Garanina Olga, Al Said Nidal, Stepenko Valery, Troyanskaya Marija
Moscow State Technical University of Civil Aviation, Moscow, Russia.
Ajman University, Ajman, United Arab Emirates.
Educ Inf Technol (Dordr). 2021;26(5):5457-5475. doi: 10.1007/s10639-021-10549-5. Epub 2021 Apr 22.
The purpose of the study is to develop and test the original model which illustrates the development of personality in the information society. The study involved two Russian universities, higher educational institutions of the Arab Emirates and Kazakhstan. A total of 400 students participated in the research. The experiment consisted of three stages: introductory, experimental, and final. At the introductory stage of the study, the influences of the information society on the development of human personal qualities were analyzed. At the experimental stage, the original model which illustrates the development of personality in the information society was developed and implemented. At the final stage, the students were surveyed in accordance with the original methodology for the use of the capabilities and resources of the information society for personality development. After the implementation of the model, the number of students using the capabilities of the information society for personal development, the development of professional skills, and maintaining and strengthening health increased by 18.5%, 18.7%, and 10%, respectively. The practical value of the scientific research results relates to the possibility of using the questionnaires and models of personality development in the context of the information society in the higher education system of Russia, the Arab Emirates, Kazakhstan, and other countries. The model described in the study is relevant in the context of the transfer of the educational process in higher education to a distance format and the growing social isolation of an individual caused by the coronavirus pandemic.
该研究的目的是开发并测试一个阐释信息社会中人格发展的原创模型。该研究涉及俄罗斯的两所大学、阿拉伯联合酋长国和哈萨克斯坦的高等教育机构。共有400名学生参与了这项研究。实验包括三个阶段：介绍性阶段、实验阶段和最终阶段。在研究的介绍性阶段，分析了信息社会对人类个人品质发展的影响。在实验阶段，开发并实施了一个阐释信息社会中人格发展的原创模型。在最终阶段，按照使用信息社会的能力和资源促进人格发展的原始方法对学生进行了调查。模型实施后，利用信息社会的能力促进个人发展、专业技能发展以及保持和增强健康的学生人数分别增加了18.5%、18.7%和10%。科研成果的实际价值在于，在俄罗斯、阿拉伯联合酋长国、哈萨克斯坦和其他国家的高等教育系统中，在信息社会背景下使用人格发展问卷和模型的可能性。该研究中描述的模型在高等教育的教学过程向远程形式转变以及冠状病毒大流行导致个人社会隔离加剧的背景下具有相关性。
