Integrity and Integration of Educational Space as a Factor of

Stability and Quality of Education in the Trans-Urals Region

Svetlana Emanova

, Anastasia Ryleeva

and Elena Khomutnikova

Kurgan State University, 64000, St. Soviet, building 4, Kurgan, Russia

Keywords: Integration, Stability, Quality of Education, Region.

Abstract: The attention of researchers in this work is focused on the forms of integration in the educational space of the

Trans-Ural region, the peculiarities of its implementation in the conditions of a village, a small town and a

regional center. Integration is considered by the authors as a means of preserving the integrity of the

educational space, through the interaction, the relationship of its participants. The article provides data on the

ways of cooperation aimed at stabilizing the educational process at all levels of education. The effectiveness

and quality of the existing integration models were revealed in the process of researching 3,670 students, the

same number of parents and 455 teachers. In the course of the study, it was concluded that the conditions for

the successful integration of all types of educational institutions are the interaction of the structural elements

of the educational space and the effectiveness of ties in the process of cooperation.

1 INTRODUCTION

The relevance of the article is due to the fact that the

modern scientific paradigm in the field of pedagogy

is actively studying the processes of integration of

education and various socio-cultural phenomenas.

Let us note the studies affecting these problems in

foreign countries. A. Khozhanova, G. Zvezdina, M.

Elagina in their work, substantiate the need for the

integration of organizations of a technical and

professional orientation for the response of the

educational systems of Kazakhstan. R. Ali, D.

Lepeshev, K. Kulambayeva, S. Dossanova, A.

Kukubayeva, N. Ivankova also touch upon the

problems of the Republic of Kazakhstan and describe

educational modules, focusing on ways to integrate

seven modules into one lesson. O. Erez, A.Y. Degani

on the integration of music schooling and social

policy in Israel. K.A. Allee-Herndon, A.B.

Kaczmarczyk, R. Buchanan analyze the ability of

future primary school teachers to integrate an

educational component related to social justice and

the necessary knowledge in school subjects in

teaching English and social studies. The integration

of education and various related industries in the

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interaction of government, universities and industrial

enterprises is written by authors such as Z.B. Chen,

W. Zhang, L. Li, M.He, J .Wang.

The problems of the integrity and integration of

the educational space were considered by many

scientists:

 aspects of the relationship between lesson and

extracurricular work, basic and additional

education: E.B. Evladov, V.I. Kazarenkov, Z.A.

Kargin, N.A. Morozova, M.O. Checkov;

 studies on the problems of integration of general

and additional education, the specifics of its

organization and software: V.A. Berezina, V.V.

Belova, E.B. Evladova, I.V. Kalish, L.G.

Loginova, A.V. Zolotareva, S.L. Paladyeva.

Forms of integration are distinguished depending

on the level of integration (from lowest to highest); in

general, the following forms are distinguished:

cooperation, association, merger.

Cooperation and association as forms

characterized by a minimum and average degree of

mutual rapprochement of the subjects of integration

can be discussed in relation to the integration of

institutions of general and additional education of

children. Merger as a form characterized by the

Emanova, S., Ryleeva, A. and Khomutnikova, E.

Integrity and Integration of Educational Space as a Factor of Stability and Quality of Education in the Trans-Urals Region.

DOI: 10.5220/0010669500003223

In Proceedings of the 1st International Scientiﬁc Forum on Sustainable Development of Socio-economic Systems (WFSDS 2021), pages 413-419

ISBN: 978-989-758-597-5

413

maximum degree of mutual convergence of the

subjects of integration, most often describes the

integration processes within one educational

institution.

Concept "integration" occurs in various fields.

Today they talk about political, social, industrial,

economic, financial, cultural, scientific and

educational integration (Sorokina, 2008).

The issues of practical integration in the

pedagogical process are reflected in many scientific

works (S.M. Arefieva, S.Yu. Burilova, V.V. Guzeev,

V.A. Klenikova, V.M. Panfilova, V.B. Sinnikov,

S.Yu. Strashnyuk and others.) Practical integration

implies the use of different techniques, methods and

learning paths. First of all, this is the creation of

integrated courses, the integration of subjects and

their components.

Historically, integration in Russian education,

according to S.V. Omelchenko (Omelchenko, 2006)

took place in three stages: turn of the XIX-XX

centuries – 20th - unified labor school; 50th – 70th -

introduction of interdisciplinary connections; 80th –

90th - interaction, interpenetration (integration itself).

In a modern reading, according to T. K. Sozykina,

integration in education provides conditions

(Sozykina, 2014): implementation of individual

educational trajectories of students; life and

professional self-determination; ability development;

formation of key competencies of students. Career

guidance, as a process of choosing and acquiring a

future profession, is an important part of the

educational process. With its help, students develop

willingness to work and planning a professional

career.

Today, digitalization has had a huge impact on

modern career guidance, which means the translation

of information into digital, the transition to digital

services and the automation of processes. The term

"digitalization" appeared in connection with the

strengthening of information and communication

technologies (Ryleeva et al., 2019).

With the advent of digital technologies, a huge

range of opportunities opens up in career guidance

work, which makes it possible to solve the main task

of career guidance - to increase the motivation of

students for independent professional self-

determination. The use of modern information and

communication technologies can help achieve this

goal and increase the competitiveness of young

people in the labor market. Digitization of vocational

guidance has helped to make this process not only

more "flexible", but also to solve the territorial

problem. Career guidance became available for

children living in regions who lacked vocational

guidance at school. Coverage has become greater

than with conventional career guidance.

All of the above contributes to an increase in the

level of professional self-determination of the student

and the formation of a holistic view of the modern

labor market and professions among schoolchildren,

motivates to take a more serious approach to choosing

a profession, and with the help of various Internet

methods in the field of choosing a future profession,

you can tentatively identify your personal and

professional interests and inclinations (Amirov,

2016).

In accordance with paragraph 1.3 of the protocol

of the meeting of the National Council under the

President of the Russian Federation for Professional

Qualifications dated June 25, 2020 No. 45, the

Ministry of Labor of Russia, together with the All-

Russian Research Institute of Labor, the Ministry of

Labor of Russia and ANO "Digital Economy" were

recommended to develop standard modules

containing descriptions of the competencies of the

digital economy, for inclusion in professional

standards. To describe in professional standards

specific requirements for workers, the key

competencies of the digital economy should be

presented in professional standards in the form of

digital competencies - sets of skills and knowledge

necessary to perform labor actions using digital

technologies. By digital competence of teachers, we

mean the ability of teachers to use information and

communication technologies in their work in

combination with pedagogical (didactic)

understanding and awareness of its strategic

importance in the educational process.

Modern digital competencies are associated with

the fact that the teacher was forced to start work in a

fundamentally new, digital environment. Interaction

with other participants in the educational process:

directly with schoolchildren, with colleagues, with

the administration and parents, it became necessary to

carry out in a new format. When organizing education

using distance technologies, most teachers tried to

simply transfer their practices to a digital

environment, but this approach was not productive.

That is why teachers need new competencies to work

in a new environment.

To date, two forms of organization of distance

learning have been formed. The first form involves

communication with children in real time, that is,

conducting online lessons, during which the teacher

interacts with all students at once. At the same time,

for remote teamwork, he can use online whiteboards,

joint screens, mobile applications and chats to

WFSDS 2021 - INTERNATIONAL SCIENTIFIC FORUM ON SUSTAINABLE DEVELOPMENT OF SOCIO-ECONOMIC SYSTEMS

414

communicate, involve students in the discussion, and

prevent distractions.

The second form involves off-line interaction

between a teacher and children. Various digital

technologies are used here. These can be recorded

lessons and lectures, quizzes, online assignments, and

so on.

Both distance learning formats require students to

have certain resources. The most pressing issue is

whether children have a computer and a high-speed

Internet connection. Modern telephones may well

replace a computer, but the remoteness of a settlement

from a district or regional center does not always

allow for the operation of an uninterrupted Internet.

The younger the generation, the higher its digital

literacy. Today's children actually have digital skills

from birth, but at the same time, they want to learn

only if they are really interested. The school is faced

with the task of creating such conditions so that

teachers can meet the necessary competencies.

Unfortunately, the spring events showed that not

everything that teachers were taught and that was

previously considered necessary was useful to them

in practice. However, thanks to this, errors and

shortcomings were discovered. This means that today

they can be eliminated, the education system as a

whole can be improved and, of course, the new

necessary competencies of the teacher can be

developed.

The federal project "Digital Educational

Environment" provides for the creation of a digital

educational environment starting from school and in

general in each region of the country. Such a modern

digital educational environment will ensure the

organization of educational and extracurricular

activities of students, including the management of

school life, with all the necessary digital devices.

The federal project is aimed at solving a number

of problems that will allow introducing new methods

of teaching and upbringing at all levels of general

education, developing new educational technologies,

ensuring the development of basic skills and abilities

in students, as well as increasing motivation for

learning and involving them in the educational

process. In addition, to create a modern safe digital

educational environment that ensures high quality

and accessibility of education of all types and levels.

T.K. Sozykina emphasis is placed on the close

interaction of general and additional education

(Sozykina, 2014).

The integration of basic and additional general

education programs as a trend in the development of

the modern education system is reflected in the

Federal State Educational Standard of General

Education in the provisions providing, in particular,

the inclusion of extracurricular activities in the main

educational program of the school.

Today, a certain system of views and approaches

has developed in defining the concept of integration

in the pedagogical process, revealing various aspects

of its content. In general, in pedagogy, integration is

understood as the highest form of expression of the

unity of goals, principles and content of the

organization of the process of teaching and

upbringing, the result of the functioning of which is

the formation of a qualitatively new integral system

of knowledge and skills in students. A comprehensive

study of the problem of integration in education has

confirmed its importance and positive impact on the

pedagogical process.

2 RESULTS AND DISCUSSION

Modern approaches to the organization of the

educational process, presented in the Federal State

Educational Standard of GE, imply the design of

educational environments that ensure the

development of the interests, abilities and inclinations

of students. At the same time, the elements of an

integrated educational environment include: objects

of the surrounding reality; subjects of the process of

performing various types of educational activities;

means, methods, forms of organization and

implementation of training and education processes;

methodological association that ensures interaction

between teachers of secondary schools and teachers

of additional education for children; development and

maintenance of individual educational routes for the

development of students' abilities; an integrated

author's program as a model of joint activities of a

teacher of a general education school, a teacher of

organizing additional education for children and a

child. In this regard, new requirements are imposed

on the professional competence of teachers who carry

out pedagogical activities in the conditions of the

requirements of the Federal State Educational

Standard. (Ryleeva et al., 2019).

The problem of integrating the educational space

as a factor of stabilization and quality in the Trans-

Urals region was associated with the need to develop

and implement models of interaction between

educational organizations of various types:

kindergartens, schools, institutions of additional

education, special institutions. As a result of the

regional stage of the competition of social and

educational projects, such models became:

"Professions of the future" (profiling), "Digitalization

Integrity and Integration of Educational Space as a Factor of Stability and Quality of Education in the Trans-Urals Region

415

of the educational environment" (distance education),

"Lesson - abilities - activities - creativity" (activities

of resource (support) centers), "Give me your hand -

friend"(social partnership in education).

The profiling model "Professions of the future"

operates according to the "kindergarten - school -

vocational education" scheme and solves the issues of

primary vocational guidance (kindergarten, primary

school), professional self-determination (senior

classes of secondary schools) and professional

identification (students of secondary vocational

education and junior high school students).

The model "Digitalization of the educational

environment" allows the introduction of innovative

forms of interaction, the use of distance technologies

that allow participants to master integrated skills: to

navigate in various subject areas of knowledge; work

with large flows of information; create their own

databases.

The activity of resource (support) centers is

organized within the framework of the project "Lesson

- Abilities - Activity - Creativity", organically

combines the capabilities of educational and cultural

institutions, contributes to the improvement of the

creative development of both students and teachers.

Social partnership in education operates within the

framework of the "Give a hand - friend" project and

creates opportunities for the implementation of

children's and youth projects of interaction with

society.

2.1 Diagnostics of the Level of

Effectiveess of the Implementftion

of Existing Integration Models

The main goal of this work is to check the

effectiveness of the implemented models and projects

in the integrative educational space of micro societies

in the Trans-Ural region, satisfaction with the

educational activities of students, their parents (legal

representatives) and teaching staff.

The questionnaire for parents, included questions

identifying the degree of satisfaction with educational

services, priority areas for their children, attitudes

towards digitalization and distance technologies in

education, assistance in professional self-

determination.

Students were asked to fill out a questionnaire to

determine the priority motivation in choosing an

activity, satisfaction with the learning process and

additional educational programs, attitude to distance

education.

The teachers determined the conditions for the

efficiency and quality of integration processes in their

microsociums and determined the leading tasks of

digitalization.

The total sample of respondents was 7795

persons: from parents - 3670 persons, from

schoolchildren - 3670, from teachers - 455 persons.

Table 1: Sample by municipalities.

Municipali

schoolc

hildren

parent

teache

total

Vargashi

(workers'

settlement)

670 570 55 1295

Kurtamysh

(small

town)

900 700 150 1750

Kurgan

(regional

center)

2100 2400 250 4750

The results of the survey indicate the satisfaction

of various interests and needs of children,

understanding of the significance of parents of the

importance of creating a single educational

environment for the development of the child.

The analysis of the students' answers made it

possible to reveal an opinion about those aspects of

the educational and upbringing process, which were

organized in accordance with their interests and

hobbies.

After analyzing Table 2, we can conclude that all

factors of satisfaction of parents and children with the

quality of education are positive dynamics.

Table 2: Analysis of the satisfaction of students and their

parents with the educational space in the region.

Questions Answer

options

Parents

Children

1. I receive

help in self-

determination

and choosing a

future

profession

a) yes 1480

(40%)

2790

(76%)

b) partly 740

(20%)

740

(20%)

c) no 740

(20%)

140(4%)

2. I can use

digital

technologies

a) yes 3350

(91%)

3650

(99.5%)

b) partly 300

(7.5%)

(0.5%)

c) no 20

(0.5%) 0

3. I'm

satisfied with

the quality of

the teachers'

work

a) yes 3480

(95%)

3670

(100%)

sometimes

170

(4.5%)

c) no 20

(0.5%)

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416

Table 2: Analysis of the satisfaction of students and their

parents with the educational space in the region (cont.).

Questions Answer

options

Parents

Children

4. I'm satisfied

with the

quality of

additional

education

a) yes 3340

(91%)

3670

(100%)

b) partly 310

(8.5%)

c) no 20

(0.5%)

5. All

conditions

have been

created in the

microdistrict

for the

development

of their

interests

a) yes 3480

(95%)

3650

(99.5%)

b) not

always

170

(4.5%)

(0.5%)

c) no 20

(0.5%)

The parents noted the content of the vocational

guidance work. 40% of the respondents said with

confidence that their children will continue their

education in the already chosen areas in

extracurricular activities.

Assessment of parents' satisfaction with the

quality of educational services showed that only 6%

of survey participants find it difficult to assess the

quality of educational services in society. The total

level of satisfaction with educational services was

94%, which corresponds to a high level.

95.5% of parents are satisfied with the

professionalism of teachers, 0.5% are partially

satisfied.

The survey showed a high interest of parents in

the educational process, orientation towards joint

activities with teachers and children.

99.5% of children believe that all conditions have

been created in the microdistrict for the development

of their interests. The vocational guidance work

carried out by teachers satisfies schoolchildren by

76%.

Assessing the qualities of a teacher, the guys put

in the first places: 95% - benevolence; 94% - an

interesting person knows how to interest; 86% are

fair; 92% is able to understand.

To the questions "What do you see the meaning of

the interaction between the school and the institution

of additional education?" a significant number of

answers (60%) are related to preparation for a

profession.

Figure 1: Parents' opinion on the meaning of additional

education in the life of their children at the beginning and

at the end of the implementation of the project

"Professions of the Future"

Most of the parents surveyed believe that the

participation of children in a variety of activities, both

at school and outside it, motivates them to self-

education.

As a result of a survey of teachers, the possibilities

of digital education were identified.

Figure 2: Opinion of educators on the possibilities of digital

education.

Figure 3 presents a diagram showing the tasks

that, according to the respondents, are solved by

distance technologies in education.

registering

40,3

20,5

30,5

40,5

20,4

40,4

10,8

20,8

20 20

countryside small town regional center

Integrity and Integration of Educational Space as a Factor of Stability and Quality of Education in the Trans-Urals Region

417

Figure 3: Tasks solved by distance technologies in

education.

Choosing the priority of tasks in the development

of the personality of students, the teachers were

unanimous. Big points were scored by tasks such as

providing an opportunity to study at a convenient

time and place (16.2%), developing intellectual

abilities (16.1%), then providing an opportunity to

expand their circle of communication (15.0%),

forming skills in working with volumes of

information, developing independence in finding and

using the necessary information (14.9%), increasing

the level of knowledge (13.9%), developing

motivation for self-education (12.0%) and finally,

developing self-control skills (10, 6%). None of the

proposed tasks was rejected, as well as an opinion

was expressed about excluding any of the tasks from

the list, or adding another option.

Monitoring of the social activity of participants in

educational relations in the region recorded an

increased interest of respondents to socially

significant projects: "School of Responsible

Parenting", "Family Heirloom", "My Pedigree",

"History of My Little Homeland", "Professions of My

Family", "Defender of My Motherland", "Take care

of your child", "Victory Road", festival of projects

and research works "Rainbow".

Students and their parents take an active part in

various competitions, contests, shows, festivals,

exhibitions.

Integration capabilities allow meeting the needs

of all layers of the microsociety.

3 CONCLUSIONS

The satisfaction of parents and students with the

quality of educational services provided, both in rural

areas and in the regional center, is an assessment of

the stability of integrative processes in the

educational space of the region. The survey showed

that the assessment received from parents and

children is very high. Thus, the share of those who are

satisfied with the quality of educational services

averaged 99% in the region (answers "Satisfied

completely" and "Rather satisfied"). The number of

those who are “rather dissatisfied” with the quality of

education is very insignificant and amounted to 1%.

Those, who found it difficult to estimate, are 0%.

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