Students Facing the Future: New Pedagogical Strategies in Forming a University Upbringing Culture

Abstract

Global challenges of the 21 st century show that the upbringing of a harmonious personality is a central problem for the contemporary higher education system. It is particularly relevant for Russia, which has experienced recent large shocks, associated with the breaking of social order. In this regard, there is a need to find new pedagogical strategies to support the development of a student's personality, in order to intensity the process of forming positive value orientations among young people. This requires harmonizing the educational process and unifying intellectual, aesthetic and moral components. Socio-anthropological, structural-systematic and axiological approaches are accounted by the need for understanding the pedagogical strategies of achieving the harmonious personality in the context of modern university educational space through the systematization of specific empirical facts and analysis of existing Russian, American and European scientific theories. We relied on the scientific works of Russian, American and European authors; empirical material taken from the practice of Vladimir University for Tourism and Hospitality. Despite some differences in the interpretation of the terms "education", "upbringing" and "pedagogy" in American and Russian cultures, it is evident that they have a common focus on the humanization of personality. As a result of studying and summarizing the scientific literature in the field of research and interpretation of the practice of Vladimir University for Tourism and Hospitality, there were identified practical recommendations. These recommendations are the pedagogical strategies for the establishment of a harmonious personality in the context of the upbringing culture of the university: strengthening the relationship of academic and upbringing activities; improvement of the intellectual, aesthetic and moral components of the teacher's personality; introduction of the cultural component into the curriculum and introduction of tourist activities into the educational space of the university. The above strategies will help, in our opinion, to build the upbringing culture of university that will guide students to the harmonious development of inner life, positive self-identification and the development of moral values.

Validación de la escala multifactorial mixta de engagement educativo (EMMEE)

“…A gap was detected in instruments that follow a design from a mixed multifactorial approach (Pedagogical-psychological), and, therefore, their theoretical structure had not been empirically validated through confirmatory factorial analysis (Chapman, 2003;Schaufeli & Bakker, 2003;Wang et al, 2011;Yazzie-Mintz, 2010). Thus, the main objective of this study was to develop an instrument capable of measuring educational engagement, based on a theoretical model that integrates the key factors identified in the scientific literature: motivations (Meyer, 2010;Mitra, & Serrière, 2012;O'Brien & Lai, 2011;Ryan & Deci, 2009;Zyngier, 2011), values (Eccles, 2008;Rumberger, 2011;Vickers et al, 2014;Williams & Williams, 2011), learning contexts (Gazelle, 2006;Hamre & Pianta, 2005;Reeve & Jang, 2006;Reeve et al, 2004;Scardamalia & Bereiter, 1996;Shernoff, 2012;Zhang et al, 2009), emotional estate (Harris, 2008;Oriol, Mendoza, Covarrubias & Molina, 2017;Parsons & Taylor, 2011;Serrano & Andreu, 2016) and management strategies (Brickman et al, 2013).…”

“…Numerous studies have explored the ways in which the personal and interpersonal values of students, acquired through interaction with family, friends or educators, have a substantial influence on the development of their academic engagement (Eccles, 2008;Rumberger, 2011;Vickers et al, 2014;Williams & Williams, 2011) Another key aspect for the development and understanding of engagement is the learning context (Gazelle, 2006;Hamre & Pianta, 2005;Reeve & Jang, 2006;Reeve et al, 2004;Scardamalia & Bereiter, 1996;Shernoff, 2012;Zhang et al, 2009;Zhang et al, 2009). Allodi (2010) believes that new research that seeks to gain an in-depth understanding of engagement should incorporate measures that include information on learning contexts, including classroom climates.…”