Evidence-based education studies

Abstract: Problem. In the context of the globalisation of science and the transformation of Russian postgraduate education, developing professionally significant oral foreign-language scientific communication skills among non-philology PhD students is a key task. However, despite its importance, no qualitative research on pedagogical strategies and barriers in Russian universities has yet been conducted. Aim. To identify the linguodidactic conditions, pedagogical strategies, and institutional barriers influencing the development of oral scientific communication competencies among non-philology PhD students in Russian universities. Methods. A qualitative analysis of semi-structured interviews with ten English language teachers from five Russian universities was conducted, supplemented by an analysis of course syllabi and university educational platforms. Results. The study found that the communicative approach remains dominant in teaching according to all surveyed university teachers, supplemented by traditional methods (structured speech patterns, translation, oral retelling (in 8 out of 10 cases)) and digital tools (10 out of 10 cases). Persistent challenges include mastering specialised terminology, pronunciation difficulties, and public speaking anxiety. Seven teachers cited mixed-level groups and the online learning format as major organisational difficulties. The majority of teachers (9 out of 10 cases) adapt their methodologies to institutional constraints, including reduced classroom hours and the absence of unified language proficiency requirements. Despite geopolitical reorientation, English retains its status as the primary medium of scientific communication, especially in technical and natural sciences fields. Conclusions. It was found that teachers compensate for the reduction in classroom hours (up to 40 hours per year at one university) through template-based support and the integration of digital tools in the learning process. According to six university teachers, in the post-pandemic period, three-minute videos and online sessions have become the priority formats for oral communication, while the genre of small talk has lost its relevance.

Abstract: Problem. The key concepts used to describe crisis phenomena in education – “contradiction”, “conflict”, “dilemma”, and “antinomy” – lack strict categorical definiteness and are often used as synonyms. There are no operational criteria for their empirical differentiation in normative texts and in the professional consciousness of teachers. The research is conducted within the context of late modernity philosophy. Aim. To substantiate the specific categorical status of pedagogical antinomy, to identify its essential features and an operational criterion of technological duality. Methods. A two-stage mixed-methods design: a theoretical stage (hermeneutic analysis of philosophical and pedagogical sources, categorical synthesis) and an empirical stage (content analysis of the Federal State Educational Standards for Basic General Education (FSES BGE) for 2010–2025, and a survey of 245 practicing teachers). Results. In the current version of the FSES BGE, 100 % of the identified contradictions satisfy the criteria of antinomy. The contradiction “upbringing – assessment” has transformed from a dilemma into an antinomy. Teachers recognise antinomies in only 46 % of cases (conflicts – 79 %, dilemmas – 61.4 %). A weak positive correlation was found between length of service, level of education, and the ability to identify antinomies. Conclusions. The introduced operational criterion of “technological duality” makes it possible to shift the identification of antinomy from the area of expert intuition to the status of an empirically diagnosable parameter. The developed conceptual and categorical framework (including the differentiation between antinomy, contradiction, and dilemma) is recommended for use in the expert evaluation of educational programs and in teacher professional development programs.