Improving the Quality of Social, Cultural and Humanitarian Education in Modern Universities: A Discourse

A teacher plays a vital role in improving the quality of social, cultural and humanitarian (SCH) education. He/she channels and corrects students when they take steps towards a specific goal, delivers knowledge, manages the learning process, and shapes behavioural patterns. This research aims to contribute to the improvement of SCH education quality in modern universities. The study was carried out with the participation of 790 students from 7 universities: Moscow Institute of Physics and Technology, the Moscow Engineering Physics Institute, the Russian Presidential Academy of National Economy and Public Administration (Moscow), the Moscow State Institute of Steel and Alloys, the Moscow Power Engineering Institute, the Voronezh State University, and the North-Eastern Federal University (Yakutsk). The survey reveals uncongenial findings: 30% of the respondents are satisfied with the quality of SCH education in their university, 67% are unsatisfied, and 3% are not sure. The findings allow teachers of humanities and social studies to apply the mechanism described in this study in educational contexts. This research tackles the Elabuga model of education quality improvement in the context of various universities and institutes. The research shows that the Elabuga teaching model has improved the quality of students majoring in humanities and social studies and led to a qualitative and frequent use of innovative methods. Thus, from the US and Russian experience in socio-cultural and humanitarian education, it is evident that Humanities and Social Studies will be more in line with Science and Engineering in years to come

Preschool Education and its Impact on the Scientific and Research Potential of Rising Schoolchildren: in Favor or Against?

This study examines the correlation between preschool education and the development of scientific thinking in rising schoolchildren. The research involved testing 84 first graders aged 6.5-8 years in two schools in Kazakhstan. The results showed that 52% of the children who attended kindergarten regularly had a high level of scientific thinking, while those with poor scientific skills had less than 20% of kindergarten attendance. The study confirms the interdependence between kindergarten attendance and research potential development. These findings can inform the preparation of rising schoolchildren for scientific activities and further research on preschool educations impact on self- realization in other countries