.png)
.png)
Email this article 
Transformation of the educational values of youth during the COVID-19 pandemic
https://doi.org/10.20913/2618-7515-2022-4-8
Abstract
Introduction. The coronavirus pandemic, which has spread widely around the world in early 2020, has seriously affected the education sector. It led to the almost complete paralysis of schools, colleges and universities. The process, which, only at first glance, seems temporary, in fact, causes serious fears of the scientific community with deep socio-economic consequences and a new round of the global educational crisis. The study of transformational processes taking place in the field of educational values of young people is an urgent problem today.
Purpose setting. The article sets and solves such tasks as identifying positive and negative trends in the field of higher education caused by the COVID-19 pandemic, the main values of students, and ascertaining the degree of satisfaction with Kazakhstani higher education students. Important issues of discussion include such as the purpose and value of training.
Methodology and methods of the study. When revealing the problems of transforming educational values, dialectical, structural-functional, and activity-based approaches were used as a methodology, as well as a set of sociological methods: a survey, information analysis, peer review, etc. in identifying the impact of a pandemic on the education system. The authors also turn to such methods as social analytics and problem-thematic interpretation of educational processes, which will reveal the sociocultural features of the transformation of worldview values and directions of educational policy.
Results. The COVID-19 pandemic has shaken the very foundations of education: its ability to be. As studies around the world show, students are increasingly asking questions, is it worth studying? There is growing pessimism among young people about the future. In this regard, Kazakhstan conducted its own research that studies the mood of student youth, their well-being, value orientations and their assessment of the quality of education in a pandemic. In the course of the study, the result was obtained: the pandemic as a whole did not affect life prospects: the vast majority of the young people surveyed (86,6 %) have a clear life goal, more than 90 % have this life goal fully or partially coincides with their chosen profession.
Conclusion. The study will complement the understanding of the educational values of students under the influence of the pandemic, globalization, digitalization, and other factors. Its results will be useful to teachers of higher educational institutions, philosophers of education and everyone who is interested in the problems of higher education.
About the Authors
M. S. AshilovaKazakhstan
Madina S. Ashilova – Candidate of Philosophical Sciences, PhD, Associate Professor
200 Muratbaeva Str., Almaty, 050 022
A. S. Begalinov
Kazakhstan
Alibek S. Begalinov – Candidate of Philosophical Sciences, PhD, Associate Professor
8 Manasa Str., Almaty, 050 000
K. K. Begalinova
Kazakhstan
Kalimash K. Begalinova – Doctor of Philosophical Sciences, Professor
71 Al-Farabi Ave., Almaty, 050 040
References
1. Deep «digital divide» in distance learning: press release. UNESCO. URL: https://ru.unesco.org/news/glubokiy-cifrovoy-razryv-v-distancionnom-obuchenii (accessed 15.12.2022). (In Russ.).
2. Concept note: Education during COVID-19 and in the subsequent period: August 2020. UN, 32 p. URL: https:// www.un.org/sites/un2.un.org/files/policy_brief_-_education_during_covid-19_and_beyond_russian.pdf (accessed 20.12.2022). (In Russ.).
3. De-Agrela Gonçalves Jardim M. H., Da-Silva Junior G. B., Alves M. L. S. D. Values in Students of Higher Education. Creative Education, 2017, vol 8, no. 10, pp. 1682–1693. DOI: 10.4236/ce.2017.810 114.
4. Graham G. The institution of intellectual values: realism and idealism in higher education. Imprint Academic, 2005, 300 p.
5. Badat S. The role of higher education in society: valuing higher education. Rhodes University: site. 2009, 14 p. URL: https://commons.ru.ac.za/vital/access/services/Download/vital:7122/SOURCEPDF?view=true (accessed 20.07.2022).
6. Castells M. Universities as dynamic systems of contradictory functions. Challenges of globalisation: South African debates with Manuel Castells. Cape Town, 2001, pp. 206–223.
7. Kumar A. Value education in higher education. 2020. DOI: 10.13 140/RG.2.2.16 787.84 005.
8. Saurbier A. A question of value: exploring perceptions of higher education value in academic and popular literature. Economics and Culture, 2020, vol. 17, no. 1, pp. 62–74. DOI: 10.2478/jec-2020–0006.
9. Mazzara M., Zhdanov P., Bahrami M. R., Aslam H., Kotorov I., Imam M., Salem H. Education after COVID-19. Smart and sustainable technology for resilient cities and communities. Springer, 2021, pp. 193–207. URL: https:// www.researchgate.net/publication/351 587 748_Education_after_COVID-19. (accessed 20.07.2022).
10. Chernyih S. I., Parshikov V. I. Education as a service: a socio-philosophical analysis. Professional Education in the Modern World, 2015, no. 2, pp. 40–47. (In Russ.).
11. Equitable Futures National Youth Poll 2020–2021. How COVID-19 and other events are shaping young people's perceptions of the future. Equitable Futures: site. URL: https://www.equitablefutures.org/covid19/ (accessed 15.07.2022).
12. How COVID-19 made higher education value a top priority. Third Way: site. URL: https://www.thirdway. org/memo/how-covid-19-made-higher-education-value-a-top-priority. (accessed 20.07.2022).
13. Gupta R., Aggarwal A., Sable D., Chahar P., Sharma A., Kumari A., Maji R. Covid-19 pandemic and online education: impact on students, parents and teachers. Journal of Human Behavior in the Social Environment, 2021, vol. 32, no. 1, pp. 1–24. DOI: 10.1080/10 911 359.2021.1 909 518.
14. Weiyan Xiong, Ka Ho Mok, Guoguo Ke, Joyce Oiwun Cheung. Impact of COVID-19 pandemic on international higher education and student mobility: student perspectives from Mainland China and Hong Kong: working paper no. 54, Sept. 2020. URL: https://www.researchgate.net/publication/344429005_Impact_of_COVID-19_Pandemic_on_International_Higher_Education_and_Student_Mobility_Student_Perspectives_from_Mainland_China_and_Hong_Kong/link/5f745d1a92851c14bca08482/download (accessed 15.07.2022).
15. Coronavirus and higher education students: England, 4 to 12 May 2021. URL: https://www.ons.gov.uk/peoplepopulationandcommunity/healthandsocialcare/healthandwellbeing/bulletins/coronavirusandhighereducationstudents/england4to12may2021 (accessed 15.07.2022).
16. Young Australians delaying life goals due to pandemic and feel pessimistic about future. Support the Guardian: site. URL: https://www.theguardian.com/business/2020/nov/05/young-australians-delaying-life-goals-due-to-pandemicand-feel-pessimistic-about-future (accessed 15.07.2021).
17. Young people have pandemic fears. Ural Federal University: site. URL: https://urfu.ru/ru/news/35209/ (accessed 15.07.2022). (In Russ.).
18. Sarsembek G. E. Values of the modern youth of Kazakhstan. URL: https://elar.urfu.ru/bitstream/10995/83471/1/978–5–7996–2997-7_2020_091.pdf. (accessed 15.07.2022). (In Russ.).
19. Deloitte surveyed millennial sentiment during the pandemic. Frank Media: site. URL: https://frankrg.com/20855 (accessed 15.07.2022).
20. The impact of COVID-19 on the mental health of adolescents and youth. UNISEF: site. URL: https://www.unicef.org/lac/en/impact-covid-19-mental-health-adolescents-and-youth (accessed 15.07.2022).
21. Due to the COVID-19 pandemic, more than 70 percent of young people are unable to study properly. ILO. International Labor Organization: site. URL: https://www.ilo.org/moscow/news/WCMS_753125/lang--ru/index.htm (accessed 15.07.2022). (In Russ.).
22. Schwartz K. D., Exner-Cortens D., McMorris C. A., Makarenko E., Arnold P., Van Bavel M., Williams S., Canfield R. COVID-19 and student well-being: stress and mental health during return-to-school. Canadian Journal of School Psychology, 2021, vol. 36, no. 2, pp. 166–185. DOI: https://doi.org/10.1177/08295735211001653.
23. Son C., Hegde S., Smith A., Wang X., Sasangohar F. Effects of COVID-19 on college students» mental health in the United States: interview survey study. Journal of Medical Internet Research, 2020, vol. 22, no. 9, art. e21 279. DOI: https://doi.org/10.2196/21279.
24. How much time do you need to spend on social networks in order not to feel lonely. ALEV: site. URL: https://alev.biz/resources/helpful-information/psychology/skolko-vremeni-nuzhno-provodit-v-socsetjah-chtoby-ne-chuvstvovat-sebja-odinokim/ (accessed 15.07.2022). (In Russ.).
25. Aristovnik A., Keržič D., Ravšelj D., Umek L., Tomaževič N. Impacts of the COVID-19 pandemic on life of higher education students: a global perspective. Sustainability, 2020, vol. 12, iss. 20, art. 8438. DOI: https://doi.org/10.3390/su12208438.
26. Learning during a pandemic: social hunger and student fears. Flagship university. Togliatti State University: site. URL: https://www.tltsu.ru/about_the_university/news/detail.php?ID=277991. (accessed 15.07.2022). (In Russ.).
Supplementary files
For citation: Ashilova M.S., Begalinov A.S., Begalinova K.K. Transformation of the educational values of youth during the COVID-19 pandemic. Professional education in the modern world. 2022;12(4):676- 689. https://doi.org/10.20913/2618-7515-2022-4-8
Refbacks
- There are currently no refbacks.
