Higher Education for Sustainable Development: Challenges in Russia

Kankovskaya, Alina

doi:10.1016/j.procir.2016.03.153

Cited by 23 publications

(15 citation statements)

References 5 publications

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“…While ESD is being actively introduced into formal, non-formal and information education in many countries, empirical studies on the effectiveness of various pedagogical ESD technologies in the Russian education system are very limited (Ermakov, 2013;Ermakov, 2016;Kankovskaya, 2016;Zhevlakova, 2013).…”

Section: Resultsmentioning

confidence: 99%

Pedagogical Technologies Of Realization Of Education For Sustainable Development: Comparative Research

Ермаков¹

2019

The European Proceedings of Social and Behavioural Sciences

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The study identifies pedagogical technologies, which are effective for an implementation of United Nations Economic Commission for Europe (UNECE) Strategy for education for sustainable development (ESD). An implementation of ESD principles takes place at the varying degrees on different levels of formal, non-formal and informal education; various pedagogical technologies are used. It is important to identify the most effective and promising technologies, taking into account national and cultural features of different countries, including Russia. Main purpose of our research is an identification and comparative analysis of ESD pedagogical technologies of different levels of education from different countries and justification of their potential application in Russian Federation. Based on the best practices of UNECE countries, we aim to justify an implementation of affordable and effective educational technologies; it will allow realizing ESD principles in practical work of educational institutions of different levels and types (kindergartens, schools, colleges, universities, organizations of additional education etc.) in Russian Federation. In the course of our study, we analysed national reports on the implementation of UNECE Strategy for ESD (phase III, 2011(phase III, -2015 from 37 countries. We composed the list of suitable pedagogical technologies, have compiled their classification and ranking. We have revealed and classified pedagogical technologies which are used for an implementation of UNECE Strategy for ESD in the system of formal, non-formal and informal education. We have justified theoretical possibility of their application in Russian Federation.

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Section: Resultsmentioning

confidence: 99%

Pedagogical Technologies Of Realization Of Education For Sustainable Development: Comparative Research

Ермаков¹

2019

The European Proceedings of Social and Behavioural Sciences

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“…Karpov's methodology for determining the level of personality refl ection development [25]. It was suggested that the level of student refl ection in solving problems should be assessed according to the following statements (interviewing questions), whereby the students were asked to give their estimates in the range from 0 to 5, where 0 stands for a complete negation of a statement, and 5 means an unconditional consent: 1 . A research to measure the level of refl ection in students was conducted in groups of the fi rst to fourth year mechanic engineering students majoring in "Machine-Building Technologies" at the Bauman Moscow State Technical University (Bauman MSTU), in "Mechanical Engineering" at the Gubkin Russian State University of Oil and Gas (Gubkin University); in "Handling, Transport, Construction, Road-Building Machinery and Equipment" at the Moscow Automobile and Road Construction State Technical University (MADI) throughout 2016-2017, 2017-2018 academic years and at the end of each semester.…”

Section: Resultsmentioning

confidence: 99%

“…The objects (variables) for the factor analysis were scores of the fi rst to fourth year mechanic engineering students of the Bauman MSTU, the Gubkin University, and the MADI when answering the interviewing questions (No. [1][2][3][4][5][6][7][8][9][10][11][12][13][14][15][16][17]. SAP Statistica 10 was used for the analysis.…”

Section: Resultsmentioning

confidence: 99%

“…The interviewing was conducted in the form of a questionnaire in person among mechanic engineering students of the Bauman Moscow State Technical University, the Gubkin Russian State University of Oil and Gas, the Moscow Automobile and Road Construction State Technical University in order to identify the development of refl ective abilities. The suffi ciency of the interviewing sample was assessed according to the equation [8]: (1) where s is the minimum size of selection suffi cient to ensure representativeness of the interviewing results; Z(p) is a normalized deviation. An acceptable confi dence level whereby interviewing results are representative and statistically signifi cant is 90%.…”

Section: Methodsmentioning

confidence: 99%

“…The strategic goal of the modern higher education system in Russia is the formation of a personality capable of creative thinking and independent action [1]. Consequently, it requires a focused effort of a teacher on the development of refl ection in students as a necessary element of active educational and cognitive work.…”

Section: Introductionmentioning

confidence: 99%

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Development of reflective competence in students in technical universities of Russia

Панова¹,

Плугина²,

Kaminsky³

et al. 2018

J Appl Eng Science

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One of the main problems of the modern higher education system in the Russian Federation (RF) is underrepresentation of knowledge in the educational process as a factor that determines not only the content of thinking but also the personality content. Hence, it updates the issue of providing pedagogical conditions for the development of students' ability to refl ect, which causes quality changes in the self-awareness structure. Through expansion, its cognitive components ensure positive developments in self-formation of future specialists and their self-adjustment. Based on a literary review, the article analyzes and substantiates the refl ection concept content. By means of interviewing, the level of the refl ective competence in students in the process of solving problems was analyzed through the example of mechanic engineering students of Russian universities. Based on multidimensional factor analysis, structural (constructive and situational-destructive) factors of students' refl ection in the educational process were identifi ed. Student clusters were formed and substantiated by the growth rates of refl ective competence factors. The optimal development level of the situational-destructive factor in student refl ection in the process of solving problems was determined. Education technologies for developing refl ective competence in students were elaborated. Parameters of pedagogical refl ection development in the educational process were substantiated. A pedagogical experiment was conducted to assess the effectiveness of the proposed pedagogical conditions for the formation and development of refl ective competence in students in the Russian universities under study. The research of the problem of refl ection development in students in the higher education system of the Russian Federation makes a certain contribution to pedagogical science and teaching practice and opens up new opportunities for the student educational process.

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Infusing Education for Sustainable Development into the Curriculum: Best Practice from Indonesia’s Science Curriculum Implementation

Hariyono,

Wijaya,

Rusdiana

2024

Education Innovation Series

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Higher Education for Sustainable Development: Challenges in Russia

Cited by 23 publications

References 5 publications

Pedagogical Technologies Of Realization Of Education For Sustainable Development: Comparative Research

Pedagogical Technologies Of Realization Of Education For Sustainable Development: Comparative Research

Development of reflective competence in students in technical universities of Russia

Infusing Education for Sustainable Development into the Curriculum: Best Practice from Indonesia’s Science Curriculum Implementation

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