Evidence-based education studies

Peer-reviewed scholarly journal published quarterly since 2010.

 

Publisher & Founder

Togliatti State University, Togliatti, Russia
WEB: https://www.tltsu.ru/en 

 

Editor-in-Chief

Mikhail M. Krishtal
Doctor of Physical and Mathematical Sciences, Professor
Scopus
 ResearcherID ORCID

 

About

Languages: Russian, English.

Periodicity: quarterly  (March 31, June 30, September 30, December 30).

There are no publication fees or fees payable to authors.

The Journal offers authors direct open access to its content.

For the Russian Science Citation Index, full bibliographic description of all papers are indexed and listed in the Scientific Electronic Library eLIBRARY.RU.

Before June 2024 - Science Vector of Togliatti State University. Series: Pedagogy, psychology (ISSN Print 2221-5662

 

The Subjects for Publishing

The Journal publishes original articles by specialties of “PEDAGOGICAL SCIENCES” and “PSYCHOLOGICAL SCIENCES”. The journal publishes original papers in the following areas:

  • General Pedagogy, History of Pedagogy and Education 
  • Theory and Methodology of Teaching and Education (by areas and levels of education)
  • Methodology and Technology of Vocational Education 
  • General Psychology, Psychology of Personality, History of Psychology 
  • Labour Psychology, Engineering Psychology, Cognitive Ergonomics 
  • Developmental Psychology, Acmeology

Current Issue

No 2 (2025)

Pedagogical Sciences

Training of personnel for non-profit organizations in the context of the implementation of the Service Learning approach in higher education institutions: problem updating
Goryunova L.V., Plakhotnyuk Y.N., Mareev V.I.
Abstract

The growing importance of non-profit organizations (NPOs) for the development of a people support system and civic engagement has determined the need to train personnel capable of participating professionally in solving socially significant problems. The work covers updating the professional training of personnel for NPOs in general and socially oriented NPOs in particular in the higher education system based on the Service Learning approach. The introduction of the Service Learning approach into the process of professional training of personnel for NPOs allows integrating training formats, which ensures the development of social responsibility, project thinking and motivation for participation in NPOs in students. The empirical part of the study was carried out during the implementation of the “Service Learning” federal program at the Southern Federal University. Students who were involved in solving social problems from NPOs during the 2024/25 academic year participated in the study. The obtained data allowed confirming (students’ interest in the professionalization of social activities, a steadily formed request for competencies that ensure effective professional activities in NPOs, predominant forms of students’ active participation and involvement in the work of NPOs through practice-oriented training built on the basis of the Service Learning approach) the presence of students’ interest in this sector of the economy and the possibility of building their professional career in NPOs. Based on the identified interest of students in social activities and the request for competencies relevant to the activities of NPOs, the analysis of the obtained results allowed updating the need to implement professional training of personnel for NPOs in the higher education system on the basis of the Service Learning approach.

Evidence-based education studies. 2025;(2):9-15
pages 9-15 views
Formation of communicative competence of future sound engineers
Kachalov Y.A.
Abstract

Sound engineering as a special type of professional activity includes high requirements to the skills of a specialist: technical, physical, aesthetic, and creative. To solve many professional tasks facing a sound engineer, communicative skills are also necessary. There is a need to expand the programs for the formation of communicative competence, which is not sufficiently developed during training. The developed model for the formation of communicative competence of sound engineers takes into account the communicative situations that a sound engineer encounters in professional activity. To form the communicative competence of sound engineers, the author proposed to use personality-centered teaching methods (lecture-dialogue, discussion, case method, modeling of situations, analytical seminar, training), which make up the author’s program for the formation of communicative competence of sound engineers. The peculiarity of the proposed personality-oriented methods lies in the priority of dialogue over monologue, subject-to-subject interaction of a teacher and a student, the use of personal and professional experience of both to achieve the learning goals. The proposed set of diagnostic techniques allows assessing the formedness of the components of communicative competence of sound engineers. The results obtained demonstrated the effectiveness of the proposed model: an increase in indicators for all five components of communicative competence of future sound engineers was revealed. After completing the program, students developed the skills of goal-setting, empathy, reflexivity, analysis of communication subjects, application of communication techniques, co-creation, forecasting, increased knowledge of professional terminology, etc. Analysis of cases with professional communication situations increased the ability of students to solve typical communicative tasks of a sound engineer. Consequently, the personality-centered approach is effective when forming the communicative competence of sound engineers. The experience of research on the formation of communicative competence of students can be extended to related specialties of creative universities.

Evidence-based education studies. 2025;(2):17-25
pages 17-25 views
The internal logic and practical path of digital technology resources empowering teaching practice of local university teachers
Li C., Zhao M., Yu H.
Abstract

Driven by artificial intelligence and the digital transformation of education, the path of digital technology resources empowering teachers’ teaching practice in local universities has become a matter of concern. This research was based on the research of teachers in three local universities in Heilongjiang Province, China. The study found that digital technology resources, teachers’ digital knowledge skills and professional development activities form a collaborative mechanism of empowering teaching practice, and all three have a significant synergistic role in promoting the teaching practice of teachers in local universities. The intelligent analyzing tool is the core driving force of digital technology resources empowering teaching practice, and its data-driven learning diagnosis and teaching feedback functions become the key to teaching practice. Teachers’ digital knowledge and skills and professional development activities have a significant intermediary effect, showing a hierarchical and progressive path of empowering teaching practice. Therefore, in order to promote the effectiveness of local universities’ digital technology resources empowering teachers’ teaching practice, we should build a support system of digital technology empowering teachers’ teaching practice, implement the hierarchical guidance of teachers’ digital knowledge and skills empowering teaching practice, and innovate the organization mode of teachers’ professional development activities empowering teaching practice.

Evidence-based education studies. 2025;(2):27-39
pages 27-39 views
Using repertory grids when preparing adolescents for research activities
Sushkov D.V.
Abstract

The author raises the problem of conscious choice of research topics by the students. Despite the importance of educational research in the educational process, its organization in practice is often formal and superficial; therefore, its influence on the development of personal meanings of students is not great. One of the possible solutions to this problem is using the repertory grid technique when choosing a research topic. The aim of the work is to adapt the repertory grid technique of G. Kelly to help students choose a research topic, as well as develop self-knowledge and self-reflection skills. The methodological basis of the study was the works of the American psychologist G. Kelly on the theory of personal constructs, and the Role Construct Repertory Test, or Test of Personal Constructs developed on their basis. The paper describes an adapted algorithm of the repertory grid technique, including a preparatory stage, a stage of construct generation, a stage of grid construction, analysis and recommendations, and an example of a fragment of a possible grid. The analysis of the obtained data is carried out in three directions: quantitative (assessment of the complexity of the personality semantic organization and the structure of preferences), qualitative (identification of dominant meanings, contradictions and hierarchy of constructs), and thematic analysis (grouping of topics according to similar criteria). The author has analyzed separately strategies for work with difficulties arising during testing, including the polysemy of interpretation of many constructs, resistance to reflection, superficiality of answers and taboo nature of some research topics. The practical significance of the work lies in the fact that the proposed adaptation of the test of personal constructs can be used to organize academic and research activities of schoolchildren when choosing a research topic, as well as a tool for self-reflection of adolescents.

Evidence-based education studies. 2025;(2):41-48
pages 41-48 views

This website uses cookies

You consent to our cookies if you continue to use our website.

About Cookies