فکر بنیانبانک مقالات روان‌شناسی

technical universities

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DEVELOPMENT OF STUDENT’S CREATIVE ABILITIES IN THE FOREIGN LANGUAGE TEACHING PROCESS IN TECHNICAL UNIVERSITIES

Голованова Людмила Николаевна Bulletin of Vladimir State University named after A G and N G Stoletovs Series Pedagogical and Psychological Sciences, 2026, Issue 3, pp. 73-86 https://doi.org/10.66300/2307-3241-2026-85-3-73-86

چکیده

The article analyzes the process of development and initiation of creative abilities at various stages of profession-oriented foreign language training for technical university students. Each stage of foreign language training is described by key characteristics that contribute to the development of students’ creative abilities in a non-linguistic university. The process of developing students’ creative abilities is a hierarchical one. Each stage of foreign language training serves as a preparatory step for the development and initiation of the student's creative abilities.

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ANTHROPOMORPHIC METAPHOR IN THE ENGLISH DISCOURSE OF PROJECT MANAGEMENT AND INNOVATIVE IT TECHNOLOGIES

Svitlana Nykyporets; Sergii Kot; Nataliia Hadaichuk; Nadiia Herasymenko Crosspoint, 2026 https://doi.org/10.5281/zenodo.23791597

چکیده

The article analyses the cognitive and pragmatic functions of anthropomorphic metaphor in contemporary English-language discourse relating to project management and innovative information technologies. Particular attention is devoted to the conceptual mechanisms through which human characteristics, physiological states, cognitive processes and social relationships are projected onto abstract technological phenomena and corporate management practices. The study investigates the role of anthropomorphic metaphor in the formation of specialised terminology, the conceptualisation of complex digital processes and the facilitation of professional communication within multicultural corporate environments. Drawing upon the cognitive theory of metaphor, the research employs corpus-based analysis using Corpus Query Language (CQL) to identify, extract and classify metaphorical expressions occurring in technical documentation and professional project management communications. The analysis examines representative terminological units, including parent/child process, orphan file, zombie process, dead code, AI hallucinations, handshake, project health check and post-mortem, with particular emphasis on their underlying source domains and communicative implications. The findings reveal systematic patterns of metaphorical conceptualisation across two principal areas: innovative IT technologies and corporate project management. Technological processes are frequently represented through metaphors associated with human mortality, vitality and cognitive activity, whereas managerial practices draw extensively upon models of physical health, social interaction and interpersonal relationships. Three principal pragmatic functions of anthropomorphic metaphors are identified: cognitive-heuristic, communicativemanagerial and emotional-psychological. These functions contribute to the interpretation of complex technical phenomena, the establishment of shared professional terminology and the conceptual framing of organisational processes. The research further identifies the relevance of anthropomorphic terminology to intercultural professional communication, particularly in environments where English functions as a lingua franca. It is established that understanding the conceptual foundations of such expressions represents an important component of specialised linguistic competence among future engineers and IT professionals. The findings provide a theoretical and methodological basis for incorporating anthropomorphic terminology into English for Specific Purposes (ESP) instruction at technical universities, thereby supporting the development of professional communicative competence and intercultural adaptability in international technological and corporate contexts. Keywords: anthropomorphic metaphor, cognitive linguistics, IT discourse, project management, English for Specific Purposes.

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Beyond policy and employability: How lecturers’ pedagogical practices shape graduate attribute learning in a University of Technology

فراتر از سیاست و اشتغال‌پذیری: چگونه شیوه‌های آموزشی مدرسان یادگیری ویژگی‌های فارغ‌التحصیلان را در یک دانشگاه فناوری شکل می‌دهد

Mashango Sithole; Phiwayinkosi Richmond Gumede Journal of Teaching and Learning for Graduate Employability, 2026, Vol. 17, Issue 1, pp. 180-199 https://doi.org/10.21153/jtlge2026vol17no1art2330

چکیده

The discourse on graduate attributes underscores their significance in higher education, yet the pedagogical processes through which they are translated into student learning remain underexplored, particularly in vocational contexts. This study investigates how lecturers at a University of Technology (UoT) in South Africa interpret, negotiate and integrate graduate attributes within their teaching and assessment practices, and how these pedagogical decisions shape students’ opportunities for capability development. The study is framed by cultural-historical activity theory (CHAT) and guided by an interpretivist qualitative approach, with data generated through interviews with lecturers (n = 11) across three faculties and analysed thematically using Atlas.ti. The findings reveal three interrelated insights: persistent contradictions between employability-driven institutional mandates and lecturers’ epistemic and disciplinary commitments; the mediating role of curriculum artefacts, collegial communities and institutional rules in shaping teaching practices; and the emergence of expansive learning as lecturers reframe graduate attributes as integral to disciplinary teaching and student capability development rather than as externally imposed requirements. The study offers practical implications for academic development, curriculum review and institutional policy by highlighting the conditions that enable lecturers to move from compliance to expansive, pedagogy-driven integration of graduate attributes.

گفتمان مربوط به ویژگی‌های فارغ‌التحصیلان بر اهمیت آن‌ها در آموزش عالی تأکید دارد، اما فرایندهای آموزشی که از طریق آن‌ها این ویژگی‌ها به یادگیری دانشجویان منتقل می‌شوند، به ویژه در زمینه‌های حرفه‌ای، کمتر مورد بررسی قرار گرفته‌اند. این پژوهش بررسی می‌کند که چگونه مدرسان یک دانشگاه فناوری (UoT) در آفریقای جنوبی ویژگی‌های فارغ‌التحصیلان را تفسیر، مذاکره و در شیوه‌های تدریس و ارزیابی خود ادغام می‌کنند و این تصمیمات آموزشی چگونه فرصت‌های توسعه قابلیت‌های دانشجویان را شکل می‌دهد. چارچوب نظری پژوهش، نظریه فعالیت فرهنگی-تاریخی (CHAT) است و رویکرد کیفی تفسیرگرایانه راهنمای آن بوده است. داده‌ها از طریق مصاحبه با مدرسان (n = 11) در سه دانشکده گردآوری و با استفاده از نرم‌افزار Atlas.ti به صورت تماتیک تحلیل شده‌اند. یافته‌ها سه بینش مرتبط را آشکار می‌سازند: تناقضات مداوم میان الزامات نهادی مبتنی بر اشتغال‌پذیری و تعهدات معرفتی و رشته‌ای مدرسان؛ نقش میانجی مصنوعات برنامه درسی، جوامع همکارانه و قواعد نهادی در شکل‌دهی به شیوه‌های تدریس؛ و ظهور یادگیری گسترش‌یابنده، زمانی که مدرسان ویژگی‌های فارغ‌التحصیلان را به عنوان بخشی جدایی‌ناپذیر از آموزش رشته‌ای و توسعه قابلیت‌های دانشجویان بازتعریف می‌کنند، نه صرفاً الزامات تحمیلی بیرونی. این پژوهش با برجسته‌سازی شرایطی که امکان گذار مدرسان از تبعیت صرف به ادغام گسترش‌یابنده و مبتنی بر آموزش ویژگی‌های فارغ‌التحصیلان را فراهم می‌کند، پیامدهای عملی برای توسعه علمی، بازنگری برنامه درسی و سیاست نهادی ارائه می‌دهد.

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