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VALUES AND MEANINGS THAT THE INTERIOR OF A SCHOOL CONVEYS TO A STUDENT. Education & Pedagogy Journal. 2022;2(4):42-52. DOI:

The article is devoted to the analysis of the elements of visual communication presented in the interiors of schools. The lack of textual solutions that meet the emotional and value-based requirements of modern students in the visual space of the school is investigated. Texts in the educational space of the school are a flexible and multifunctional tool that can be used not only to increase the school’s attractiveness but also to create an educational dialog with students and their families. Texts can promote the rules of interaction between people and society, the value of ecological behavior, the effective use of resources, respect for others, and a subjective position in educational activities. Materials and Methods. Photographs and video recordings of the visual environment of modern Russian schools served as material for study. The data was collected not only in classrooms but also in all common spaces of the school – corridors, gymnasiums, canteens, museums, libraries, staircases, and entrance areas. In some cases, the object of analysis included images and texts conveying a specific meaning. Qualitative and quantitative analysis are the main methods used in studying text solutions in educational institutions. The article proposes a classification of visual solutions used in schools (8 types of texts) and describes the group interview method as a research tool for visual solutions in schools. Fixation and attribution of school texts were conducted in interaction with adolescent students. Results and Discussion. The study reveals the content and stylistics of interior elements in modern Russian schools. The article justifies the use of School Texts to develop students’ Flexible Skills. The modern visual environment of Russian schools is largely focused on the preservation of the traditional school system. It conveys a formalized idea of school, in which learning is the main focus rather than other aspects of students’ lives and personal development. Conclusion. In order to develop and implement these solutions, it is useful to combine the efforts of professionals from the fields of design, pedagogy, ergonomic psychology, philology, and linguistics and to listen to the ideas and desires of the main subjects in the educational process – the students themselves. The study results show a lack of professional solutions in the design of modern schools. The article suggests ways to overcome these gaps through a collaborative approach to the design of the visual environment of educational institutions.

Keywords: educational space interior design, learning space, visual communication at school, value-based text

WHICH IS MORE IMPORTANT, BEING ACTIVE OR BEING GOOD? COMPARATIVE STUDY OF CHILDREN’S SCHOOL AWARDS IN RUSSIAN AND CHINESE SCHOOLS. Education & Pedagogy Journal. 2023;1(5):25-46. DOI:

A child’s well-deserved recognition and praise are one of the oldest methods of providing feedback on whether a person is developing in the right direction. By examining the types of positive reinforcement and the differences in the way children are encouraged in different countries, teachers can better understand the characteristics of their potential international students and choose new methods to support Russian-speaking students from neighboring countries. The article aims to analyze the differences in the culture of discourse about school awards in Russian and Chinese schools. Research methods: comparative and descriptive approaches to text analysis and statistical analysis. School award texts received by schoolchildren and preschoolers from Russia (n = 51) and China (n = 50) were used for the study. As a result of the study, it was found that school awards in three formats are typical for Chinese educational institutions and seven for Russian ones. The systems of school awards in Russia and China have similarities and differences. Common to both practices is the promotion of good academic performance (achieving high rankings) and support for developing the child’s talents in the arts or sports. Encouraging the student’s personal qualities (love of work, conscientiousness, perseverance) can be said to be a characteristic found exclusively in Chinese schools. A peculiarity of the Russian school in this respect is the promotion of the student’s work in some creative activity (“participation in an exhibition/festival”) without mentioning the specific result of the child. Both Chinese and Russian award texts mention “achievements,” but in the Chinese ones, teachers prefer phrases that include “hope for future success,” while in the Russian school award texts, only the fact of the awarded child’s participation in a particular event is mentioned. Moreover, the Russian award texts use virtually no artistic language devices, while the Chinese texts frequently use metaphors, epithets, and similes to reinforce the encouraging statement emotionally.

Keywords: school awards, recognition of educational achievements, positive motivation, teacher support, feedback, Russian school, Chinese school