Tian C. Theoretical Framework and Implementation Pathways for a Collaborative Governance Model of Classroom Teaching Quality Assessment in Universities. Education & Pedagogy Journal. 2026;2(18):22-44. DOI:

To advance educational evaluation reform in the new era and improve the quality of talent cultivation in higher education institutions, it is essential to address practical challenges, including the singularity of assessment agents, fragmented mechanisms, the disconnect between evaluation and application, and the absence of a feedback loop. This paper uses the theory of collaborative governance as its analytical framework. Focusing on university classroom teaching, it integrates diverse stakeholders, multidimensional elements, and operational mechanisms to construct the “Collaborative Co-governance Model for Teaching Quality Assessment (CCE Model)”. It systematically explains the model’s core concepts, structural elements, operational logic, and theoretical boundaries. The research indicates that current university classroom teaching quality assessment faces significant issues, including a lack of governance philosophy, insufficient stakeholder collaboration, fragmented processes, and limited capacity for improvement. The Collaborative Cogovernance Model, with “multi-stakeholder participation, equal rights and responsibilities, collaborative coordination, and closed-loop improvement” as its core principles, encompasses four dimensions: stakeholder collaboration, factor coordination, mechanism synergy, and process integration, thus forming a complete closed loop of “assessment – feedback – improvement – supervision – enhancement.” Based on the theoretical model and empirical evidence, this study proposes four implementation pathways: strengthening top-level design, refining the multi-stakeholder co-governance system, integrating the evaluationimprovement loop, and improving institutional safeguards. These provide theoretical references and practical solutions to help universities deepen reforms in classroom teaching evaluation and enhance their internal quality assurance systems.

Keywords: classroom teaching quality, teaching evaluation, collaborative governance, collaborative co-governance model

Tsvetkova O.A. Types of Personality Self-Realization Through Asocial Behavior Among Individuals Serving Prison Sentences. Education & Pedagogy Journal. 2026;2(18):92-106. DOI:

The article examines personal self-realization through asocial behavior and its typology among individuals serving sentences in correctional institutions. Self-realization through asocial behavior, understood here as normviolating but not necessarily antisocial or destructive behavior. Self-realization is considered one of the key resources of personality development. The implementation of a resource-based approach in the resocialization of convicted individuals requires identifying the foundations for their stable rehabilitation and for reducing the risk of recidivism. The study of asocial self-realization provides insight into the mechanisms underlying socially adaptive forms of selfrealization. The article analyzes the components of self-realization through asocial behavior identified through factor analysis: “Fixation on frustration, reactive behavior, and escape from social reality”, “Goal orientation and selfcontrol in activity implementation”, “Withdrawal and detachment (social withdrawal)”, “Striving for genuine self-realization”, “Avoidance of tension”, and “Stereotypical social self-image”. Using cluster analysis, the authors developed and described an empirical typology of self-realization through asocial behavior among different groups of convicted individuals. The analysis identified five types of self-realization through asocial behavior: the “Tension-avoidant” type (a group characterized by a predominant strategy of avoiding tension combined with moderate goal orientation and self-control); the “Frustrationfocused and reactive” type (a group with high sensitivity to failure and weakened self-control); the “Goal-oriented” type (a group with high self-control and elements of introversion); the “Affective-introverted” type (a group characterized by fixation on frustration and social withdrawal); and the “Self-realizing comfortoriented” type (a group dominated by self-reflection and striving for selfrealization combined with a pronounced orientation toward comfort and tension avoidance). The article also identifies the main “growth areas” and risks to consider when designing individual support programs for convicted individuals. The proposed typology provides a basis for targeted support to promote constructive and socially adaptive self-realization across different groups of convicted individuals.

Keywords: self-realization, self-realization of an individual through asocial behavior, components of self-realization through asocial behavior, types of self-realization of convicts, resource-based approach, and resocialization

Kumar R., Chishti A. Psychological Predictors of AI-Assisted Learning Adoption among University Students in India and Uzbekistan: A Conceptual Framework of Psychological AI Readiness. Education & Pedagogy Journal. 2026;3(19):34-56. DOI:

Introduction. The rapid proliferation of artificial intelligence (AI) tools in higher education has opened new frontiers in pedagogical delivery and student engagement. Yet the pace of AI adoption among university students remains uneven and is shaped more by psychological than purely technological factors. Aim and objectives. This paper aims to identify the key psychological predictors of AI-assisted learning adoption among university students in India and Uzbekistan and to develop a conceptual framework that translates these predictors into a practical instrument for educational design. The objectives are to synthesise the relevant theory, compare the two national contexts analytically, operationalise a four-domain model of Psychological AI Readiness (PAR), and outline how the model can be implemented and tested. Materials and methods. The study is a conceptual (theoretical) paper. It employs a structured narrative review of the international and regional literature. It integrates three established theoretical frameworks – the Technology Acceptance Model (TAM), Self-Determination Theory (SDT), and Social Cognitive Theory (SCT) – to derive and operationalise the proposed framework. No primary empirical data were collected; instead, a pilot study design is proposed for subsequent validation. Results. Five psychological predictors are identified as central to AI adoption: self-efficacy, technology anxiety, intrinsic motivation, perceived usefulness, and social influence. These are organised into the four interactive domains of the PAR framework – cognitive, affective, motivational, and social – each operationalised in terms of what it diagnoses, its measurable indicators, the student difficulties it reveals, the corresponding pedagogical actions, and the training formats that develop it. A comparative analysis of India and Uzbekistan, summarised in a comparative table, shows how the salience of each predictor differs across the two contexts. A structure for an AI Readiness Training Programme and a proposed pilot implementation plan are also presented. Conclusion. The PAR framework offers a theoretically grounded and practically applicable tool for designing psychologically informed AI integration in higher education. It yields concrete benefits for students and teachers and provides a testable basis for future empirical research in India, Uzbekistan, and comparable contexts.

Keywords: artificial intelligence in education, technology adoption, psychological predictors, psychological AI readiness, self-efficacy, technology anxiety, intrinsic motivation, perceived usefulness, social influence, higher education, India, Uzbekistan

Domansky V.A. Literature as a School Subject in Light of the Traditions of Philological Scholarship. Education & Pedagogy Journal. 2026;3(19):5-21. DOI:

Literature as a school subject is included in the Philology subject area. It constitutes its conceptual and substantive foundation, as reflected in the current Federal State Educational Standards for Basic General Education and Secondary (Complete) General Education. The relationship between literature and philology has been interpreted differently at different stages in the history of literature education in Russia. Thus, from the late eighteenth century onward, the concept of “philology” was replaced by the concept of slovesnost’ (verbal arts). From the second half of the nineteenth century, the concept of slovesnost’ began to be displaced from scholarly usage and replaced by the terms “philology,” “literature,” and “linguistics.” Likhachev offered the most comprehensive definition of philology, calling it the highest form of education in the humanities. The author argues for the fundamental role of literature in humanities education – worldview-shaping, moral, aesthetic, and cultural – a role that is insufficiently reflected in the current Federal State Educational Standards, and considers literature’s synthesizing role in the school curriculum and the meta-subject nature of philology. The meta-subject nature of Literature as a school subject presupposes the use of key literary and cultural images, codes, concepts, and ideas in the educational process. Through them, a living dialogue within culture is organized, one that addresses students’ hearts and minds and establishes connections between the present and other historical periods, cultures, and their characters. Particular attention in the study is given to the cultural and educational environment, which is created not only by an educational institution but also by the online environment, formed by various websites and blogs, that extends the boundaries of the contemporary lesson and enables dialogic communication between teachers and students beyond the classroom. Literary classics occupy a special place in philological education, since reading them offers multiple possibilities for interpretation and understanding. Such reading entails reflection on perennial, existential questions, even when these multivalent subtexts are not immediately recognized or seem self-evident to every reader. The article examines the life of classical works in the “great time” and the organization of dialogue within culture and across cultures. The article’s main conclusion is that, from the standpoint of contemporary philological scholarship, literature education entails educating a competent reader, cultivating aesthetic taste, developing creative abilities and a culture grounded in the humanities, as well as introducing students, through literary works, to the world of culture and fostering a culturally developed personality. For Likhachev, philology does not lead us away from life itself; it always reflects its deeper essence, constitutes the self-consciousness of culture, and shapes models of speech, intellectual, and social behavior.

Keywords: Literature as a school subject, philological scholarship, slovesnost’ (verbal arts), historical overview, functions of the school literature course, cultural and educational environment, the role of the classics in philological education

Ashurov M. Developing Primary School Students’ Understanding of Functional Relationships through Problem Solving. Education & Pedagogy Journal. 2026;3(19):22-33. DOI:

The article examines the theoretical and methodological foundations for developing primary school students’ understanding of functional relationships between quantities through solving word problems. The study’s relevance stems from the need to foster students’ functional thinking at the early stages of schooling, in response to educational modernization and rising quality standards in mathematics education. The study aims to develop and validate a methodology to foster primary school students’ understanding of functional relationships between quantities using an analogical approach. The research combines theoretical analysis of the scientific and methodological literature with empirical modeling of instructional situations and analysis of teaching practice. The research combines theoretical methods (analysis and synthesis of scientific and methodological literature) and empirical methods (simulation of learning scenarios, analysis of teaching experience). The relationship among price, quantity, and cost serves as the basic model. It is extended by analogy to other groups of quantities, including speed, time, and distance, and productivity, time, and amount of work. These groups are shown to share a common structure and can be described using the same mathematical models of direct and inverse proportions. Theoretical analysis and the synthesis of pedagogical experience suggest that the systematic use of analogy fosters a meaningful understanding of functional relationships, promotes the development of generalized problemsolving strategies, and develops analytical thinking. The findings indicate that the traditional emphasis on the formal application of arithmetic operations is insufficient for developing a deep understanding of relationships among quantities. The study provides methodological recommendations for the training of future primary school teachers, professional development programs, and primary school mathematics instruction.

Keywords: functional relationship, primary education, word problems, analogy method, proportionality

Semenova N.A. Prospection as a Resource Potential for Life Successfulness and Hope (A Study of Cadets at Educational Institutions of the Ministry of Internal Affairs of the Russian Federation). Education & Pedagogy Journal. 2026;3(19):72-87. DOI:

This article presents a theoretical and empirical analysis of the relationship between Life Successfulness and hope as psychological resources for prospection within personal self-regulation. The study is particularly relevant in the context of uncertainty in the contemporary social environment and the need to identify meta-resources that support constructive life-course planning. The theoretical section examines prospection through the concept of the acceptor of action results, treated as a methodological mechanism that integrates different levels of psychological regulation. Life Successfulness is conceptualized as a personal meta-resource that serves as an acceptor function, coordinating goals, values, and meanings and enabling the forecasting and evaluation of activity outcomes. Hope is conceptualized as a positive motivational state associated with goal setting, pathways thinking, and agency. The empirical section presents the results of a pilot study conducted among cadets enrolled at educational institutions of the Ministry of Internal Affairs of the Russian Federation (n = 146). The author’s Life Successfulness Questionnaire and Snyder’s Adult Hope Scale were used. Statistically significant positive correlations were found between indicators of Life Successfulness and hope, confirming their functional relationship in supporting prospection regarding activity outcomes. Specific patterns of mismatch between individual components were also identified, indicating insufficient integration of motivational and self-reflective processes. The findings support viewing Life Successfulness and hope as complementary resources that enable individual-level prospection and point to directions for further research using larger samples and multivariate methods of analysis.

Keywords: prospection, Life Successfulness, hope, personal metaresources, personal resources, positive motivational state, acceptor function, cadets of the Ministry of Internal Affairs of the Russian Federation

Berezina T.I., Amirlan E. The Use of Karakalpak Folk Pedagogical Ideas in the Moral Education of Schoolchildren. Education & Pedagogy Journal. 2026;3(19):57-71. DOI:

The article examines the theoretical and practical aspects of applying ideas from Karakalpak folk pedagogy to the moral education of schoolchildren. The relevance of this study stems from the need for stable values to guide educational work in the context of the digital society. This need has become more important due to the loss of some traditional cultural reference points and the growing influence of intercultural factors. Karakalpak folk pedagogy constitutes an integrated system of moral education that has been shaped over the centuries. It encompasses oral tradition, proverbs and sayings, customs and rituals, traditional games, and heroic epics. The study aims to identify the educational potential of traditional Karakalpak practices and justify their systematic use in the moral education of secondary school students. The methodological framework is based on ethnopedagogical and cultural approaches, as well as historical and systematic perspectives. The study uses theoretical analysis of scholarly and folklore literature, a comparative-historical method, and an analysis of teachers’ educational experience in schools in the Republic of Karakalpakstan, Uzbekistan. The findings show that Karakalpak heroic epics, particularly Alpamysh, Qirq qiz, and the works of the poet and philosopher Berdakh, foster students’ understanding of courage, justice, honesty, and respect for elders. Folk proverbs and sayings serve as simple moral principles accessible to children of different ages. Traditional games promote socialization, diligence, teamwork, and mutual support. Karakalpak traditional rituals contribute to the transmission of intergenerational values and the development of respect for cultural memory. In practical terms, this study guides the integration of Karakalpak folk pedagogy into school lessons, after-school programs, and other educational activities. Teachers in the Republic of Karakalpakstan and other regions with rich traditional cultures can use the findings.

Keywords: folk pedagogy, Karakalpak folklore, moral education, schoolchildren, ethnopedagogy, traditional values, proverbs and sayings, heroic epic, educational process