ScienceRise: Pedagogical Education http://journals.uran.ua/sr_edu <p><em>«ScienceRise: Pedagogical Education»</em><em> – </em>scientific peer-reviewed journal, published 6 times a year, included in «List of scientific professional editions of Ukraine» (Сertificated by order of Ministry of Education and Science of Ukraine No. 528 from 12.05.2015).</p><p>The scientific journal<em> «</em><em>ScienceRise: Pedagogical Education»</em> publishes original research in the field of lifelong learning. </p><p>This concept of the journal is predetermined by the fact that it is vitally important for modern society to be quickly retrained. «I didn't have time, so I didn't study means I have not been successful» ‒ these are the modern features of progress. That is why we call on you to submit papers highlighting issues related to educational initiatives as a means of lifelong employment and social integration of people, as well as those covering issues on using modern technologies and IT services in education. Thus, the focus of the journal reflects, in particular, elements of the strategy within the framework of the European program Horizon 2020, implementing ideas about the quality of education within the framework of European initiatives.</p><p>The goal of the journal «<em>ScienceRise: Pedagogical Education»</em> is to publish scientific articles that address the scientific and applied problems of continuous education, in particular postgraduate education. That would allow educators to select individual «keys» in the process of training students of different ages, worldviews, with different entry levels of education, from different religions, of different genders, based on the new methods published in the journal's materials.</p><p>We see accomplishing this goal by solving the challenges related to two basic aspects.</p><p>1. Lifelong learning should help develop a Personality, regardless of worldview, entry level of education, different religions, gender differences.</p><p>2. The development and coverage of new techniques for continuous and postgraduate education can help address the outflow of people from the country as a result of labor migration.</p><p>We are sure that the publication of papers on the methods for continuous education could provide educationalists who teach different segments of society with important practical information as a «tool» for their work. This «toolset» represents techniques for the organization of a learning process that could make it possible:</p><p>‒ to improve quality in training students from different social strata of society and of different social status</p><p>‒ to retrain specialists for the necessary fields in regional economy, in case of an outflow of people due to labor migration. </p><p>Thus, scientific papers to be published by the journal «<em>ScienceRise: Pedagogical Education»</em> will help both scientists in the field of education and practitioners that introduce new techniques within the concept of lifelong education.</p> <a href="https://portal.issn.org/resource/ISSN/2519-4976ISSN">ISSN 2519-4976 </a> (print), <a href="https://portal.issn.org/resource/ISSN/2519-4984">ISSN 2519-4984 </a>(on-line) <br /><br />Drawing up the items of the publication ethics policy of the journal «ScienceRise: Pedagogical Education» Editors followed the recommendations of Committee on Publication Ethics <a href="http://publicationethics.org/">(COPE)</a>. en-US <p>Our journal abides by the Creative Commons CC BY copyright rights and permissions for open access journals.</p> <p>Authors, who are published in this journal, agree to the following conditions:</p> <p>1. The authors reserve the right to authorship of the work and pass the first publication right of this work to the journal under the terms of a Creative Commons CC BY, which allows others to freely distribute the published research with the obligatory reference to the authors of the original work and the first publication of the work in this journal.</p> <p> 2. The authors have the right to conclude separate supplement agreements that relate to non-exclusive work distribution in the form in which it has been published by the journal (for example, to upload the work to the online storage of the journal or publish it as part of a monograph), provided that the reference to the first publication of the work in this journal is included.</p> edu@entc.com.ua (Yuliia Nikolaieva) edu@entc.com.ua (Yuliia Nikolaieva) Wed, 30 Nov 2022 00:00:00 +0200 OJS 3.2.1.2 http://blogs.law.harvard.edu/tech/rss 60 Using surveys of student engagement to understand and support first-time entering students at a university of technology http://journals.uran.ua/sr_edu/article/view/267206 <p>Surveys of student engagement are receiving increased attention across the whole world, because data generated assist educational institutions in increasing student retention and improving student success. These surveys raise issues worthy of consideration particularly by institutions that might be interested in using survey data to develop their curriculum and to help their students succeed. The purpose of this paper is to demonstrate the significant role of student engagement surveys in the development of mechanisms to understand and effectively respond to the needs of first-year students entering university. Drawing from Astin’s involvement theory (1984) and the Inputs-Environments-Outcomes (I-E-O) framework (1991), we argue that a thoughtful and innovative use of student engagement survey data to predict readiness for university has a tremendous potential to improve success through data-informed interventions. The study utilised data on first-time entering students who participated in the Beginning University Survey of Student Engagement (BUSSE). This study used a quantitative research approach. The major findings reveal differences in the frequencies of student-staff interactionand how students’ experiences and expected academic difficulties varied across their gender, social class, and first-generation status. The frequencies of the nine subscales or engagement indicators of the BUSSE provide information regarding high school experiences with quantitative reasoning and learning strategies as well as students’ expectations of a university. The results also provide an overview of the calibre of incoming first-year students and their perceived level of academic preparedness</p> Muntuwenkosi Chili, Jeremiah Madzimure Copyright (c) 2022 Muntuwenkosi Chili, Jeremiah Madzimure http://creativecommons.org/licenses/by/4.0 http://journals.uran.ua/sr_edu/article/view/267206 Wed, 30 Nov 2022 00:00:00 +0200 Formation of the information culture of teachers in the conditions of military institutions of higher education http://journals.uran.ua/sr_edu/article/view/268179 <p>This article presents the methodological principles of forming the information culture of teachers in the conditions of military institutions of higher education. The practical result of the scientific research of the article was the system of recommendations to the management of the military institution of higher education regarding the formation of the information culture of teachers in the conditions of military institutions of higher education. The article systematizes the key problems of improving the information behavior of teachers in military institutions of higher education. The article considers the internal and external factors of formation of the information culture of teachers of military institutions of higher education. The article emphasizes that the information culture of the teacher, as a systematized set of knowledge, skills and abilities that ensure the optimal implementation of individual information activities, aimed at meeting both professional and non-professional needs, is a multilevel system that develops over time. The essence of information needs of teachers in the conditions of military institutions of higher education is considered in the work. Particular attention in this study is focused on the fact that today in Ukraine there is no state concept of information culture. The components of the model of the information culture of a teacher in the conditions of military institutions of higher education are analyzed and considered in detail in the work. The article presents the essence of the concept of pedagogical conditions, which are necessary for designing the learning process in the conditions of military institutions of higher education and which contribute to the development of the information culture of teachers. The basic factors which are necessary for revealing of pedagogical conditions of development of the information culture in the conditions of military establishments of higher education are offered. The main didactic requirements for information technologies of teaching for the formation of the information culture of teachers are considered. The list of criteria for an estimation of a level of formation of the information culture of the teacher in the conditions of military establishments of higher education is offered. The list of organizational and pedagogical conditions in the military institution of higher education, which are necessary for the formation of the information culture of the teacher, is presented. The article presents the key stages of technologies for the formation of the information culture of the teacher. The specifics of the project-reflective approach to the formation of the information culture of teachers and cadets in military institutions of higher education are considered. The scientific result of the research was the proposed methodological principles of forming the information culture of teachers in the conditions of military institutions of higher education</p> Larysa Morozova Copyright (c) 2022 Larysa Morozova http://creativecommons.org/licenses/by/4.0 http://journals.uran.ua/sr_edu/article/view/268179 Wed, 30 Nov 2022 00:00:00 +0200 Features of metacognitive beliefs of adolescents with a high level of personal anxiety http://journals.uran.ua/sr_edu/article/view/268177 <p>The article contains an analysis of the problems of personal anxiety among adolescents. Anxiety is considered as a property of the personality, which is manifested in the cognitive aspect, emotional reaction, physical reaction and behavior of the individual. The general purpose of the study was to identify the metacognitive beliefs of adolescents with a high level of personal anxiety and was realized thanks to the implementation of such tasks as: identifying adolescents with a high level of personal anxiety, studying personal attitudes towards symptoms, determining and comparing the metacognitive beliefs of adolescents with different levels of personal anxiety, determining predictive power of metacognitions of young people with a high level of personal anxiety.</p> <p>&nbsp;The results of a study of the prevalence of reactive and personal anxiety among adolescents are presented, a comparative analysis of one's own opinion regarding the presence of symptoms and test results of adolescents with a high level of personal anxiety is carried out. A new approach to the study of personal anxiety from the perspective of metacognitive beliefs is proposed, which is built on the principles of cognitive-behavioral psychology. Metacognition is defined as the basis of automatic thoughts, emotional and physical reactions, and the role of metacognitive processes in the interpretation of information about the level of security, the formation of judgments, assessments. The article proves that the metacognitions of adolescents with a high level of personal anxiety deprive them of flexibility in behavior, limiting the variability of life experience. The metacognitive portrait of young people with a high level of personal anxiety is characterized, in particular: the belief that anxiety is a protection against difficult emotions in anticipation of negative events; a positive attitude towards one's own anxious experiences is reinforced by a desire to prevent negative outcomes. As a result of the conducted research, the prospects for developing a method of targeted psychological influence within the cognitive-behavioral approach have been opened</p> Olena Sereda Copyright (c) 2022 Olena Sereda http://creativecommons.org/licenses/by/4.0 http://journals.uran.ua/sr_edu/article/view/268177 Wed, 30 Nov 2022 00:00:00 +0200