The creation of systematically organized informational and methodological resources for providing training in the context of higher education digitalization is the subject of interdisciplinary research. The paper aims to study the dependence of learning outcomes in a digital educational environment on factors such as the dominant intellectual modality, digital intelligence, educational paradigms, teaching tools, meeting educational needs, and a technologically comfortable environment. The authors take an integrated approach to study the issue of training autonomy, its dependence on the level of formation of the optimal patterns of students' cognitive behavior, on the cognitive load increase in the process of self-regulatory learning, and on the skills of metacognitive self-instruction for regulating cognitive processes. The authors conclude that in building the information and educational environment, it is necessary to take into account the assessment of the cognitive potential of the educational capabilities of students. Another conclusion is that the informational architecture of the informative content should perform the function of an external trigger of internal motives to develop sustainable models of students' cognitive behavior.
The paper deals with the problem of exploiting the potential of digitalization at scale by organizations in the age of information technologies and advanced analytics of data. Being at the forefront of social progress, universities inspire managers, training staff and students to reset their working, thinking and leading initiatives and embrace digital transformation of the educational environment. The study aims to research the modern thought on transformational leadership befitting universities’ distinguished title of growth engines. The methodological framework comprises modern sociological, psychological, management and complex systems science theories of leadership. The paper analyzes organizational leadership models, explains their weak and strong points, formulates the terms of realizing the leadership phenomenon in the context of digitalization, studies the Financial University under the Government of the Russian Federation’s experience in introducing the elements of the ‘digital university’ model. The findings support the idea that generative leadership is attainable through inter-layer and inter-cluster interaction of all educational environment members. The paper suggests a mechanism of transforming hierarchical models into generative leadership models. The theoretic and practical significance is the validation of interconditionality of digitalization and a leadership ecosystem as a variety of communications, complexity of interrelations and integrity of functioning of educational leaders.
Problem and Aim. The article discusses the features of the manifestation of the relationship between the development of various aspects of a linguistic personality and its socio-emotional competencies. The main attention is paid to the socialization of a linguistic personality and its enrichment through the formation of a secondary linguistic personality in the process of learning a foreign language. The purpose of this study is to analyze the factors that influence the successful development of a secondary linguistic personality in the process of its socialization in the conditions of professionally oriented foreign language communication. Methodology. The methodological basis of the study is a complex of general scientific (analysis, synthesis, deduction, induction) and methods of cognition, which made it possible to analyze and synthesize theoretical and practical material. The authors come to the conclusion that students’ social-emotional skills influence students’ interpretation of their experience of foreign language communication, determine positive socialization, effective development of a secondary language personality and create a synergistic effect of students’ stable self-identity.
Academic socialization and academic success of university students in the context of IT-enhanced distant learning is the object of regard for educators and psychologists. Since affective and cognitive functions of the brain are inextricably integrated into the information processing system, emotional intelligence competences as the skills of regulating and using emotions as a guide to action have obtained a discrete role in the successful realization of the cognitive potential. Owing to the limitations of physical and mental interaction of students with the teacher and each other, emotionally resilient, positive-minded, empathic and motivated students are best adapted to IT-enhanced distant learning. Pedagogical expertise, mental and emotional flexibility of teachers ensure the adequate choice of collaborative learning techniques as a methodological support for creating a positive emotional context. The authors conclude that the efficiency of the collaborative learning models is conditional on the level of emotional intelligence competences of students. The development of emotional intelligence gives the opportunity for effective IT-enhanced distant learning.
The paper deals with the issue of manipulative effects of texts advertising financial products. From the interdisciplinary perspective, the authors take a system and complex approach to the phenomenon of manipulative communicative influence on consumers’ behavior. The paper studies the language means of all levels able to qualify for manipulative capacity in complex with linguapragmatic strategies and affect neurophysiological and neuropsychological processes. The authors’ findings provide evidence of the fact that language is a driving force and an instrument of modeling consumers’ decision-making.
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