As a model of South–South educational cooperation, BRICS has pioneered a new cooperative paradigm, with its membership expansion bringing new historical opportunities. The symbiotic development of BRICS educational cooperation not only promotes the complementarity of educational resources and capacity building among members but also offers a replicable model for global South-South educational cooperation, significantly contributing to a fairer and more inclusive international education governance system. From the perspective of symbiosis theory, the symbiosis structure of BRICS educational cooperation is clarified and the symbiosis pattern is considered based on four elements: symbiosis unit, symbiosis model, symbiosis interface and symbiosis environment. At present, the educational cooperation among BRICS is characterized by heterogeneity and lack of vitality. The mode of symbiosis is constrained and the deep cooperation is limited. The symbiotic interface is disordered and the flow of resources is blocked. The symbiotic environment is weak and external support is insufficient. In the future, we should promote the symbiotic development of BRICS educational cooperation through strengthening the symbiotic unit and releasing the vitality of cooperation; optimizing the symbiosis mode and increasing the stickiness of cooperation; improving the symbiotic interface and smoothing communication channels; enhancing the resilience of the symbiotic environment and promoting the symbiotic situation.
While Climate Change Education (CCE) typically promotes environmental literacy, this study explores its metaphorical application to understand how Iranian English language teachers construct their professional identities amid systemic disruptions.
Drawing on metaphor and teacher identity theories, 32 pre- and in-service teachers used climate metaphors (e.g., storms, droughts, earthquakes) to articulate challenges and resilience in Iran’s shifting educational landscape. Through qualitative methods – metaphor tasks, interviews, and workshops – three patterns emerged: storms signified sudden disruptions (52 %), droughts reflected resource scarcity (31 %), and earthquakes marked policy-induced ruptures (17 %). Resilience strategies mapped onto the ESA teacher education model (Engage, Study, Activate), leading to a proposed Climate-Resilient ESA framework. Findings offer insights for teacher education in similarly turbulent BRICS contexts.
The global imperative for sustainability demands transformative approaches in education to equip future generations with the knowledge, skills, and values necessary for addressing complex socio-environmental challenges. In Saudi Arabia, Vision-2030 underscores sustainability as a national priority, yet the integration of Education for Sustainable Development (ESD) within teacher education programs remains inconsistent and under-researched. This study critically examines the current state of ESD in Saudi teacher education, identifying systemic gaps, institutional barriers, and pedagogical challenges that hinder effective implementation. Through a mixed-methods approach by incorporating surveys, interviews, and policy analysis, the current research investigates perspectives from teacher educators and trainees across five Saudi universities. Findings reveal disparities between policy mandates and classroom practices, highlighting the need for curriculum modification, faculty capacity-building, and cross-sectoral collaboration. The paper proposes a strategic framework for ESD integration, emphasizing transformative pedagogy, stakeholder engagement, and policy alignment with global sustainability goals. By addressing these dimensions, the study contributes to the discourse on sustainable teacher education in the Arab region and offers fruitful insights for policymakers, educators, and researchers.
Gamification in higher education supports instruction and develops key competences. Quizizz is an extended gamified tool increasingly used in teaching contexts. While previous studies have primarily focused on their motivational potential, fewer studies have examined how students’ academic performance relates to their perceptions of these tools. Understanding whether higher-achieving students assess gamified tools more positively can provide educators with insights for designing more effective learning environments. This study, framed within a quantitative ex-post facto design, aimed to explore education undergraduates’ assessments of Quizizz as a teaching resource. A total of 263 Spanish university students enrolled in two education-related programs at the University of Salamanca (Spain) participated. Additionally, significant differences were observed in students’ assessments based on both their subject exam and final grades. Students who obtained “Excellent” marks consistently gave more favourable assessments of Quizizz, especially in terms of its perceived benefits for reviewing content, increasing motivation, and supporting learning, among others. These findings highlight the importance of considering academic performance when interpreting student feedback on educational tools. In conclusion, while gamification is generally well received, it should be applied thoughtfully and in combination with other analogue and digital resources to ensure a balanced and pedagogically sound learning environment.
Investment in human capital is becoming an increasingly important issue for the economic growth of any country. Accordingly, the teacher takes on the role of a reformer because he directly influences the formation of young people as future experts. However, unlike technological and thus social changes, educational changes happen slowly because they need to be viewed from the perspective of creators (higher education institution – HEI), collaborators (mentor teacher in schools) and consumers (students – future teachers).
Therefore, the goal of this research is oriented towards looking at the directions of future transformations of teacher education in Serbia, precisely from these three angles.
A total of 32 respondents participated in the research (10 teachers from HEI, 9 mentor teachers, and 13 future teachers and beginning teachers-mentee). A questionnaire consisting of 10 questions was used to obtain the results. The results show that all respondents identified the main challenges in the current system of education for future teachers as related to motivation for the teaching profession, a clear education strategy for the coming period, and social status.
Key areas that need to be transformed in the next decade are related to increasing mentee competencies required by the complexity of the 21st century classroom.
More specifically, respondents stated that the areas should not undergo a complete transformation, but rather that there should be an increased focus on the specific demands of modern society. Accordingly, the focus should be on student-centered approaches, inclusive, enhanced by technology, with an emphasis on interdisciplinary. The research identified a number of challenges that should be considered before embarking on the transformation of future teacher education. Some of the challenges are: insufficient investment in educational infrastructure, discrepancies in curricula, and sluggishness in following modern trends and innovations. Therefore, the first step proposed is defining professional standards and qualification standards that would be based on the empirical results of all previous reforms, in order to take advantage of the inertia of the system to systematically introduce changes and systematically prepare teachers for better and more inclusive support for mentee.
The COVID-19 pandemic, which started in Brazil in 2020, caused changes in the teaching and learning processes, establishing social isolation, and making the school enter the students' homes. It is possible to infer that teacher’s digital skills and teacher training also had its configuration changed in the period of remote teaching. That said, a question that guide this research was: how digital technology helped teachers to adapt their pedagogical practice and maintain the child protagonist during the pandemic? To answer this question, a bibliographic survey was carried out on the Reggio Emilia approach, pedagogical practices in the pandemic, teacher training and early childhood education.
The study is aimed to identify how the continuing education of Early Childhood teachers, who teach in Brazilian schools inspired by the Italian approach of Reggio Emilia, took place during the pandemic.
The relevance lies in addressing a current and fundamental issue to understand the training of teachers working in Reggio-inspired schools in the pandemic context.
The research combined a bibliographic survey and a field study, with the application of semi-structured interviews for teachers and administrators. The data analysis technique was content analysis. The study identified the role of digital technology in pedagogical practice and the strategies that were used by Brazilian schools to provide the teacher training during the pandemic. Several apps and platforms served to communicate, to interact, minimizing the physical distance and they contributed to promote media education for teachers, children, and their families.
Sustainable development has emerged as an urgent necessity. Although it was first limited to environmental issues only, now this idea has been expanded to include a wider range of educational, social and economic sectors. As the influence of human activities has been increasing on the environment, so it is the responsibility of humans to control, prevent and eradicate this continuous decay. Majority of the solutions to check the environmental challenges depend on external control rather than voluntary efforts. Education is the universally accepted remedy to these challenges. Now the education systems emphasize the integration of sustainability principles into teacher training curricula using competency-based frameworks like CSCT (Curriculum, sustainable development, competences, Teacher Training) and UNESCO’s Key Sustainability Competencies for developing professional capacities aligned with global sustainability. Embedding sustainable development across all levels of education should actively influence curriculum design, teaching methodologies and real-world experiences with consequences. To make this vision a reality, there is an urgent need to cultivate a new generation of educators: well-trained, environmentally conscious and equipped to act as master forces of sustainability. Foundation of sustainable future lies in empowering education designs and for that prepare teachers to instil sustainability values in the future generations.
The article presents the findings of an analytical study of the Kazan International Forum on Teacher Education (IFTE) in the context of the transformation of scientific and pedagogical discourse. The author introduces the concept of "conference studies," emphasizing the significance of scientific conferences as complex sociocultural phenomena. Based on quantitative and qualitative analysis of presentations from 2021 to 2023, stable thematic clusters reflecting the priorities of the academic community were identified. Particular attention is given to four discursive models formed based on the results of the 2025 XI Forum, including sustainable development, digitalization of education, reform of teacher education systems, and teachers' professional identity. A concept of the "scientific and educational field" in the spirit of P. Bourdieu (Bourdieu, 2001) is proposed, characterized through boundaries, participants, contexts, methodological tools, and resource base. Recommendations for improving scientific and educational policy and organizing conferences are formulated, including the development of hybrid formats, gender equality, environmental sustainability, and critical reflection in research practices.
The study presents the main trends in vocational interests of pre-service teachers in cross-cultural contexts of higher education. The model of teacher professionalisation implies the need to take into account potentially new multi-agent functions of educational environments that change the content of educational programmes. To achieve the target model, the university needs to solve multi-vector tasks to develop mechanisms for integrating educational, scientific and expert agenda in response to the indigenisation of local educational practices worldwide. The changing nature of the educational environment imposes new requirements on teachers and leads to a change in their personality types. Modern trends in the professionalisation of pre-service teachers are identified on the basis of the empirical data of J. L. Holland’s theory in universities of Russia and Uzbekistan. The RIASEC personality codes of the pre-service teachers are identified and interpreted according to the congruence of their vocational interests and professional environments. To assess the compliance of the Holland codes with the teaching profession in cross-cultural contexts, the J.L. Holland RIASEC Profile and the Self-Directed Search (Form R) adapted to Russian were applied. The presented data can be useful for dissemination and the development of teacher education in different countries.
The article presents the structure and main content of the educational and methodological complex “Psychology”, developed by a team of authors of the Siberian Federal University as part of a federal project aimed to update the disciplines of the socio-humanitarian field and the project “DNK Rossii”. The educational and methodological complex was tested in four universities of the Russian Federation on groups of students of non-psychological areas of training. The discipline implementation was carried out in parallel with the program of advanced training for university teachers in different regions of the country “Methods of teaching Psychology for non-core areas of training”. Based on the results of the approbation course, the effectiveness of the “Psychology for Non-Psychologists” course (namely, the textbook and the workbook as the main tools of the Psychology educational and methodological complex) was monitored in the context of the psychological competencies of students formation, which included a study of the level of basic psychological competencies formation among university students and an analysis of reflective responses of teachers participating in the course of advanced professional training, as well as participants in the discipline implementation procedure. Among students, two stages of questioning were carried out to identify changes in knowledge and understanding of key concepts of psychology before and after completing the course. The results showed a significant improvement in the level of awareness of participants in various aspects of psychology, including understanding the basics of psychological theories, criteria for choosing specialists, signs of psychological health and types of psychological assistance. An analysis of the reflective responses of teachers made it possible to identify the strengths of the educational and methodological complex “Psychology”, as well as the points of promising transformation of the textbook and workbook.
The purpose of this study is to identify the relationship between the cultural capital of a student and his internal academic motivation in The Republic of Tatarstan and Uzbekistan.
The following aspects were taken into account as children's cultural capital: access to books, attendance at cultural events, support for creative development, and features of family upbringing. To assess motivation for learning, the methodology for diagnosing the structure of motivation for learning in schoolchildren by M.V. Matyukhina was used. The study involved 354 primary school students from the Republic of Tatarstan (Russia) and Uzbekistan (the cities of Jizzakh and Urgench). A positive correlation was found between cultural capital and children's learning motivation. At the same time, the strength of the correlation was higher among schoolchildren from Uzbekistan. A relationship was established between individual family practices, cultural traditions, and various types of learning motivation. The results of the study are relevant for the development of effective educational programs and methods of education that take into account the cultural context of the family and contribute to the development of children's learning motivation.
The recognition of special education teachers as participants in inclusive education highlights the importance of the subjective meanings and values they associate with inclusion, which manifest in their inclusive dispositions. However, unlike general education teachers, they have rarely been the subject of empirical research examining how socio-professional characteristics influence these dispositions. As a result, there is limited understanding of the value-meaning sphere of special education teachers from different socio-professional groups in the context of inclusion.
This study aimed to identify and compare the inclusive dispositions of special education teachers across various socio-professional categories.
The main method was a self-identification tool assessing perceived similarity (personal and professional) to eight psychological teacher profiles, each representing a distinct inclusive disposition. Findings revealed that special education teachers form a heterogeneous group in terms of inclusive dispositions. Differences were linked to such socio-professional factors as the type of students with disabilities they work with, their specialization (general vs. remedial education), years of experience, and prior inclusive practice. The study contributes new empirical data, enhancing understanding of professional identity development among special education teachers as inclusion actors, and offers guidance for differentiated support in their transition to inclusive teaching.
Scientific discussions about the spread of the Russian language in Central Asia in the pre-revolutionary period have acquired a noticeable politicized character in the last three decades. The “pendulum effect” in the assessment of the historical past, expressed in the transition from Soviet idealization to national criticism during the period of independent states, does not allow us to show the objective role of the Russian language in the political, economic and social life of Turkestan in the late 19th – early 20th centuries. A one-sided analysis creates difficulties in the implementation of a language strategy in modern Uzbekistan, where, in accordance with the Law “On the State Language”, all peoples of the republic have equal rights and opportunities.
The purpose of this article is an objective and comprehensive analysis of the process of integration of the Russian language into all spheres of life of Uzbek society at the turn of the 19th and 20th centuries, which laid the foundation for large-scale processes in Soviet times.
The contextualization method allows us to comprehensively reveal the historical, social and economic conditions for the development of language processes in a specific chronological period associated with the political tasks of the Russian state to develop the Turkestan region, which included the territory of modern Uzbekistan. On this basis, a number of discussion questions have been formulated related to the extent to which historical experience can be in demand at the present stage.
In individualized educational paths, an educator’s role is crucial, so fostering their digital knowledge is especially vital in the context of educational shifts to a more technology-driven model. This article describes a particular system aimed to enhance the digital competence that was developed for students of pedagogy specializing as tutors. Such system employs an immersive electronic educational and methodological complex. Its pedagogical efficacy has been validated by a pedagogical experiment conducted at the Institute of Pedagogy, Psychology, and Sociology of Siberian Federal University. The design and implementation into the learning process of the immersive electronic educational and methodological complex with intensive immersion formed the framework of the formative pedagogical experiment which was the main method of research. The experiment was followed by assessment on the digital competence levels. Change assessments were conducted after applying a set of indicators for digital competence which are: cognitive, instrumental and operational, communicative, value-motivational, reflexive-evaluative.
The study evidence suggests the marked increase in the experimental group with respect to the indicators of digital competence.
The unique contribution stems from the design and impact assessment of an immersive electronic educational and methodological complex.
The purpose of the study is to study the relationship between the characteristics of the educational environment and the current personal potential, considered as a set of psychological opportunities in self-realization and self-development of preschool children.
To assess the environment, the ECERS-R scales were used; to identify the features of the subjective-personal development of preschoolers, the observation card "Subjective manifestations of the child", modified methods for diagnosing creativity "Incomplete figures", LEGO construction, coherent speech "Story in pictures", as well as an analysis of initiative "Normative development card" and independence were used. The empirical base included 90 children aged 5-6 years, their parents (mothers) (n = 90) and educators (n = 15) from four preschool educational institutions of the city of Kazan, divided into two groups according to the municipal rating ("high-rating" and "average" kindergartens). It was found that in a creative environment with culturally appropriate content based on ethnocultural values, patterns and norms, the development of the child with the disclosure of his personal potential is more actively supported. Preschoolers are distinguished by subjective activity with the possibility of unique achievements in various types of activities. The results of the study can be used by specialists in the design and examination of the educational environment; child psychologists accompanying preschoolers in the process of implementing differentiated, individual approaches in the education system.
