Articles
Published 2024-01-30
Keywords
- Social consciousness, higher educational institutions, education, functional modeling, pedagogy.
How to Cite
Ivanchuk, S., Kakhiani, Y., Hryboiedova, T., Bilychenko, H., & Huzii, I. (2024). Policy for the formation of social consciousness during students training in educational institutions: pedagogical aspect. Amazonia Investiga, 13(73), 387–400. https://doi.org/10.34069/AI/2024.73.01.32
Abstract
This article analyzes and proposes improvements to the policy of developing social consciousness during training in higher educational institutions. Furthermore, it focuses on the pedagogical aspect of this issue. Developing social consciousness is crucial in shaping modern specialists. These specialists must possess not only developed practical and theoretical professional skills, but also a high level of empathy and social awareness. The research employs the IDEF0 functional modeling method, a novel approach that goes beyond simply listing key stages. Instead, it demonstrates the place and role of additional elements within the process. As a result, a model system for enhancing the policy of developing social consciousness in higher education institutions was formed. The study acknowledges a limitation: it solely considers processes for improving pedagogical methods among students with a pedagogical profile. Future research plans to expand this study to encompass other higher education institutions.
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References
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Ochirov, G. (2016). Formation of professional competence of the future teachers of initial classes by student teaching means. Historical and social-educational ideas, 8, 205-208. https://doi.org/10.17748/2075-9908-2016-8-1/2-205-208
Orchard, J., Heilbronn, R., & Winstanley, C. (2016). Philosophy for Teachers (P4T): Developing new teachers’ applied ethical-decision making. Ethics and Education, 11(1), 42-54. https://doi.org/10.1080/17449642.2016.1145495
Pasinringi, M., Vanessa, A. A., & Sandy, G. (2022). The relationship between social support and mental health degrees in emerging adulthood of students. Golden Ratio Soc. Sci. Educ., 2, 12-23. https://doi.org/10.52970/grsse.v2i1.162
Pearce, T. C., & Wood, B. E. (2019). Education for transformation: An evaluative framework to guide student voice work in schools. Critical Studies in Education, 60(1), 113-130. https://doi.org/10.1080/17508487.2016.1219959
Roth, K., Mollvik, L., Alshoufani, R., Adami, R., Dineen, K., Majlesi, F., Peters, M., & Tesar, M. (2022). Philosophy of education in a new key: Constraints and possibilities in present times with regard to dignity. Educational Philosophy and Theory, https://doi.org/10.1080/00131857.2020.1851189
Shevchenko, Y., Moskalyova, L., Kanarova, O., & Poznanska, O. (2019). Development of a System for Improving Future Teachers’ Readiness for the Child’s Spiritual and Moral Development in a Cross-Cultural Space. Journal of History Culture and Art Research, 8(4), 251-261. http://dx.doi.org/10.7596/taksad.v8i4.2352
Wamsler, Ch. (2020). transformation towards sustainability. International Journal of Sustainability in Higher Education, 21(1), 112-130. https://doi.org/10.1108/IJSHE-04-2019-0152
Bathmaker, A-M., Ingram, N., & Waller, R. (2013). Higher education, social class and the mobilisation of capitals: recognising and playing the game, British Journal of Sociology of Education, 34(5-6), 723-743, https://doi.org/10.1080/01425692.2013.816041
Bilan, Y., Mishchuk, H., & Dzhyhar, T. (2017). Human capital factors and remuneration: analysis of relations, modelling of influence. Business: Theory and Practice, 18, 208-214. https://doi.org/10.3846/btp.2017.022
Biasutti, M., Concina, E., & Frate, S. (2019). Social Sustainability and Professional Development: Assessing a Training Course on Intercultural Education for In-Service Teachers. Sustainability, 11(5), 12-38. https://doi.org/10.3390/su11051238
Boluda-Verdu, I., Senent-Valero, M., Casas-Escolano, M., Matijasevich, A., & Pastor-Valero, M. (2022). Fear for the Future: Eco-Anxiety and Health Implications, a Systematic Review. Journal Environ. Psychol., 84, 101904. https://doi.org/10.1016/j.jenvp.2022.101904
Colás-Bravo, P., Magnoler, P., & Conde-Jiménez, J. (2018). Identification of Levels of Sustainable Consciousness of Teachers in Training through an E-Portfolio. Sustainability, 10(10), 3700. https://doi.org/10.3390/su10103700
Chang, Z. (2015). Organisational culture and technology-enhanced innovation in higher education. Technology, Pedagogy and Education, 24(1), 65-79, https://doi.org/10.1080/1475939X.2013.822414
Fogelgarn, R. K., Burns, E. A., & Lewis, R. (2021). Hinting as a pedagogical strategy to promote prosocial behaviour. Educational Action Research, 29, 755-771. https://doi.org/10.1080/09650792.2020.1743333
Kalsoom, Q., Khanam, A., & Quraishi, U. (2017). Sustainability consciousness of pre-service teachers in Pakistan. International Journal of Sustainability in Higher Education, 18(7), 1090-1107. https://doi.org/10.1108/IJSHE-11-2016-0218
Kromydas, T. (2017). Rethinking higher education and its relationship with social inequalities: past knowledge, present state and future potential. Palgrave Commun, 3, 1. https://doi.org/10.1057/s41599-017-0001-8
Mahmud, M. S., Kamrujjaman, M., Jubyrea, J., Islam, M. S., & Islam, M. S. (2020). Quarantine vs Social Consciousness: A Prediction to Control COVID-19 Infection. Journal of Applied Life Sciences International, 23(3), 20-27. https://doi.org/10.9734/jalsi/2020/v23i330150
Martínez-Valdivia, E., Pegalajar-Palomino, MdC., & Burgos-García, A. (2020). Social Responsibility and University Teacher Training: Keys to Commitment and Social Justice into Schools. Sustainability, 12(15), 6179. https://doi.org/10.3390/su12156179
Melnychuk, O., Yaremenko, O., Kronivets, T., Opolska, N., & Overkovska, T. (2022). Protecting the rights of children in the armed conflict: the tasks before the state government. Amazonia Investiga, 11(60), 32-38. https://doi.org/10.34069/AI/2022.60.12.3
Ochirov, G. (2016). Formation of professional competence of the future teachers of initial classes by student teaching means. Historical and social-educational ideas, 8, 205-208. https://doi.org/10.17748/2075-9908-2016-8-1/2-205-208
Orchard, J., Heilbronn, R., & Winstanley, C. (2016). Philosophy for Teachers (P4T): Developing new teachers’ applied ethical-decision making. Ethics and Education, 11(1), 42-54. https://doi.org/10.1080/17449642.2016.1145495
Pasinringi, M., Vanessa, A. A., & Sandy, G. (2022). The relationship between social support and mental health degrees in emerging adulthood of students. Golden Ratio Soc. Sci. Educ., 2, 12-23. https://doi.org/10.52970/grsse.v2i1.162
Pearce, T. C., & Wood, B. E. (2019). Education for transformation: An evaluative framework to guide student voice work in schools. Critical Studies in Education, 60(1), 113-130. https://doi.org/10.1080/17508487.2016.1219959
Roth, K., Mollvik, L., Alshoufani, R., Adami, R., Dineen, K., Majlesi, F., Peters, M., & Tesar, M. (2022). Philosophy of education in a new key: Constraints and possibilities in present times with regard to dignity. Educational Philosophy and Theory, https://doi.org/10.1080/00131857.2020.1851189
Shevchenko, Y., Moskalyova, L., Kanarova, O., & Poznanska, O. (2019). Development of a System for Improving Future Teachers’ Readiness for the Child’s Spiritual and Moral Development in a Cross-Cultural Space. Journal of History Culture and Art Research, 8(4), 251-261. http://dx.doi.org/10.7596/taksad.v8i4.2352
Wamsler, Ch. (2020). transformation towards sustainability. International Journal of Sustainability in Higher Education, 21(1), 112-130. https://doi.org/10.1108/IJSHE-04-2019-0152
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