Multicultural Education of Autochthons and Migrants in Russia

Latypova, Endzhe; Kozmenko, V M; Toktamysov, Saken

doi:10.29333/ejecs/751

Cited by 3 publications

(2 citation statements)

References 22 publications

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“…History exams play an important role in the integration of migrants (Dolzhikova et al, 2016). Education is the area where the development of multiculturalism ideas is most effectively promoted and there is an opportunity to find the most optimal model of interaction between autochthons, migrants, and foreign students (Latypova et al, 2021).…”

Section: Methodsmentioning

confidence: 99%

Modern Technologies and Gamification in Historical Education

Moseykina

Toktamysov

Danshina

2022

Simulation & Gaming

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Background The study aims to consider the prospect possibilities of gamification in historical education and its influence on the development of key professional competencies of workers necessary in current condition of humanitarian sphere development. Methods An experimental study theoretically substantiates the prospects for the gamification of education on the example of history education, in which 40 students from the Рeoples’ Friendship University of Russia and Sechenov First Moscow State Medical University took part. A pedagogical model of gamified history study has been developed and implemented into a 3-month online learning course “Technology for constructing historical interpretations.” The following technological tools were used to support the implementation of gamified learning: the Academy Learning Management System (LMS), the Facebook social network, social media information resources, augmented and virtual reality technologies. A survey was conducted on the Academy LMS platform, in which students were asked to assess the promising opportunities for the impact of gamified learning on the development of key professional competencies in terms of the degree of influence. Results The research results confirmed that the creation of a joint creative and expanded gaming experience leads to the acquisition of practical knowledge and allows learners to acquire skills that are highly relevant for professionals of the 21st century. The students confirmed that educational progress was achieved due to the effective organization of their learning activities, group changeover at the stages of developing historical interpretations, and gamification, which caused a feeling of excitement and qualitatively influenced the desire to achieve the best educational results. Gamified learning allowed educators to keep students' interest in the subject of study. Conclusions According to the results of a survey of students at the end of the course, it was concluded that gamification in history education has a positive effect on the evolutionary development of a personality adaptive to the socio-economic conditions of the 21st century. A model of the evolutionary vertical and horizontal development of the personality has been described.

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Section: Methodsmentioning

confidence: 99%

Modern Technologies and Gamification in Historical Education

Moseykina

Toktamysov

Danshina

2022

Simulation & Gaming

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“…A new, more tolerant paradigm is needed in dealing with cultural pluralism, namely the Multicultural Education paradigm. The Multicultural Education paradigm is important because it can help students to behave and have a tolerant and inclusive view of the reality of a diverse society in terms of culture, ethnicity, race, ethnicity, and religion (Arsal, 2019;Latypova et al, 2021;Torres & Tarozzi, 2020). Multicultural education as an alternative education should be developed and used as a model of education in Indonesia for the following reasons, First, the reality is that Indonesia is a country inhabited by various tribes, nations, ethnic religions, with diverse languages and heterogeneous cultures as well as diverse traditions and civilizations.…”

Section: Multicultural Education Based On Local Cultural Valuesmentioning

confidence: 99%

Teacher's Strategy for Implementing Multiculturalism Education Based on Local Cultural Values and Character Building for Early Childhood Education

Suri¹,

Chandra

2021

J Ethn Cult Stud

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The introduction of multicultural education based on local cultural values and school-level character building in early childhood education is essential so that children can recognize the diversity around them, be it ethnic, ethnic, religious, race, or culture. This field research of early childhood education teachers in Lampung, Indonesia, sought to determine the learning strategies teachers used in implementing multicultural education based on local cultural values and character-building at the level of early childhood education. The study found that teachers in early childhood education used contribution, enrichment, transformation, and problem-based learning strategies. While these four strategies can develop conducive learning conditions that consider students' uniqueness, a teacher needs a clear vision and goals to facilitate multicultural education. Early childhood education must provide knowledge and help develop attitudes and behaviors for all students and school members to foster and implement educational interactions based on multiethnic and multicultural values in the school environment.

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