Vol 20, No 1 (2023)

In correspondence with the Declaration released by UNESCO in 2015, on April 22 in 2016 China issued China’s Position Paper on the Implementation of the 2030 Agenda for Sustainable Development, which acts as a guidance of China’s education reforms of internationalization and massification since then. The paper evaluates the challenging issues of the further sustainable development of China’s higher education from both a macroscopical and a microscopical perspective. From a macroscopical perspective, the two challenging issues of achieving the sustainable development have been spotted, followed by urges for microscopical reforming measures in the designs and practice of foreign language teaching in engineering-specialized universities. From a microscopical perspective, the framework of an experimental reforming project in STEM English is designed and developed by teaching practice between 2018 and 2022. Detailed theoretical researches and practical measures are illustrated according to the time sequence of curricular reforms. In conclusion, taking into account the ever-changing global environment, there is an urge for engineering talents with global competency. Such a macro-levelled external urge demands for logical and implementable reforming measures on a micro-level. The reform of converting STEM English into English Information Literacy Curriculum meets the educational requirements in the post-Covid19 era.

The paper presents the results of teaching mathematics to schoolchildren in a subject-based digital educational environment built according to the model proposed by the author. The aim of the study is to experimentally verify the effectiveness of the process of teaching mathematics to schoolchildren in a subject-based digital educational environment. The study required the use of a whole range of methods, such as observation, questioning, interpretation, tabular presentation of empirical data and their processing, static data processing and comparative analysis of the results. Two groups of students participated in the pedagogical experiment: the first group was an experimental group that studied mathematics in a subject-based digital educational environment, the second group was students who studied mathematics in a traditional form. In this study, the assumption was tested that the students of the experimental group show on average the same result of knowledge as the control group. To determine the absence of differences between the two experimental distributions, the student’s t-test was used. As a result, an alternative hypothesis was adopted that the students of the experimental group showed on average a higher level of knowledge than the participants of the control group. Therefore, it is possible to draw a conclusion about the effectiveness of the learning process based on the subject digital educational environment built according to the model proposed by the author.

The value of this research lies in the fact that the author offers a theoretically sound model of the subject digital educational environment, the effectiveness of which has been experimentally tested. The instrumental approach of the model allows the teacher to build a digital educational environment taking into account the peculiarities of the taught subject according to his author's plan.

The study of social upbringing has resumed recently and so far no complete target has been identified in scientific research. Based on the fact that there are social orders at the state, public and personal levels, an attempt is made to identify them. Social order regarding social education should be considered as a system for solving problems related to socialization and professionalization, solved by social and educational institutions. The presented review reflects the tendencies of scientific researches of targets for upbringing in domestic and foreign studies. Note that such studies are rare. The most priority aspects of research on the goals of education have been identified, reflecting a greater bias towards goal-setting in education, and educational goals remain insufficiently researched. The modern target thesis in education is for a person to be happy. The aim of the study was to identify targets for different levels of social orders for social education. It was assumed that social orders for social upbringing at different levels have homogeneity. The study of the general public was conducted to identify social orders at the societal and personal levels, and at the state level, social orders were studied through the analysis of regulatory documents. Differences in the formation of social orders for social education at the levels of the individual, society and the state are revealed, which is due to the social roles, functions and goals that various social institutions perform. In conclusion, it is indicated that the hypothesis put forward is partially confirmed. The materials of the study are of interest to the general pedagogical community concerning the understanding of the representation of social orders for social upbringing, in determining their leading guidelines for designing the process in question.

The formation of students’ personal qualities aimed at learning, gaining new knowledge and skills to use this knowledge if necessary, is impossible without realizing the importance of the learning process for each student personally. Interest in educational activities and in the process of cognition itself, understanding of educational material can be formed only by using active, creative teaching methods. In our work, the use of practice-oriented tasks in the study of disciplines of the natural science cycle was considered. We suppose that in order to form and activate the interest of students in the study of natural sciences, it is necessary to model production problem situations that are solved with the help of knowledge and skills acquired in the classroom. If students understand how they can practically apply the theoretical knowledge gained in the classroom in their professional activities, then the study of complex material becomes more understandable and interesting. We distinguish two personal qualities of students, which prevail over others when considering the learning process – educational motivation and cognitive independence. It is necessary not only to form these qualities, but also to activate them in every possible way in the learning process for the successful acquisition of knowledge and skills that will be useful to a future specialist in his professional activity. The aim of the research was to determine whether the use of practice-oriented tasks has an impact on the formation and activation of students’ learning motivation and cognitive independence. The results of the study confirmed that the use of practice-oriented tasks in the study of disciplines of the natural science cycle has a positive impact on the formation and activation of students’ educational motivation and cognitive independence.

The paper examines the genesis and causes of bad habits spread among students (external and internal), provides a review of the scientific literature on the research topic. Medicine has proved that bad habits as a risk factor for various infectious diseases and deterioration of all body systems functionality result in reducing the quality and duration of human life. Scientists agree that in order to solve the problem of adopting bad habits by young people there should be an integrated approach combining the regularity of preventive measures and the united intention of all participants in the educational process. The aim of the study is to develop a prevention model based on the study of the structure and genesis of bad habits in the student environment. To determine the state of the problem, the authors conducted a study among 3 and 4-year students of the technical university (55 people aged 18-25 years), identifying the most common harmful addictions during training and their prerequisites according to the students’ opinion. The most common habit is smoking, followed by poor nutrition, lack of sleep and alcohol. Moreover, many habits were acquired in adolescence and college period. Most students are neutral about other people’s having such habits. Based on the results obtained, possible solutions of the problem are presented in the context of self-preserving behavior of students, actualizing the possible potential ofa positive influence of the university environment on increasing personal awareness through the education of its qualities and a positive example of the environment.

The importance and predetermination of the emotional intelligence development as factors stimulating personal and professional growth of the individual and influencing his success in life are also undeniable. Emotional reaction is recognized as a specific type of knowledge that can enable a person to solve environmental problems successfully and correlate with the category of intelligence. Emotions and intellect are able to unite in their practical orientation. This combination is required for the coordinated development of the personality. The aim of the research was to study the role of such parameters of the basic emotions structure as the total functional resource of basic emotions; hierarchy of basic emotions; the balance of basic emotions in their totality in the level of emotional intelligence (EI) of high school students. The paper presents the results of an empirical study of the structure of basic emotions as a factor of emotional intelligence of high school students. Based on the results of the study, it was found that the parameter «total functional resource of basic emotions» decreases when moving to a sample of high school students with a higher IE, which may reflect a measure of chaos-orderliness in the structure of EI - a high value of this parameter reflects high chaos, and a low value - excessive ordering, which reduces the regulatory potential of EI. The parameter «hierarchy of basic emotions» has both general and specific features for high school students with different levels of EI. As for general features, they are: a) the emotion “Interest” which is the most distinguished; the second one is the “Joy” emotion. Specific features show that the “Surprise” emotion not only takes the third place in the hierarchy among high school students with high EI, but also reveals a significant increase in its share in the range of emotions. The parameter “balance of basic emotions in their complex” of high school students with different levels of EI can be quantitatively described by the parameters of the canonical hyperbolic rank parametric distribution, and the parameters of this distribution can be indicators of the level of high school students EI.