Although the COVID-19 pandemic is far from over, there is no doubt that education researchers will analyze the changes in teaching and learning over the years to come. There is no certainty that new waves and variants of COVID-19 will not force humanity to radically change educational technologies in the future. This will bring mankind closer to the predictions of science-fiction authors and futurists, not taken seriously before. In this regard, it is important to scientifically document and analyze various measures for transforming education in the current situation, thus, creating the database for future generations. Analysis reveals that geographically adjacent countries with numerous current or historical interrelations, show the uniqueness of their response to the pandemic because of a number of current economic, social, cultural and geographical factors. Quite promising in this regard are the post-socialist countries of Central and Eastern Europe, which in the second half of the 20th century had almost identical principles for developing national education systems, but changed significantly under the influence of the reforms of the last thirty years. Comparing the cases of five universities from Russia, Germany, Bulgaria, the Czech Republic and the Pridnestrovian Moldavian Republic enable us, not only to identify common problems, but also to describe the most effective measures for the reorganization of higher education during the COVID-19 pandemic, dictated by the need to sustain the quality of teacher training.
Education in school is the social institute for pupils which not only involves to impart knowledge, but it includes also the development of social skills. Unfortunately, it is that parents in Russia prefer for their children „family learning“ at home instead of sending them to school. The article discusses arguments in favour of cooperation between parents, teachers and science education in questions of education development. The theory of cooperation is a vital model of understanding social development instead of rivalry. It has both possibilities: development of individuality and development of mutuality by diversity. It is a way to support the reformation of education and of school. The reflexive student evaluations also nurture a positive mindset towards forms of cooperation.
The article analyses the problem of homework for pupils in international pedagogical research and gives an introduction to standards for student’s homework time in selected countries in the context of preventing physical and mental wellbeing of students. The article also presents a terminological examination of the term “homework”, which will justify the necessity of changing the term “homework” in the favour of students’ working time outside the lesson, which must be carried out by the pupils themselves, taking into account their individual characteristics and needs. The consideration of the effectiveness of learning activities outside the classroom is characterised by the complexity and interdependence of the didactic model of the lesson and the revision of the teacher’s assessment of homework.
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