Education & Pedagogy Journal
About
The scientific, peer-reviewed and open-access Education & Pedagogy Journal aims to make the results of scientific research and practical activities in the field of pedagogy of education mutually accessible to international and Russian professionals.
The journal publishes:
- Original articles in English dealing with the most pressing problems of theory, practice, philosophy and history of education. In addition, authors are given the opportunity to publish Russian translations of these articles in other TSPU journals.
Publication frequency: 4 issues per year.
The journal ARCHIVE contains abstracts, keywords, information about the authors in English, and full-text versions.
The founder of the Education & Pedagogy journal is Tomsk State Pedagogical University.
The journal is included in the "Russian Press" subscription catalog. Index: 85700.
The journal is indexed on the following platforms:
Information about the Russian Science Citation Index
Information about published articles is regularly sent to the Russian Science Citation Index system:
General information about the journal on the of Russian Science Citation Index website
Current Issue
No 4 (2025)
PEDAGOGY
Historical and cultural foundations of teacher education reform: Chinese and Russian experiences
Abstract
This study investigates the historical and cultural roots of educational reform through a comparative analysis of China and Russia. Both nations face challenges from the rapidly evolving post-industrial era and advances in artificial intelligence. Their distinct historical and cultural backgrounds have led to different responses to these challenges, shaped by how each civilization perceives the continuity and breaks in its past and future development. To explore this, the study examines the unique philosophical perspectives of both countries, focusing on their worldviews related to sociocultural issues. Amid increasing mechanization, schematization, and formalization of human activities since the 20th century, the author emphasizes the importance of the hermeneutic approach and interpretive methods in education. This approach clarifies the processes of self-regulation and highlights the importance of understanding personal identity and one’s role in the world. The study concludes that the combined experiences of these two distinct civilizations and their educational systems provide valuable resources for addressing current challenges and managing risks in the digital age. A key principle emerges: the need to balance tradition with innovation.
5 - 25
Foundations of pedagogy: discipline or school ethos?
Abstract
This article examines a long-standing tension in the history of pedagogy arising from two competing conceptions of education and its organization: mechanistic and humanistic. The familiar opposition between natural-scientific and humanistic paradigms is revisited to encourage reflection on the legacy of classical didactics. We analyze the historical conditions under which didactics emerged, when scientific explanation relied on mechanics and mathematics. These mathematical and mechanistic modes of understanding shaped J. Comenius’s design of a didactic system. From the broader rationalist tradition, we highlight G. Leibniz as an emblematic case of the claim that a mathematical calculus can organize reality. The resulting “mechanical order” and numeration informed the structuring of time and space in schools and underpinned school discipline. A synoptic account of disciplinary education is provided with reference to M. Foucault. The contrast between disciplinary pedagogy and humanistic pedagogy is framed as “mechanism vs. organism,” “mechanical aggregate vs. organic system,” drawing on arguments by the Russian philosopher and psychologist A. Arsenyev. We then consider school designs that treat the school as an organic system, using the cases of Moscow Experimental School No. 91 and the Univers School in Krasnoyarsk. To explain how education is organized in these schools, we use A. Tubelsky’s concept of the school’s uklad – rendered here as school ethos – and relates it to what English-language scholarship terms the hidden curriculum, that is, the formative influence of the school environment and informal life on students’ worldviews. The article concludes with a description of the project by I. Frumin and B. Elkonin implemented at Univers, titled the “School of Growing Up.” Its core idea is to differentiate age-bound and all-age spaces within the school. Agebounded space is organized around staged growing up; age features are reflected in the regulation of classes and in the architecture and design of learning spaces. All-age space is a shared arena for inter-age communication and encounter.
26 - 42
Virtual practical teaching: an approach to arouse students’ subjective consciousness in ideological and political education
Abstract
Virtual practical teaching, which is developing in the age of the Internet, represents a new form, dimension, and exploration of practical training. It utilizes modern information technologies and networked, intelligent communication platforms to integrate online and offline educational resources. By building virtual libraries of valuable resources, it aims to promote students’ subjective consciousness – an essential supplement to traditional practical education. The in-depth exploration of virtual practical education actively drives the reform of ideological and political education in higher education. This, in turn, enhances the persuasiveness, attractiveness, and affinity of these courses. It also drives the innovation and development of educational concepts and teaching systems in ideological and political education.
43 - 59
Intercultural competence as a predictor of international students’ adaptation (a case study of representatives from central asian countries)
Abstract
This article presents the results of an empirical study examining the role of intercultural competence as a predictor of successful sociopsychological and academic adaptation among international students from Central Asian countries: Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan. The sample included 106 participants. Correlation analysis revealed statistically significant positive associations between intercultural competence and various aspects of adaptation. The findings support the hypothesis that intercultural competence is an essential predictor of students from Central Asia’s adaptive potential. The study also identified specific features in the relationship between components of intercultural competence and adaptation parameters. The data emphasize the need to target the development of intercultural competence as part of support programs for international students from neighboring countries.
60 - 78
PSYCHOLOGY
Digital dimensions of personality in professional development
Abstract
The relevance of this study arises from the rapid digitalization of professional activity, while its psychological consequences for personal development remain insufficiently explored. This article examines personality changes in the context of digital professional development, affecting the cognitive, identification, motivational, and social-adaptive spheres. An analysis of the degree of development of the problem shows that the theoretical foundation is based on the concepts of professional development (E. Zeer, V. Tolochek), digital professionalism and metacognitive mechanisms of adaptation (A. Karpov, S. Lenkov, et al.), theories of digital socialization (O. Karabanova, T. Martsinkovskaya, et al.), and models of hybrid identity (A. Koneva). The study aims to identify and systematize structural changes in personality within the context of digital professional development. The article offers a detailed analysis of changes in key personality areas. It highlights the dual nature of digitalization: on the one hand, it broadens professional opportunities, and on the other, it introduces risks of maladaptation, such as clip thinking, identity crises, and professional disunity. Its theoretical importance lies in developing an integrated four-component model of professional growth, including: 1) cognitive skills (thinking flexibility and digital competence), 2) identification (the evolution of the professional “I”), 3) emotional-motivational aspects (digital resilience), and 4) social factors (network interaction). The study’s practical importance is supported by empirical data showing the connections between strategic thinking and digital adaptation, as well as conflicting effects, such as the cognitive-motivational paradox. Practical suggestions include metacognitive control training, hybrid communication formats, and professional development monitoring systems. The need to balance digital innovation with the maintenance of key professional factors is highlighted.
79 - 92