Students’ and Applicants’ Social Perceptions of the Risks of Educational Environment at Higher Education Institution

2019 ◽  
Vol 28 (11) ◽  
pp. 56-67 ◽  
Author(s):  
A. V. Lyalyuk ◽  
O. R. Tuchina
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Well Being ◽  
Social Institution ◽  
Educational Environment ◽  
Expert Assessment ◽  
Risk Category ◽  
Subjective Well Being ◽  
Higher Education Institution ◽  
Investigation Methods

Educational system is the most important social institution, which provides the development of a personality and frames his/her worldview and the conception of subjective well-being. Despite the large number of studies on the issue of psychological and pedagogical security of educational environment, the sphere of higher education still remains underexplored. The available empiric material has not received sufficient methodological justification and conceptualization. This article aims to provide the conceptualization of the risk category as applied to the educational environment of a higher education institution, as well as empiric investigation of the risks within the educational environment as viewed by applicants and students.Materials and methods. 213 applicants and 547 students of the Kuban State Technological University took part in the survey. The following investigation methods were used: expert assessment, interview, questioning, content analysis, analysis of means method, cluster analysis and factor analysis.Investigation results. Comparative examination of the manifestation degree of risks within the educational environment as viewed by applicants and students of higher education institution showed significant differences in the assessment of risk by these groups of respondents. From the point of view of applicants, the main risks are connected with social and psychological aspects of the educational environment of a higher education institution, relations within student groups and interaction with teachers, as well as with the issues related to the educational management and leisure arrangement. As viewed by the students, the risks within the educational environment include external and social and psychological risk factors, motivating risks and risks arising from the learning process organization and management and the related issues. Applicants’ notion of the risks within the educational environment of a higher education institution was mainly influenced by information they received from media and by the opinion of their relatives and age mates.Consideration and conclusions. It was proved that the applicants’ idea of the risks within the educational environment of a higher education institution is determined by the opinion of people they know personally, however it changes during the process of studying in higher education institution and acquiring their own experience of being within the environment. The investigation results allow creating a model of psychological and pedagogical security within the educational environment of a higher education institution. This model makes it possible to forecast main risks of the educational environment, their development, and evolvement and find solution to them. 

PROBLEMS OF THE PSYCHOLOGY AND PEDAGOGICAL ORGANIZATION EDUCATIONAL ENVIRONMENT OF HIGHER EDUCATION INSTITUTION

2015 ◽  
Vol 4 (2) ◽  
pp. 19-22
Author(s):  
Сапронов ◽  
Ivan Sapronov ◽  
Уточкина ◽  
Elena Utochkina ◽  
Зюкин ◽  
...  
Keyword(s):  
Higher Education ◽  
Educational Institution ◽  
Education Institution ◽  
Educational Environment ◽  
Higher Education Institution

In article the analysis of problems of the psychology and pedagogical organ-ization of the educational environment of the highest educational institution is car-ried out.

scholarly journals ЭЛИТАРНЫЕ ОРИЕНТАЦИИ ПРОФЕССИОНАЛЬНОГО САМООПРЕДЕЛЕНИЯ В ОБРАЗОВАТЕЛЬНОЙ СРЕДЕ

World Science ◽  
2019 ◽  
Vol 3 (4(44)) ◽  
pp. 19-25
Author(s):  
Ермакова Светлана Станиславовна ◽  
Иванова Оксана Станиславовна
Keyword(s):  
Higher Education ◽  
Young People ◽  
Education Institution ◽  
Educational Environment ◽  
Vocational Guidance ◽  
Self Determination ◽  
Higher Education Institution ◽  
Vocational Orientation ◽  
Professional Self ◽  
The Subject

The paper deals with topical issues of vocational guidance for young people, specifies innovative forms of vocational orientation in the educational environment. The active character of the subject of professional self-determination is emphasized, the psychological and pedagogical conditions of the formation of such activity are highlighted. Special attention is paid to the active position of the higher education institution and its teachers. The effectiveness of vocational guidance work is summarized in the context of the introduction of scientifically based approaches to professional agitation. Presents examples of campaign activities in the educational environment used in the study.

scholarly journals CLIL PRACTICES IN TOMSK POLYTECHNIC UNIVERSITY: SUCCESSES AND FAILURES

2018 ◽  
Vol 20 (8) ◽  
pp. 164-187 ◽  
Author(s):  
T. V. Sidorenko ◽  
S. V. Rybushkina ◽  
Ya. V. Rosanova
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Learning Process ◽  
Vocational Training ◽  
Language Evolution ◽  
Education Institution ◽  
Well Being ◽  
Practical Significance ◽  
Teaching Staff ◽  
Higher Education Institution

Introduction. Content and Language Integrated Learning (CLIL) has recently been applied into education system, but a range of supporters is rapidly increasing, covering diverse countries. The CLIL approaches simultaneously use a foreign language as an object to studying and as an instrument to learning other subjects. The emergence of CLIL was related to a wide distribution of bilingualism in society and the need to cope with the problems related to this process, including the elimination of international conflicts, the consolidation of society as the factor of a social well-being, the support of a competitive labour market, etc.Despite growing popularity of CLIL across the world and recognised status by the European Union as one of the leading effective means to implementing international language policy of multilingualism, the academic teaching staff of Russian higher school does not still fully understand the organisational mechanisms and forms of a similar learning process, largely as a result of national characteristics and traditions. In a globalising world, CLIL didactics is currently becoming a perspective direction of higher education and an effective way both of acquiring and improving language and communicative competencies to provide further successful professionalising of students and to facilitate their career promotion in the chosen field of activity.Theaimof this paper was to sum up and discuss the experience of Tomsk Polytechnic University in conducting CLIL-based courses.Methodology and research methods. The concept of practice-oriented vocational education was used as the methodological base of the experimental work in order to search optimal variants when developing foreign language knowledge in the students of engineering specialties. In the course of the research, the approaches of comparative analysis, synthesis, generalisation, forecasting, design, modelling, prolonged monitoring of learning outcomes, observation and questionnaire survey were applied.Results and scientific novelty.The actualising reasons for CLIL approach in the Russian high school education were formulated and proved. The brief historical overview of didactic concepts was presented. The authors analysed temporary challenges which preceded the implementation of CLIL methodologies in the learning process of Tomsk Polytechnic University (TPU) and the introduction of programme “Vocational Training and Education in a Foreign Language” (3rd-4th years of education). The stages of teaching foreign language evolution at the university were distinguished: the anglification of engineering education transformed into multidisciplinary model of English for Specific Purpose (ESP); the creation of “pedagogical tandems” – the organization of courses with “double agents”; and, finally, CLIL training in which a cognitive component can be seen as the key characteristic and the main advantage. Success and failure in the field of CLIL practices available today at TPU were revised. The examples of private implementable practices were described and analysed. The research findings revealed the rationality when using various applied variations of CLIL methodology.Practical significance. The research outcomes allowed the authors to adjust not only the main educational programmes of higher education institution, but also internal programmes of professional development of teachers. Although the long-term experiment summarised in the publication in a single higher education institution does not apply for universality and mass circulation, the authors believe that experimentative materials will contribute to consistent embedding of CLIL courses into a complete system of vocational training. 

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