factors influencing the quality of teaching practice, students' perceptions of their personal growth, and their views on the teaching profession. Data were collected through written reflections and analysed using open, axial, and selective coding, with the support of the Atlas.ti software. The findings reveal that reflection plays a critical role in shaping students' professional self-concept and pedagogical competence, as well as their emotional and cognitive responses to the teaching practice. Positive working atmospheres in practicum schools, characterized by open communication and support, were also found to enhance the students' experiences. This research underscores the importance of reflective practice in teacher education and highlights how it fosters the integration of theoretical knowledge with real-world teaching experiences, contributing to the holistic development of future educators.

URL: https://ejce.cherkasgu.press/journals_n/1767024110.pdf
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Abstract:
Relevance: The integration of Science, Technology, Engineering, Art, Mathematics (STEAM) education in primary schools aims to foster students' technical thinking and creativity, and establish foundations for success in technology fields. A bibliometric analysis of Scopus research shows a growing interest in STEAM education in primary schools, identifying trends and key authors. Method: This study presents a bibliometric analysis of 1364 scientific publications on STEAM education, primary education, and technical thinking development based on Scopus data from 2014 to 2025. The focus was on how STEAM approaches are integrated into primary education to promote critical and technical thinking. Results: Since 2018, publication activities have increased, indicating growing global interest in interdisciplinary learning models. Conclusions: Most studies were conducted in developed countries including the United States, South Korea, China, and Spain. Four main thematic clusters emerged: STEAM curriculum integration, cognitive and problem-solving skills development, digital tools and robotics use, and teacher training.

URL: https://ejce.cherkasgu.press/journals_n/1767024294.pdf
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Abstract:
A teacher's motivational readiness has a significant impact on the quality of education. The article presents the results of an analysis of the motivational readiness of school teachers in Russia for their professional activities. The work is drawing on psychological and pedagogical research analyzing the characteristics of professional motivation among general education specialists, as well as the socio-pedagogical and psychological factors contributing to its development. The study interprets the results of a large-scale electronic survey covering more than 26,000 teachers from 71 constituent entities of the Russian Federation. Particular attention is paid to examining the value-motivational sphere of teachers in the context of current issues and challenges posed by the modern educational landscape. Teacher satisfaction and self-efficacy, the psychological climate in schools, and other predictors of professional motivation are analyzed. The interpretation of the results and conclusions of the study serves as foundational material for building a system to manage the motivation of teaching staff, optimizing management processes aimed at enhancing the effectiveness of teachers' professional activities, and for creating and implementing organizational scenarios, including scenarios for professional self-realization. The findings of the study add a new dimension to understanding the mechanisms for managing professional motivation and job satisfaction among teaching staff in general education institutions and underscore the importance of an interdisciplinary approach to addressing motivation-related issues in general education. The practical significance of the research lies in the potential application of its results for managing teacher motivation.

URL: https://ejce.cherkasgu.press/journals_n/1767024354.pdf
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Abstract:
This study investigated the relationship between Spiritual Leadership Practices (SLP) and Positive School Climate (PSC) of 38 student leaders enrolled in the Polytechnic University of the Philippines Laboratory High School during SY 2024–2025. A researcher-made questionnaire was employed to gather data on spiritual leadership dimensions – vision and purpose, hope and faith, altruistic love, and meaning and belonging – along with perceptions of positive school climate, these were analyzed through Pearson’s correlation analysis and Spearman’s rank-order correlation analysis to ensure result reliability. A weak but statistically significant positive correlation between SLP and PSC was found, suggesting that stronger spiritual leadership practices are associated with a more supportive, collaborative, and inclusive school environment. Spearman correlation indicated a similar positive direction but did not reach statistical significance. Both tests supports the conclusion that spiritual leadership practices positively relate to perceptions of a positive school climate. It is recommended that schools provide spiritual leadership development programs for student leaders to further enhance positive school climate, promote cooperation, and foster holistic student growth.

URL: https://ejce.cherkasgu.press/journals_n/1767024461.pdf
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Abstract:
The desire of modern youth for individual identity, including in the professional community, the use of predominantly online forms of interaction, the presence of problems of real communication, translates the process of socialization into a continuous process of formation of a person's personality, including during the period of mastering a future profession at a university. The latter presupposes the presence of a flexible strategy for the functioning and construction of the educational process, which involves the adaptation of the university to new trends and needs of subjects. The purpose of the study is to implement and confirm the effectiveness of the conditions for professional socialization of a future teacher in the educational environment of a classical university. The study was conducted in 2019–2024 using theoretical and empirical methods: theoretical analysis, comparison, generalization, specification, adapted questionnaire “Profession – teacher” by A.S. Robotova, methodology for determining socialization by M.I. Rozhkov, motivation test for professional activity by K. Zamfir modified by A. Rean, experiment. At the formative stage of the experiment, a set of conditions was implemented: formation of incentives for self-improvement, self-realization in creative and upcoming professional activities; widespread use of online interaction formats; active involvement of students in the professional pedagogical community. The results obtained using the method of K. Zamfir as modified by A.A. Rean, used to identify the motivation of future teachers for professional and pedagogical activity, indicate a decrease in the number of students with external negative motivation (ENM) and positive dynamics of internal motivation (IM) and external positive motivation (EPM). Positive dynamics of professional socialization was also obtained according to three criteria (motivational-perspective, cognitive-identification, result-activity), which confirmed the effectiveness of the implemented set of conditions and its practical significance. The study was conducted as part of the activities of the Federal Innovation Platform “Model of Innovative Training of Teaching Staff in the Profile of “Organization of Educational Work” in a Classical University”.

URL: https://ejce.cherkasgu.press/journals_n/1767024512.pdf
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Abstract:
This work represents a biography of A. Constantine Barry (1815–1888), an American minister and prominent public figure, who at the height of his career served as the 4th Superintendent of Public Instruction of the state of Wisconsin. The study’s source base incorporated the following three groups: 1) collections of published documents; 2) museum items; 3) sources of private origin. The findings revealed that, a dedicated missionary minister all his life, A.C. Barry preached in eight different localities within the state of New York and four localities within the state of Wisconsin. His life can be divided into two distinct time periods – (1) before 1857 and (2) after 1857. During the first period, beginning in 1836, he engaged in missionary work and served as a Mason, and, following his relocation to Racine, WI, in 1846, he engaged in promoting the temperance cause and championed the idea of enacting prohibition in the state of Wisconsin, supervised public education in Racine, was active as a Mason, engaged in research work, was a member of several scientific societies, and served as the 4th Superintendent of Public Instruction of Wisconsin in 1856–1857. In 1857, A.C. Barry was a guest at the inauguration of President James Buchanan. During his visit to Washington, DC, he was one of several dozen guests stricken by the “National Hotel disease” – which some suspected was an attempted poisoning – and would suffer from its after-effects for the rest of his life. The disease is likely to have been behind his not running for another term as Superintendent of Public Instruction of Wisconsin. There was also a sharp drop in his activity as a Mason. He opted to focus on missionary work. However, the Civil War would change his plans, with him going off to serve as a chaplain – which he did for about 2 years. During that period, he also engaged in volunteer recruitment work and served one term in the Wisconsin State Assembly. After the war, A.C. Barry continued his missionary service; he established a church in Elkhorn, WI. That was the height of his activity in the postwar period.

URL: https://ejce.cherkasgu.press/journals_n/1767024573.pdf
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URL: https://ejce.cherkasgu.press/journals_n/1767024594.pdf
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