4 research outputs found
The Formation and characteristics of university students\u27 values in Mongolia
No full textThis article examines the current situation of Mongolian university students the country’s foundational demographic group by comparing their challenges, value formation, and characteristics. With the transition from a socialist system, which emphasized collective living, public ownership, cooperative labor, and social discipline, to a democratic and market-based society, people’s values and priorities have shifted significantly. In this open, market-oriented society that followed socialism, the values and principles of young people have undergone considerable changes. A study on students’ values revealed that the most important aspects they prioritize are: 1. Upbringing and morality (21.5%) 2. Education and knowledge (18.6%) 3. Patriotism (10.8%) 4. Freedom (10.3%) 5. Money (8.9%).
This article presents the key findings of a study that surveyed 5,638 university students from various regions of Mongolia who are currently studying in the capital city, using a random sampling method.
Монгол дахь оюутан залуучуудын үнэт зүйлсийн төлөвшил, онцлог
Хураангуй: Тус өгүүлэлд Монгол Улсын хүн амын суурь бүлэг болох оюутан залууст тулгамдаж буй асуудал, үнэт зүйлсийн төлөвшил, онцлогийг харьцуулан авч үзсэний үндсэн дээр өнөөгийн нөхцөл байдлыг тодорхойлсон болно.
Нийтээр аж төрөх ёс, бүх нийтийн өмч, хамтын хөдөлмөр, нийгмийн сахилга дэг журмыг эрхэмлэж ирсэн социалист тогтолцооноос ардчилсан, зах зээлийн нийгэмд шилжсэнээр хүмүүсийн үнэт зүйл, эрхэмнэлийн тогтолцоо өөрчлөгдсөн. Социализмын дараах нээлттэй, зах зээлийн нийгэмд амьдарч залуучуудын үнэт зүйл, эрхэмнэл үлэмж өөрчлөгдөж байна. Оюутнуудын дунд явуулсан үнэт зүйлийн судалгаагаар нэгд хүмүүжил, ёс суртахуун (21.5%), хоёрт эрдэм боловсрол (18.6%), гуравт эх орон (10.8%), дөрөвт эрх чөлөө (10.3%), тавд мөнгө (8.9%)-ийг эрхэмлэн дээдлэж явдгаа илэрхийлжээ.
Энэхүү өгүүлэлд Монгол Улсын өнцөг булан бүрээс нийслэл хотод суралцаж буй 5638 оюутан залуучуудыг санамсаргүй түүврийн аргыг хамруулан судалж, гол үр дүнг хураангуйлан хүргэж байна.
Түлхүүр үг: Нийгэм-хүн ам зүйн бүлэг, амьдралын хэв маяг, тулгамдаж буй асуудал, үнэт зүйл, эрэмб
THE DUAL NATURE OF PEACEKEEPING OPERATIONS: CHALLENGES OF ADAPTATION AMONG MONGOLIAN MILITARY PERSONNEL
No full textThe United Nations (hereinafter referred to as the UN) has continuously deployed over 90,000 military personnel from multiple nations-collectively known as the “Blue Helmets”-to participate in peacekeeping operations with high levels of organization and coordination. These operations have become one of the UN's most effective tools in assisting host nations through the difficult transition from conflict to peace. For Mongolia, participation in peace support operations holds growing importance, and various measures have been taken to expand cooperation and engagement in the defense sector. This study employed quantitative survey methodology and consolidates findings from questionnaires distributed to peacekeeping personnel, their families, and the general public. Results show that participation in peace operations leads to increased income and helps resolve certain social issues for the personnel; however, adverse effects on physical and mental health are also evident. This research contributes to understanding the socio-economic and health-related challenges faced by military personnel in peacekeeping operations and identifies the influencing factors behind them
A synthesis of the effects of livestock grazing on biodiversity from studies across the world
No full textThere are two files that contain the information extracted from each study. The first file contains all the meta-data associated with each study, such as the author names, article title, and general information about the study (e.g. GPS coordinates, livestock species). The second file has all the information extracted from the studies including the responding species, different sites, and effect estimates. We found from this meta-analysis that livestock negatively affected animals both for abundance and diversity. Details about the study and trends can be found in the published study in Ecology Letters. All code used to extract and analyze the data can be found at the GitHub repository. </div
Problems and Perspectives of Contemporary Education
No full textThe invention of the steam engine and the shift from manual to mechanical
production in the second half of the 18th century marked the beginning of the
First Industrial Revolution, which was to significantly change the existing political,
economic, and social systems in the greater part of the world. After 1870, the use
of new energy resources began, along with the steady development of existing
industries. This marked the beginning of another industrial revolution known as
the Technological Revolution. The use of electrical energy increased and its power
was used to facilitate mass production. A third industrial revolution – the Digital
Revolution - began in the middle of the 20th century. It marked the transition from
mechanical and analogue electronics technology to digital electronics. Today, the
world is on the threshold of a new industrial revolution marked by a fast-paced
development of technology. The Fourth Industrial Revolution is a fusion of modern
technological innovations in various fields, all based on the digital revolution and
focused on artificial intelligence, nanotechnology, and mobile devices.
The innovations in all three preceding industrial revolutions led to a
series of changes in the structure and dynamics of society, which affected the
economy, culture, education, politics, and everyday life. Changes in the field of
education occurred in all segments, from defining the curriculum to acquiring
key competencies required for life and work in particular technological and
social contexts. Accordingly, new occupations arose while some existing ones
disappeared. We assume that the Fourth Industrial Revolution will have similar
implications. In modern society, digitalization has become crucial for economic
and personal development and digital technologies keep penetrating the field
of education (for example, e-learning and distance learning as a means of
acquiring skills and competencies). The extraordinary circumstances caused
by the COVID-19 pandemic have revealed the extent of digital development of
today’s society and its readiness to face all challenges of this technology. For
now, the effects of the Fourth Industrial Revolution on the character of education
are apparent in the changes that occurred in several important segments, such
as: social networks, multifunctional mobile devices and educational software,
teaching content, new educational profiles and occupations, lifelong learning, and a new concept of educational politics (Bazić, 2017). Considering that we are on
the threshold of the Fourth Industrial Revolution, it is essential to reconsider the
role of education, given that the new technological industries that exist today only
appeared about ten years ago. The traditional educational system is undergoing
transformation as it prepares the young for working in a structured industrial
system, i.e. in the environment that changed years ago. Today’s jobs mostly
include teamwork; they are multidisciplinary and interdisciplinary, so education
must match. It should prepare young people for life by encouraging their curiosity,
critical thinking, creative problem-solving, cognitive flexibility, and teamwork,
expressing their own opinion and emotions. New generations of students are
pursuing flexible educational pathways, repositioning of schools, and knowledge
which is not necessarily guided by teachers.
Is modern education encouraging development of key skills, attitudes, intuition,
experience and creativity? It is obvious that modern education is experiencing
profound changes, whose goal is the more direct participation of education in the
development of society. This requires remodelling of the existing value structure
towards perceiving knowledge as an economic resource that contributes to
sustainable development, productivity increase and encouragement of an
entrepreneurial culture. Modern technological innovations impose on education
a need for new occupations, encouraging at the same time meaningful changes
within the educational process.
The aim of the book Problems and perspectives of contemporary education
is to look at the problems and perspectives of modern education development in
our country and worldwide. The book contains twenty texts by authors from ten
countries (Serbia, Russia, America, Poland, Greece, Mongolia, Croatia, Slovenia,
Macedonia, and Bulgaria), with topics focused on elaboration of a number of
issues important for the development of modern education, such as: examining
the role of obsolete education forms in modern society, teaching and learning,
linguistic development and functional style, professional development of teachers,
information technology and the possibilities of online teaching, motivation and
learning strategies, environmental literacy, position of juvenile delinquents in the
educational system, and models for preventing problem behaviours.
Paulo Freire, the acclaimed Educational Historian, Philosopher, and Activist is
credited with the observation that “Any situation in which some individuals prevent
others from engaging in the process of inquiry is one of violence. The means used are not important; to alienate human beings from their own decision-making is to
change them into objects.” In the introductory paper A modest ambitious proposal:
envisioning an education system that works for everyone, the authors Kornelija
Mrnjaus and Jason Laker discuss the history of progressive education movements
and the emergence of human-capital theory as the prevailing educational
framework, critically arguing that even with the best of intentions such models
are inherently limiting to students, communities, and nations alike. Accordingly,
they challenge the persistent notion that inclusive education is inefficient or
economically prohibitive, and propose a vision of education that works for everyone
and which provides exponential returns for students, communities, nations, and
the world.
The paper Knowledge in shadow - misconceptions related to light phenomena
that are retained in spite of education by Gordana Miščević, Sanja Blagdanić and
Marija Bošnjak Stepanović emphasizes the need to point out the importance of
initiating science education at an early age. In both children and adults, knowledge
related to natural phenomena is created through interaction with the environment
and through social interaction (with adults and peers), as well as through formal
and informal learning situations. The aim of this research is to identify the
frequency of various misconceptions related to light phenomena in fourth-grade
students and primary school class teachers. Findings of this research reveal that
the majority of students show a misconception related to the apparent change of
the Sun’s position during daylight. Teachers mostly show no dilemma regarding
shadow shape, and the same holds true for approximately two thirds of students.
Additional findings are presented and discussed in the paper. Teachers should
have an insight into the most frequent and typical misconceptions of students
in order to identify them and react to them adequately. One of the main roles
of the educational system is to identify these misconceptions and help students
overcome them.
The Paper Project-based learning: challenges and implementation support
by Ivana Đerić, Dušica Malinić and Rajka Đević presents the characteristics of
three similar approaches in learning: 1) Inquire-Based Learning/Inquire-Based
Scientific Education; 2) Problem-Based Learning; 3) Project-Based Learning.
The similarities and differences between these approaches are pointed out, as
well as the criteria that should be considered when choosing them in teaching
practice. Then, initiatives in the preparation and implementation of project-based earning in the education system of Serbia are presented. A critical review is
given of systemic trainings and manuals that were created as forms of support to
teachers and school counsellors in the implementation of project-based learning
in our country. It was pointed out why facilitating the work of teachers, getting
acquainted with the importance and ways of formative evaluation, and monitoring
in projects, techniques/methods for conceptualization of research questions can
be effective ways to prevent difficulties in project-based learning. It was concluded
that the implementation of project-based learning is a complex and challenging
task for the educational system, teachers, and students, which requires additional
professional, emotional, and organisational support.
Author Janja Zmavc in the chapter Teaching rhetoric in primary school –
towards modernization of society with classical techniques and practices presents
the characteristics of teaching rhetoric as a compulsory elective subject in the ninth
grade of elementary schools in Slovenia. It represents a unique education feature,
since in other European educational systems (as well as elsewhere in the world) at
elementary level stakeholders are not familiar with an independent subject where
pupils could systematically learn the principles of successful public persuasion.
After a brief presentation of the circumstances surrounding the placement of
the subject of rhetoric in the Slovenian elementary school curriculum, the author
outlines its characteristics and presents some particularities of teaching this skill
from 1999 to the present day. The main focus in the second part of this paper is
the presentation of partial results of the project Developing of theoretical bases
and practical guidelines for teaching rhetoric in primary and secondary schools
which has been conducted at the Educational Research Institute Slovenia from
2018. The author demonstrate the main (content and didactic) directions of
developing a new version of the subject-curriculum for teaching rhetoric in the
primary school. Thus, the author tries to show that rhetoric seen as an integral part
of the elementary education does not represent an additional ballast or burden
but precisely because of its unique (i. e. classical) features, it enables a critical
reflection of knowledge and promotes democratic processes within the school
environment, which represent one of the key elements in the development of
students’ competences for effective participation in modern democratic cultures.
In the paper The importance of language culture in contemporary education, the
author Jelena Stevanović, points to the status of functional style in the curriculum
for 4th (final) grade of high school (gymnasium and secondary vocational school), and analyses the results which high-school students and students from nonphilological universities achieved in a functional style test. Her analysis highlights
two important points. First, it is necessary to create a new curriculum which would
not marginalize functional style - one of the three basic fields of the entire Serbian
language curriculum for the secondary education - but organize it in a systematic,
precise, and detailed manner. Since both high-school graduates and university
students displayed insufficient knowledge of functional style in this test, and since
practical application of a functional style was their main problem, it is crucial that
students, especially in teacher education faculties where the language of the
profession is virtually inevitable, have a mandatory subject which would teach the
rules of Serbian literary language, i.e. its functional style, all in order to end the
decline in the quality of oral and written discourse of young speakers of Serbian
language.
The paper by Emilija Lazarević and Jelena Stevanović Definitions and defining
as indicators of language development of preschool children deals with the issue
of defining and definitions which, from a theoretical point of view, represent an
example of decontextualized use of language that enables the understanding and
internalizing of information; this correlates with the acquisition of new knowledge
and improvement of language competences and language development in
general. The paper presents research results on language development regarding
the ability to define as one of the dimensions of metalinguistic awareness and
indicators of lexical and semantic level of language in preschool children. Bearing
in mind the observation that one of the most obvious effects of education is
manifested in language behaviour and its diversity, the obtained results indicate
a need for, as early as in preschool education, creating opportunities that would
contribute to a more advanced metalinguistic (especially semantic) development
which would encourage both the consolidation and improvement of children’s
language development, as its connection with the academic achievement of
students has been recognized and confirmed.
The authors of the paper Primary school and preschool teacher motivation
for horizontal learning: the challenges and perspective of professional learning
communities development, Isidora Korać, Jelena Đermanov and Danijela
Šćepanović reflect on a number of issues related to the motivation of primary
school and preschool teachers to participate in the process of horizontal learning,
stressing the importance of the role of these actors in such process. As one ofthe main questions the authors discuss is the understanding of horizontal learning
as phenomenon by practitioners, while emphasizing that the core of the process
of horizontal learning constitutes a dialogue, as a basis for group context building,
knowledge gain and relations between participants, (self) reflection, mutual
examining of theoretical perspectives, as well as practices based on selected
theoretical approaches. Relying on the research findings and combined analysis,
the authors conclude that the motivation and participation of primary school and
preschool teachers in horizontal learning depends on: recognition of learning
benefits by participants; belief that what is being learned will be relevant to their
professional work; developing the necessary competencies and empowering
participants to take an active role in the learning process; a supportive school
principal; and a sense that learning and professional development are highly
valued both in the institution and society. Discussing various possibilities of
intensifying horizontal learning, the authors point out the need to build a discourse
of a professional learning community in which employees have a sense of
connection and belonging and where there are common agreed values, visions,
and development goals.
In the chapter How to integrate coaching into teacher training programs
authors Nikoleta Gutvajn and Jelena Pavlović introduce an approach to teachers’
professional development that combines traditional training with coaching as
an intervention. In the first part of the chapter, the authors elaborate on the
differences between the terms professional development, training and coaching.
The authors also articulate some of the guiding principles for integrating coaching
into teacher training programs. A model of integration of training and coaching
is exemplified with an accredited professional development program in Serbia.
Finally, the authors offer some concluding remarks regarding integrating coaching
into teacher training programs.
The theoretical rationale for the paper entitled The problems of teacher’s
professional development in ICT context: an andragogical view, by Kristinka
Ovesni and Vera Radović, found in reflections of conceptions that view teachers’
professional development (TPD) in information communication technology context
as an alternative to the traditional process of TPD. A shift from traditional to ICT
contexts opens many issues in design, organization, performance, and evaluation
of the process of TPD. Accordingly, the aim of this research is to explore some
features and to identify potential issues in teacher’s usage of and participation in different professional development activities in ICT context. For this purpose,
the authors adopted quantitative descriptive methodology. The research was
performed online, from August to October 2020, on the population of teachers
employed in primary schools in Republic of Serbia. From data collected from
purposeful sample (N=354), using canonical correlation analysis, authors
distinguished some features of TPD in the ICT context (broadening knowledge,
peer support, time and cost efficiency, availability of resources, enjoyment in
activities), tightly connected to transformative, self–directed nature of teachers
as adult learners, to changed locus of control of learning, and specific TPD in ICT
context related issues (experience of alienation and cyber–bulling, lack of direct
communication with moderators, to feel overwhelmed by information).
In the chapter Building teacher competence: the role of university teachers and
mentor teachers, Tina Štemberger and Sonja Čotar Konrad address the question
of building teacher competence within the system of initial teacher education in
Slovenia. It first focuses on the concept of teacher competence and on the system
of initial teacher education in Slovenia, with a particular focus on teacher educators’
role. Teacher educators — university-based teachers and mentor teachers—are
regarded as role models to prospective teachers and an important factor in the
process of developing teacher competence. Therefore, strong cooperation and
partnership between these two groups should be established, including the design
of pre- and in-service programmes for (future) teachers.
In the chapter Methodology for the collection of social media data about
experiences on the frontline of education provision authors Mihaylo Milovanovitch,
Tijana Jokić Zorkić and Maia Gelashvili describes a methodology for the collection
of content data from social media, which communicates the experiences of
education participants with policies on the frontline of education provision.
Grounded in a sociocultural approach to education policy, digital ethnography, and
social media research, the chapter first outlines the conceptual underpinning of
the methodology. It then explains in detail a string of methodological decisions
which help with the framing, defining, and collecting of samples of relevant content
data. The chapter concludes by illustrating the potential of the methodology on
the example of social media data harvested with its help in several countries in
Eastern and South-Eastern Europe, the Caucasus, and Central Asia.
The authors of the chapter Implementation of distance technologies in EuroAsian universities during the COVID-19 pandemic are Sergey Kokhan, Ariunsanaa Byambaa, Elena Romanova, Batbaatar Gunchin and Witold Kowalski. The aim of
the study is to conduct a comparative analysis of the organization of the transition
to the distance education (DE) during the coronavirus period in the universities
of Mongolia and Russia and to identify problems that need to be addressed by
the administration of universities and academic teaching staff. The study object
are students of the Mongolian National University of Medical Sciences (MNUMS,
Mongolia) and Trans-Baikal State University (TBSU, Russia). The main research
method was questioning. The total number of respondents was 271 people. The
research carried out at the universities in Mongolia and Russia showed a certain
difference in approaches to solving alternative problems which were connected
with the transition to DE and the identification of problems among students of the
two countries. In the period of pandemic, the transition from the traditional system
to DE was the only correct way to save education all over the world. Nevertheless,
the emergency transition showed both its positive aspects and the problems of
the system. It is possible to solve these problems but they can only be solved with
the interaction of all interested sides, starting with state level, the administration
of universities, the teaching staff, and ending with student youth, the consumers
of DE.
In the chapter Online studying at the University during the period of covid-19
virus pandemic: students’ motivation and resilience author Olga Mikhailova
considers the problems of organizing distance learning at universities during a
pandemic, as well as the characteristics of the motivation and resilience of students
studying remotely. The paper presents a theoretical analysis of the phenomena of
motivation and resilience, as well as the results of empirical research. Тhe survey
involved 84 students aged 18 to 22 years, studying for a Bachelor’s degree at the
humanities and technical departments of various Moscow universities. The results
obtained reflected the characteristics of the motivation and resilience of students
in the first months of the pandemic and revealed a number of problems in the
conduct and organization of distance learning at the university.
In the chapter Student motivation and learning strategies from the perspective
of self-regulated learning, the authors Milja Vujačić, Jelena Stanišić and Snežana
Mirkov start from Pintrič’s model of self-regulated learning and examine the
relationship between student motivation and learning strategies, and whether
they are related to academic achievement (current average grade at studies), field
of studying, and gender. The research included 520 respondents of all years ofByambaa, Elena Romanova, Batbaatar Gunchin and Witold Kowalski. The aim of
the study is to conduct a comparative analysis of the organization of the tra
