International legal and theoretical perspectives on general secondary education
DOI:
https://doi.org/10.56294/sctconf20251573Keywords:
education, legislative educational framework, general secondary education, educational programme, scientific community, educational-social inclusionAbstract
Introduction: The article addresses the problem of defining the conceptual and categorical framework and systematic features of the definition of the term "general secondary education".
Objective: The article examines the level of informational-psychological safety and psychological safety indicators and their relationship with resilience indicators have been studied.
Methods: General scientific methods were employed, such as analysing scientific sources, systematisation, generalisation method, survey.
Results: It has been determined that interpreting the aspects of achieving educational outcomes in the general secondary education system through the prism of the legislative framework has a conceptual appropriation. However, it requires expansion in matters of subject-practical regulation at the level of the corresponding educational environment, such as general secondary education and other previously mentioned educational clusters. The necessity of introducing an integration approach to intra-educational equality by each educational institution has been established. This may cause inconsistencies in implementing national legislative provisions at the local level.
Conclusions: Thus, a set of proposals by the educational sector's legislator aimed at improving the gender-social components of acquiring professional knowledge in general educational institutions could serve as a mechanism for resolving such situational conflicts. These proposals could subsequently be incorporated by general secondary education institutions into their statutory and regulatory programmatic documentation, proportionally reflecting the peculiarities of their functioning.
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Copyright (c) 2025 Iryna Zhukova , Oksana Strelchenko , Olga Sharahina (Author)
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