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Introduction. The problematic of artificial intelligence (AI) is one of the central issues for modern scientific and business communities. Despite the relevance and particular demand for AI professions, there is currently an acute need in the labor market for both highly qualified and young specialists in this area. According to analysts, the shortage is due to shortcomings in the system for training AI specialists. The reasons that determined the crisis of educational programs in the field of IT are considered. The main emphasis is focused on the new approaches of gaining knowledge in the training of IT specialists, appropriate to the specifics of the new realities.Methodology and sources. The methodology of comparative analysis, interdisciplinary and philosophical approaches to the consideration of AI as an information and communication phenomenon of the new reality is used. Sources are based on the special literature of foreign (K. Schwab, N. Davis, P. Dougherty, J. Wilson and etc.) and Russian (E.M. Proydakov, V.B. Tarasov, P.M. Gotovtsev and others) authors, scientific researches (collective research of Russian scientists "Strong Artificial Intelligence", 2021; and others), publications and websites devoted to the problems of AI, including the educational sphere (O.E. Baksansky, U. Pakhomov, etc.; www.trends.rbc.ru/trends/education and others).Results and discussion. Main tendencies of artificial intelligence development are determined. AI is opening out both as a special field of scientific knowledge and as a huge AI-industry. The specifics of educational track in training young AI specialists are revealed; the question of the necessity of developing new educational model, implementing the needs of digital economy in terms of training highly qualified personnel in the field of IT is raised.Conclusion. In the present conditions, when the volume of information is constantly increasing and the practice of AI development is ahead of the theory, the training of AI specialists has still a narrow profile. In this connection, we consider the latest modification of STEM education – i-STEAM, which, like STEM, is aimed at ensuring end-to-end interaction between applied tasks, fundamental research and educational system, but, unlike STEM, includes humanitarian and innovative components, which is especially relevant for training young AI specialists. However, as applied to the AI direction, the humanitarian component must be necessarily supplemented by the subject field of digital humanistic with the main emphasis on digital applied ethics as a prerequisite for progressive development of AI. It is focused that this approach of the training of AI profile meets the requirements of the human-centered digital era.

The present study examined what kinds of patterns of task‐values adolescents show, and whether these patterns predict their educational and occupational expectations and school track. Six hundred and fourteen adolescents were examined twice before their transition to secondary education and once thereafter. The clustering‐by‐cases analyses identified 6 groups: (1) those who placed a high value on all school subjects, (2) those who did not value any of the subjects, (3) those who valued Finnish and social sciences, (4) those who valued in particular practical and art subjects, (5) those who valued only practical and art subjects, and (6) those who especially valued mathematics and science. The patterns of task‐values also predicted adolescents' occupational and educational expectations.

This article explores the effect of tracked education in upper secondary on voting behaviour. It discusses two causal mechanisms that link tracked education to greater disparities of political participation: the curriculum and peer socialization. Data of Waves 1, 2, 5 and 7 of the Longitudinal Study of Young People in England (LSYPE) is used to assess the hypothesis that educational track has an independent effect on voting. Controlling for several pre- and post-track influences, the paper shows that students who have taken vocational courses in less prestigious schools indeed have lower reported voting levels at age 20 than those who have pursued an academic qualification (A levels) in prestigious schools. It is proposed that the effect of tracked education on political participation is likely to vary across Europe and that this variation may well be explained by differences across Europe in the extent to which the academic and vocational tracks are integrated, both in terms of the curriculum and in their social intake.

Across democracies, education predicts electoral participation and political interest. Here, German students on the pre-vocational and pre-academic educational tracks are compared to show how these differences emerge, and thus indicate how they can be addressed. In a Preliminary Study, a large dataset (3747 participants) revealed that there is a gap in political interest between the tracks, and that this predicts a gap in voting intentions. Study 1 (228 participants) tested three mediators of the relationship between educational tracks and voting intentions. Differences in civic understanding primarily explained the link between educational track and voting intentions. Lastly, in Study 2, 23 semi-structured interviews explored how limited civic understanding constrains political engagement among students on the pre-vocational track, indicating that a narrow understanding of power and a lack of sociological imagination are key. The finding that the gaps emerge due to differences in civic understanding, which is teachable, suggests that schools can play an effective role in addressing them. Limitations and implications are discussed.

Studies show that adolescents that follow a higher educational track have more positive experiences than those of lower levels with aspects of democracy, such as decision-making or discussions. In our study, we focus on how adolescents from different educational tracks evaluate the various possibilities to experience democracy in daily life, and whether school is compensating for any difference therein. Data were gathered by interviewing 40 adolescents at two points in time (eighth and tenth grade). The results suggest that, especially in the later phase of secondary education, according to the experiences of adolescents it is apparent that school exacerbates instead of decreases social differences in society. Those in the higher educational track experience more often than those in the lower track having discussions and being encouraged to be socially and politically engaged. We discuss opportunities for teachers and for citizenship education to strengthen democratic socialization in both educational tracks.

AbstractCitizenship education aims to compensate for the lack of a stimulating political home environment. However, not all scholars are convinced that schools are great equalizers, as citizenship education might reinforce rather than reduce socioeconomic inequalities. This paper investigates whether citizenship education compensates, reproduces, or accelerates inequality in students' internal political efficacy (IPE) and how this relationship differs across educational tracks. IPE is considered a key political attitude that predicts political participation and taps into self-confidence in a political setting. This political attitude is especially interesting considering the stigmatizing effects of educational tracks. We study the effect of citizenship education among senior high school students in Flanders. We examine three kinds of citizenship education: civic learning experiences, an open classroom climate, and active student participation at school. We conduct three-way interactions in multilevel models to study the moderating effect of these types of citizenship education at school on the relationship between a political home environment and IPE across educational tracks. We show compensating effects for the three citizenship education types. However, looking across educational tracks, there is a clearer compensation in the academic track compared to the technical and vocational tracks. Our findings indicate that citizenship education contributes to a democratic society where all citizens feel confident participating in the political arena. Still, technical and vocational tracked students not only receive less citizenship education, but the reduction of socioeconomic inequalities in feelings of IPE when receiving higher amounts is also less articulated than in the academic track.

'Die vorliegende Arbeit ist ein empirischer Beitrag zum Diskurs um das Konzept der Entwicklungsaufgaben, insbesondere im Kontext schulischer Sozialisation und dem Übergang ins Berufsleben. Vier explorativ-faktorenanalytisch ermittelte Entwicklungsaufgaben-Skalen werden in einem Allgemeinen Linearen Modell dazu eingesetzt, Determinanten des Ausmaßes ihrer Bewältigung bei 16 bis 18-jährigen SchülerInnen aus Berlin-Charlottenburg festzustellen. Dabei werden wesentliche Erkenntnisse des aktuellen Forschungsstands repliziert, insbesondere hinsichtlich des Einflusses des Geschlechts auf die Auseinandersetzung mit (zwischenmenschlichen und persönlichen) Entwicklungsaufgaben. Weitere Ergebnisse werden jedoch wichtige Fragen hinsichtlich der Reproduktion von sozialer Ungleichheit durch das Schulsystem auf.' (Autorenreferat)

The current COVID-19 pandemic has changed our lives in unimaginable ways. It has brought forth the need to know our location, the people we've been in contact with, and other details like our body temperature and more to contain the spread of this virus. This information is even more vital when it comes to students, as their return to school increases their exposure level. There are quite a few existing systems that must be integrated to solve this problem. Currently, we have in use thermal sensors to record people's temperatures by scanning, we have card readers in buses to confirm the student's presence, and we have online portals where teachers can log a student's attendance for each class. Using blockchain, we can incorporate these systems to create an effective, transparent COVID-19 tracker. In this paper, we discuss a new blockchain-based tracking system that ensures transparency between the student, school and government to prevent the spread of the virus and help in contact tracing. We facilitate the integration of the above-mentioned systems using blockchain and school/national ID cards.

AbstractEducational aspirations can be regarded as a predictor of final educational attainment, rendering this construct highly relevant for analysing the development of educational inequalities in panel data settings. In the context of the German tracked secondary school system, we analysed school-track effects on the development of educational aspirations. Using data from five consecutive waves of the National Educational Panel Study (NEPS), we selected a sample of high-performing students with initially high aspirations. Our results indicate that pupils in the nonacademic track or with a low social origin tend to lower their aspirations significantly more often than pupils in the academic track or pupils with a high social origin. With mediation analyses, we demonstrate that these differences can be attributed to learning environments at the school level. We also show that the downward adjustment of aspirations in the nonacademic track is less pronounced for students from highly educated families than for students from low-education family backgrounds.