Students as a special social group can be considered as a guide of interaction between the partner countries of Russia and China as representatives of different cultures and different mentalities. Interaction between Russian and Chinese universities in the scientific and educational sphere has specific features and reflects the general mechanisms of functioning in social and cultural environment. The socio-cultural context of such interaction is the life activity of megalopolis, regional features and it is related to the socio-cultural traditions of people relationship. The general purpose of the study was to identify changes in interaction between Russian and Chinese students studying in a Russian University. The study conducted in Russian and Chinese Universities. The research methodology combined both qualitative and quantitative approaches. The primary data was collected using questionnaires and in-depth interviews. Three hundred and ninety respondents – Russian students and five hundred respondents – Chinese students, were questioned on the basis of quota sampling. Depths interviews were conducted with 20 experts. The study has revealed some actual issues and tendencies of social interaction in the educational sphere. It has a temporal character and it is developed in a single educational environment of universities-partners of Russia and China. The study has identified the structure of social interaction, consisting of five levels: 1. At the level of connectivity, social relations between social and ethnic groups (in this case, Russian and Chinese students) are established on the basis of their values. 2. At the level of translation, understanding of the values of another (different) culture through the interpretation of cultural codes (cultural signs) takes place. 3. At the level of transcendence, transition from one’s cultural system to another, the development of positive experience and knowledge of another cultural system take place. 4. At the level of adaptation, an interiorization, application in behaviour and activity of values of other cultural system take place. 5. At the level of inter cultural dialogue, an organization of effective and fruitful cooperation between social and ethnic groups and their representatives based on an understanding of the universal values takes place. The five levels of social interaction identified by researches in the joint educational environment of Russian and Chinese universities allow not only to find out the content components of the structure of social and cultural interaction, but also to consider its dynamics and development. Our research has identified a set of factors that affect the functioning of the interaction between Russian and Chinese students structure: geopolitical situation, cost and quality of education, adaptation of training courses for foreigners, comfort of the educational environment of University, the complexity of learning of the host country language, the prestige of education. This model of interaction between social and ethnic groups of Russian and Chinese students being representatives of partner universities is confirmed by the real practice of scientific and educational cooperation between Russian and Chinese universities. Joint forms of University work have been successfully tested and activities that have become events of inter cultural dialogue have been organized.
COVID-19 was the catalyst for many processes that were actively developing in the previous period, including the further introduction of distance education in Russian higher educational institutions. Russian higher education has faced new challenges due to the total transition to distance learning in the face of the pandemic. In March–May 2020, a sociological study was conducted in a number of universities in Yekaterinburg, Chelyabinsk, Moscow. The research purpose was to identify the main challenges universities faced during the pandemic and the prospects for the further development of distance education in Russian higher education. The study used the qualitative and quantitative strategies: a questionnaire survey of students (N=500) from different fields of study (social, humanitarian, technical, economic ones) who received distance learning experience during the pandemic; in-depth interviews with teachers of Russian universities (N=20), frame analysis of students’ cases on their daily practices in online educational interaction (N=42). The study made it possible to identify the challenges faced by Russian higher education in the total transition to distance education in a pandemic: the need to adapt students and teachers to work online (80% of respondents’ answers); decline in the quality of education (62.7% of respondents’ answers); changing the role of a teacher in the educational process (68% of the respondents’ answers); digital divide in the digital culture of the younger and older generation of teachers (67% of respondents’ answers); etc. A number of contradictions were recorded in the further implementation of distance education in Russian higher education. Considering that the policy towards digitalization in Russia has now been declared a priority, higher education cannot remain aloof from technological progress. Besides, the further introduction of distance learning should take place with overcoming the challenges and contradictions faced by Russian higher education during the pandemic, while maintaining the national achievements of Russian higher education, acquired over its long history.
Российское образовательное пространство вузов характеризуется социокультурным взаимодействием в смешанных группах (в которых учатся студенты из разных стран мира). Социокультурное взаимодействие создает условия для формирования таких компетенций, как толенрантность, навык работы с представителями иных стран и культур. В исследовании принятии участие студенты из России и из Китая, обучающиеся в вузах Екатеринбурга (N=1000 студентов) и эксперты в области образования России и Китая (N=20). Для интерпретации данных исследования использовались следующие методы: сравнительный и уровневый анализ результатов исследования; статистические методы: метод описательной статистики, метод парных распределений, шкала Лайкерта, t-критерий Стьюдента. Результаты исследования позволили выявить различия в культуре студентов, основные моменты, затрудняющие повседневное взаимодействие в рамках одного образовательного пространства российского вуза: недостаточное знание социальных нормативно-этических установок новой социальной и культурной среды; несоответствие в некоторых культурных ценностях; проблемы понимания и неоднозначности расшифровки русской речи. Выявлена закономерность, демонстрирующая процесс инкультурации китайских студентов в процессе обучения в социокультурных условиях российских вузов. Так с момента поступления до момента выпуска происходит повышение показателей социокультурного взаимодействия китайских студентов: информационно-аналитическая составляющая (от M = 27,7 до М = 31,8), мотивационнооценочная составляющая (от M = 27,6 до М = 32,3), коммуникативная составляющая (от M = 25,2 до М = 31,6), деятельностная составляющая (от М = 24,2 до М = 32,1). Но для достижения высоких показателей необходимо уделять внимания процессам оптимизации через совместные российско-китайские мероприятия по организации досуга и отдыха, совместные общественные студенческие объединения, экскурсионные программы, направленные на знакомство с культурой принимающей страны, совместном взаимодействии российских и китайских студентов в социальных сетях и мессенджерах. Ключевые слова: интернационализация высшего образования, российские вузы, социокультурное взаимодействие, страны БРИКС, студенты из Китая Перспективы Науки и Образования Международный электронный научный журнал
The article provides a comparative analysis of digital educational platforms used in the practice of Russian and Chinese universities. Our conclusions are based on the comparative data on Russia and China published in the reports of UNESCO, International Labour Organization, Organization for Economic Cooperation and Development (OECD), Council of Europe and European Economic Community (EEC), Asia-Pacific Programme of Innovation in Education for Development (APEID). In addition, the article provides data from two sociological studies carried out by the authors themselves. The first study was conducted between January and February 2020. The study was conducted by means of a survey, personal interview (N = 600). Students from Moscow, Ekaterinburg, Chelyabinsk and Tyumen took part in the survey. The quantitative research data were supplemented by in-depth interviews with Chinese graduates of Russian universities (postgraduates, master’s students) in the amount of 50 pieces (N = 50). Also in March — May 2020, we conducted a sociological survey in the universities of Ekaterinburg, Chelyabinsk, and Moscow. In the course of the research we interviewed 500 students who had gained experience in distance learning during the pandemic. Qualitative research — in-depth interview method (N = 20), average duration of the interview is 90 minutes. Informants were the faculty of higher educational institutions of Yekaterinburg, Moscow and St. Petersburg. Frame analysis of cases was also conducted (N = 42). The analysis of these cases made it possible to identify the most popular digital technologies in the educational process, as well as their main advantages and disadvantages.
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