Vestnik of Samara State Technical University Psychological and Pedagogical Sciences
Vestnik of Samara State Technical University. Series: Psychological and Pedagogical Sciences is a peer-reviewed open access scholarly journal published quarterly. The founder and publisher of the Journal is Samara State Technical University. Information about the structure, activities and focus of Samara State Technical University is available on the website https://samgtu.ru.
The Journal serves as a forum for the presentation and discussion of original research articles, short communications, and reviews related to education and psychology fields. The target journal readership includes students, scientists and experts specializing in:
- Theory of pedagogy
- Theory and methodology of education
- Modern trends in education
- Higher school education
- Educational psychology
- Developmental psychology
- Online Learning
- Social psychology
- Internationalization of education
- General psychology
Vestnik of Samara State Technical University. Series: Psychological and Pedagogical Sciences falls into K2 category of The Higher Attestation Commission under the Ministry of Science and Higher Education of the Russian Federation. http://vak.ed.gov.ru
The Journal is included in the Russian Index of Science Citation (RISC) database.
The Journal is registered with Roskomnadzor as a mass media source (certificate ПИ № ФС 77- 66654 dated 27.07.2016).
The Journal is edited in both print (ISSN: 1991-8569) and online (e-ISSN: 2712-892X) forms.
The journal content is licensed under a Creative Commons Attribution 4.0 License
Current Issue
Vol 23, No 1 (2026)
Theory and methodology of education
Bridging theory to practice: unpacking the mechanism of SSIBL for developing problem-solving skills within Egypt's dual-curriculum schools (a qualitative case study)
Abstract
The cultivation of problem-solving proficiency is a central goal in contemporary science education, yet traditional methods often fail to bridge the application gap, particularly within Egyptian educational systems characterized by a dualistic curriculum. This investigation adopted a Qualitative Case Study Design to gain an in-depth understanding of the developmental mechanism by which the Socio-Scientific Inquiry-Based Learning (SSIBL) model enhances students' problem-solving proficiency. The study utilized a purposive sample of 35 second-grade preparatory students from an Egyptian institute operating under the dual-curriculum mandate (Al-Azhar). Data were collected via validated Performance Rubrics administered through three repeated measures.It was tracked how students transitioned among four proficiency levels within six core skills. The results demonstrated a clear and consistent improvement: the 'Beginning' level disappeared entirely by the final measure, with a significant number of students moving successfully into the 'Proficient' and 'Advanced' categories.This profound cognitive shift suggests the SSIBL model effectively resolves the "pedagogical paradox" of integrating scientific rigor with ethical considerations in this specific educational context. We conclude that SSIBL substantially enhances students’ complex reasoning.
5-17
Authentic materials as a means of motivation to learning foreign languages
Abstract
The research provides the analysis of using authentic materials for better motivation to learn foreign languages. Authentic materials are known to have a lot of advantages, which make their usage necessary in the modern teaching methodology.One of the advantages is their great motivational potentialdue to better possibilities for meeting needs, connected with the basic motives of learning foreign languages. The paper studies the need for information, impressions, and new meanings, the interest in a country, its culture and language in particular. The positive results of the work on authentic materials because of their belonging to the real communicative practice of native speakers can also become the basis for situations of success allowing the students to implement their skills and feel pride for personal achievements. A special attention is also paid to the problem of formation of motivational phase of speech activity, which is considered a necessary condition for mastering speech skills of students. In comparison with artificially created educational materials, authentic ones due to their specifics offer more opportunities to interest students through meeting their cognitive and communicative needs. So, the work on them can give students a valuable experience of really motivated speech activity. The article provides some recommendations for better selection and organization of the work with authentic materials for full realization of their motivational potential.
18-33
The Influence of V. A. Sukhomlinsky's pedagogical ideas on the process of mathematical education for adolescents
Abstract
The research is devoted to the study of the relevance of V.A. Sukhomlinsky's pedagogical ideas to mathematical education. The aim of the study is to analyze the possibilities of practical implementation of the key principles of a humanist teacher in the context of the implementation of the Federal State Educational Standard (FSES) and to assess their effectiveness in improving the quality of education. The methodological basis was the works of V.A. Sukhomlinsky, in particular his concept of the development of thinking through the connection of learning with life and practical activity. In the course of the work, the methods of theoretical analysis, pedagogical experiment, as well as statistical analysis of the results of the All-Russian Assessment Test in mathematics for students in grades 5-6 using the Wilcoxon criterion were applied. The experiment showed a statistically significant improvement in the results of the Test in question after the introduction of the Sukhomlinsky principles.
34-47
Engineering professionalization of school students through mathematics education
Abstract
The contemporary development of the Russian economy, oriented toward technological independence and innovative growth, has necessitated the training of engineering personnel and increased attention to the early engineering professionalization of school students. Engineering professionalization is understood as the purposeful involvement of learners in types of activity that model engineering practices, which requires updating the content of general education and strengthening its practice-oriented character. A special role in this process belongs to mathematical education, as it ensures the development of analytical and engineering thinking, modeling skills, and digital design competencies. The aim of the study is to identify the role of mathematics as a pedagogical tool for implementing the engineering professionalization of school students and to formulate the principles of engineering professionalization of school students through mathematics. The research methods included analysis of psychological, pedagogical, and methodological literature; examination of regulatory and legal documents; content analysis of scientific publications; comparative and analytical methods; modeling; and generalization of pedagogical experience. The results of the study made it possible to systematize the directions of engineering professionalization, to identify a contradiction between regulatory requirements and the methodological support of the process, and to determine patterns in its development. Based on the analysis, ten principles of engineering professionalization of school students through mathematics were formulated, reflecting the pedagogical and subject-methodological specificity of the phenomenon. Mathematical education is shown to be a system-forming factor of engineering professionalization, integrating cognitive, activity-based, and value-oriented aspects of preparing school students for engineering activity. The practical significance of the study lies in the possibility of applying the formulated principles in the design of engineering-mathematical class programs and specialized courses.
48-63
A new approach to digital analytics of student learning on the Moodle educational platform
Abstract
The transformation of the education system, which is characterized primarily by the process of integrating the educational environment and the digital environment, has become possible thanks to the use of data analytics. Data analytics technologies and tools provide teachers with unprecedented opportunities to manage the educational process in order to optimize it, administrative staff with the opportunity to effectively manage resources, and students with the opportunity to build their own educational strategy and learning trajectory that takes into account their interests and needs. Educational analytics includes the systematic and organized collection of data, its analysis, interpretation, and visualization of the results obtained in accordance with the goals set. To successfully implement analytics in the educational environment, it is necessary to use special technologies and tools: database management systems, data analysis platforms, and tools for data visualization. Modern software systems, such as LMS Moodle, are equipped with a standard set of analytical tools. To effectively implement the analytical tools of Moodle in the real learning process, the participants of the educational process need to apply the methodology of processing educational results using this tool. A study of the Moodle system's capabilities for analyzing participants' activities on the platform has revealed that, despite the extensive range of tools available, the reports provided by the system have several drawbacks. The development and implementation of a new software product will address these issues and significantly improve the management of students' learning activities. The article presents the author's version of the Application, describes the experience of its use in the real educational process, lists the metrics for its successful implementation, identifies the possibilities, and provides recommendations for further scaling.
64-76
Pedagogical training of tutors for the organization of practical training of students of secondary professional education in the workplace
Abstract
The paper discusses the problem of pedagogical training of tutors in production sphere in order to organize effective production practice for students of the secondary vocational education system (SVE). The aim of the study is to develop scientifically based recommendations for improving the system of pedagogical training of tutors in production sphere, based on the analysis of the regulatory framework, theoretical approaches, and empirical research data. The relevance of the topic is due to the need to form future specialists who have not only theoretical knowledge, but also practical skills that are in demand in the labor market. The study used a range of methods, including an analysis of the regulatory framework, theoretical approaches, and a questionnaire survey of three key groups: tutors, college teachers, and students. Special attention was paid to the methodological, psychological, and pedagogical aspects of the training of tutors. Recommendations have been developed for the structure of the tutors' training program, which includes regulatory, methodological, psychological, and pedagogical modules, as well as practical modules. The results of the study confirm the need for a systematic approach to the training of tutors, taking into account the requirements of educational standards, the specifics of production, and the characteristics of students' perception. Special attention is paid to the interaction between educational institutions and production sites. The practical significance of the study lies in the proposal of mechanisms for integrating college teachers into the training process of tutors, which ensures continuity between theoretical learning and practical activities. The results of the work can be used to develop tutoring standards in various industries, as well as to improve the training programs for tutors. This study contributes to the development of the secondary vocational education system, improving the quality of vocational training and the demand for graduates in the labor market.
77-89
Theory of pedagogy
Designing a metaphor as a means of developing students' conceptual thinking
Abstract
A key task for educators is the development of students' conceptual thinking, as it promotes their intellectual growth and mastery of universal cognitive learning activities. This research addresses the problem of developing pedagogical methods and conditions necessary to stimulate the development of conceptual thinking in students. The aim of the research is to reveal the technique of creating metaphors as a tool that contributes to the development of students' conceptual apparatus. An experimental study was conducted to test methods and techniques aimed at improving students' conceptual thinking, including the metaphor creation technique. The experimental group involved 116 school students, while the control group consisted of 119 adolescents and young people from schools in the Moscow Region. The assessment of the development of students' conceptual thinking was determined by the level of formation of their mental experience, which includes cognitive and metacognitive components. This was measured using methodologies such as "Ecological Forecast of the Future Development of the Earth," "The Ideal Computer," and others (by M.A. Kholodnaya). The study proposes a technique for creating metaphors, based on the principle of explaining a metaphor with a subject-predicate structure, and offers various practical tasks (a classification of assignments) aimed at metaphor creation, which constitutes the scientific novelty of the work. The theoretical significance of the research lies in the developed structural model for formulating metaphors. The practical significance is confirmed by the creation of specific examples of metaphor formulation within the content of different academic disciplines.
90-118
Psychological and pedagogical aspects of the partnership formation between teachers and parents to prevent school life crises
Abstract
The research examines psychological and pedagogical aspects of the partnership formation between teachers and parents to prevent school life crises, manifested in the difficulties of adapting children to the educational environment, reduced motivation to study, discipline violations, as well as the prevalence of bullying and the need to create a safe psychological space. The relevance of the research is determined by the fact that modern social changes, increasing information burden and the complexity of the educational process require a new level of interaction between family and school, while in the scientific literature there is a lack of elaboration of an integrated approach to a coordinated solution of these problems, therefore, the aim of the work is to identify the psychological and pedagogical aspects and conditions for effective partnership between family and school, aimed at preventing school life crisis. The methodology of the study is based on systematic and personality-oriented approaches that allow us to consider the interaction of family and school as an integrated system, as well as an ecological and psychological approach that focuses on the relationship between various factors of child socialization; the empirical part of the study was implemented using questionnaires from parents (n=60) and teachers (n=40) distributed by age and professional groups, which made it possible to identify specific accents in the perception of school problems. The results of the study showed that crises in school life are both temporary (for example, the adaptive difficulties of younger students) and permanent in nature, associated with persistent features of the educational process (decreased academic motivation, disciplinary violations, bullying phenomenon), while parents often focus on the need to prevent these problems and express willingness to interact. However, they have difficulty building an equal partnership with teachers. Teachers, on the contrary, tend to solve problems on their own, which leads to the formation of barriers in communication. The data obtained allow us to conclude that the achievement of the research aim is ensured by identifying and substantiating the psychological and pedagogical aspects for the formation of family-school partnerships, and they also confirm that relying on the aspects in question and their practical implementation through coordinated recommendations for teachers and parents is a key condition for preventing crises in school life, creating a unified educational environment, and strengthening the psychological safety of students.
119-134
Higher school education
The digital footprint of a student as a feedback tool in the educational process at a university
Abstract
The modern educational paradigm is undergoing significant changes under the influence of digitalization processes. Today, traditional feedback forms are complemented by new ones based on digital data analysis. One of the most significant feedback resources is the digital footprint of the student, the study of whose potential actualizes the present study. The aim of the study is to identify the structure and didactic potential of a student's digital footprint as a feedback tool for the subjects at the university's educational process. The scientific relevance of the research results is determined by the formation of a new perspective on the process of exploring the potential of the digital footprint as a feedback tool in the educational process at the university in its qualitative renewal through the analysis and disclosure of didactic possibilities. The theoretical significance of the research results lies in enriching the theory and methodology of vocational education and in identifying and substantiating the didactic possibilities of a student's digital footprint as a feedback tool for the subjects of the university's educational process. The practical significance of the results lies in the possibility of realizing the potential of a student's digital footprint as a feedback tool in shaping the digital competence of a future teacher in the process of scientific research. The concept of a student's digital footprint as a feedback tool is presented. The structuring of the digital footprint as a feedback tool on the nature of data generation is considered. The study presents the experience of unlocking the potential and using the digital footprint of a student as a feedback tool in shaping the digital competence of a future teacher in the process of scientific research. It is revealed that the potential of the digital footprint lies in the personalization of learning; timely pedagogical support based on identified difficulties; the development of self-regulation and reflection in students; improving the effectiveness of educational program management. It allows you to move from episodic, subjective and delayed feedback to a system of continuous, objective and predictive support of the educational process.
135-147
Modern trends in education
Phygital world in education
Abstract
The paper is devoted to a comprehensive analysis of the digital technology introduction into modern higher education. The relevance of this issue is due to the need to transform the educational paradigm to meet digital era challenges which require creating flexible, personalized and seamless learning environment. In order to ensure flexibility and continuity in education, a phygital approach is becoming a key tool for creating sustainable and effective educational systems for the future. This study aims to identify and describe key criteria for successful integration of the phygital approach into university practice. As methodology, a systematic approach was used and it allowed the authors to view phygital introduction as a multi-component process. The authors used the methods such as theoretical analysis, synthesis, comparison and modeling. As a result, five groups of criteria were identified and described to implement the phygital approach: 1) infrastructure and technology (availability of digital and physical infrastructure, integration); 2) substance and methodology (curricula adaptation, phygital content development); 3) personnel (teaching staff); 4) organization and management (regulatory support, motivation system); 5) assessment (criteria for effectiveness). It has been shown that the success of phygital approach implementation is determined not only by technological equipment but also by systemic work to address all identified criteria. The significance of the research is on the system of criteria that can serve as the basis to create roadmaps for university digital transformation. The prospects for the researchers are related to the further development of standards to design a phygital educational environment.
148-160
General psychology
The problem of clinical verification of the information theory of mental phenomena
Abstract
The research addresses the verification of the Information Theory of Mental Phenomena (ITMP) developed by the author. Theoretically, the theory's coherence is substantiated: its five postulates are shown to be consistent and capable of explaining a wide range of phenomena (from creativity to pathology) without ad hoc assumptions. The focus is on clinical verification as the most accessible and practically significant approach. A three-stage model is proposed, including: 1) reinterpreting disorder symptomatology in ITMP terms; 2) developing novel psychotherapeutic strategies based on this reinterpretation; and 3) introducing objective quantitative criteria for evaluating therapy effectiveness. The model is applied to depression (anhedonia) and obsessive-compulsive disorder. For each disorder, the mechanism of disruption within the psychodynamic information loop is described, specific therapeutic protocols are proposed ("micro-increment of meaning", "guided threat re-signification", "ritual of re-signification"), and corresponding indices (initiative index, imperative index) are introduced to objectify therapeutic dynamics. It is demonstrated that ITMP not only resolves the classical psychophysiological problem but also establishes a new ontology of psychopathology, viewing mental disorders as disturbances of information exchange between levels of mental organization. The work highlights the heuristic and practical potential of the theory, opening prospects for further research and the development of evidence-based psychotherapeutic methods.
161-176