Inclusion Problems in the Russian General Education System

DOI: https://doi.org/10.15826/csp.2023.7.3.242

Abstract

The research examines the problem of implementing the principle of inclusion in the Russian education system as contributing to the development of inclusive society. The system and actor approaches were used to consider educational inclusion from the perspective of a wide range of actors. The study analyzes the main indicators characterizing the state and development of an inclusive education system taking into account certain barriers to its development. The main problems of implementing educational inclusion into the Russian system of general education are investigated. These include the definition of the object of inclusion, staffing, physical accessibility of educational institutions, adaptation of educational programs, funding, and willingness of different actors of the educational process to inclusion. The main positive changes and difficulties that arise during the implementation of inclusion in the Russian general education system are outlined. Key measures that should be taken to lift existing barriers and promote inclusion are proposed.

Author Biographies

Tatiana S. Soloveva, Vologda Research Center of the Russian Academy of Sciences, Vologda, Russia

Tatiana S. Soloveva, Senior Researcher at the Department of Living Standards and Lifestyle Studies, Vologda Research Center of the Russian Academy of Sciences, Vologda, Russia. She has more than 200 research publications devoted to the problems of education and social innovation development in Russia and abroad, social policy, employment, and human capital. Among her most recent publications are the following works: Soloveva, T. S. (coauthored), Employment Transformation in Russia From the Perspective of Cross-Country Comparisons (2023); Soloveva, T. S., Support Features and Problems of Social Entrepreneurship Development in Modern Russia (2023); Soloveva, T. S., Social Entrepreneurship in the Regions of Russia: Key Characteristics and Conditions of Development (2023); Soloveva, T. S. (coauthored), From Traditional Learning Principles to Smart Education. Recommendations for Practical Teachers (2022).

Veronika A. Sokolova, Vologda State University, Vologda, Russia

Veronika A. Sokolova, Cand. Sci. (Psychology), Associate Professor, Department of the English Language, Vologda State University, Vologda, Russia.  She has published textbooks and study guides for students of different fields of study, including modern technologies, power engineering, biomedicine, contemporary architecture, innovation management, etc. (some of them coauthored). Her research interests concern psycholinguistics, stylistics, psychology in teaching foreign languages, innovative practices of teaching and methodology. Presently, she focuses on studying inclusion problems in the education system. Her recent publications include the following: Sokolova, V. A. (coauthored), On the Issue of Improving Efficiency When Working With a Foreign Language Text at a University (2023); Sokolova, V. A. (coauthored), Integrative Approach in Teaching English for Professional Purposes (2021).

References


  • Abankina, I. V., Alashkevich, M. Yu., Vinarik, V. A., Derkachev, P. V., Merkulov, M. V., Slavin, S. S., & Filatova, L. M. (2016). Analiz normativnogo podushevogo finansirovaniia obshchego obrazovaniia v sub’ektakh Rossiiskoi Federatsii [Analysis of normative per capita financing of general education in the subjects of the Russian Federation]. NRU HSE.

  • Ainscow, M., Booth, T., & Dyson, A. (2006). Improving schools, developing inclusion. Routledge.

  • Alekhina, S. V. (2013). Inkliuzivnoe obrazovanie: Istoriia i sovremennost’ [Inclusive education: History and modernity]. Pedagogicheskii universitet “Pervoe sentiabria”.

  • Alekhina, S. V. (2016). Inkliuzivnoe obrazovanie: Ot politiki k praktike [Inclusive education: From policy to practice]. Psychological Science and Education, 21(1), 136–145. https://doi.org/10.17759/pse.2016210112

  • American Psychological Association. (n.d.). Defectology. In APA dictionary of psychology. https://dictionary.apa.org/defectology

  • Badaraev, D. D., & Ukraintseva, I. D. (2023). Otnosheniia detei obshcheobrazovatel’nykh shkol Respubliki Buriatiia k inkliuzivnomu obrazovaniiu [Attitude to inclusive education among children in general education schools in the Republic of Buryatia]. Theory and Practice of Social Development, 1, 15–24. https://doi.org/10.24158/tipor.2023.1.1

  • Bagdueva, K. G., Gadzhiev, I. A., & Gadzhieva, F. G. (2017). Inkliuzivnaia kul’tura obrazovatel’noi organizatsii: Teoretiko-metodologicheskie aspekty [Inclusive culture of educational organization: Theoretical and methodological aspects]. Mir Nauki, Kul’tury, Obrazovaniya, 1, 111–113. http://amnko.ru/index.php/download_file/view/710/82/

  • Balashov, A. E., Krasnova, E. A., & Khristoforova, L. V. (2020). Pravovye bar’ery v sisteme vuzovskogo inkliuzivnogo obrazovaniia [Legal barriers in the system of university inclusive education]. The Education and Science Journal, 22(1), 59–83. https://doi.org/10.17853/1994-5639-2020-1-59-83

  • Bank-Mikkelsen, N. (1980). Denmark. In R. J. Flynn & K. E. Nitsch (Eds.), Normalization, social integration and community services (pp. 51–70). University Park Press.

  • Barnes, C., & Mercer, G. (2004). Theorising and researching disability from a social model perspective. In C. Barnes & G. Mercer (Eds.), Implementing the social model of disability: Theory and research (pp. 1–17). The Disability Press.

  • Belenkova, L. Yu. (2011). Innovatsionnye podkhody k obrazovaniiu detei s ogranichennymi vozmozhnostiami zdorov’ia: Ot integratsii k inkliuzii [Innovative approaches to the education of children with disabilities: From integration to inclusion]. Integration of Education, 1, 59–64.

  • Beliavskii, B. V. (2017). Inkliuzivnoe obrazovanie v Rossiiskoi Federatsii: Istoriia, sostoianie i riski [Inclusive education in the Russian Federation: History, condition, and risks]. Inkliuziia v obrazovanii, 1(5), 20–38.

  • Belková, V., Zólyomiová, P., & Petrík, Š. (2021). Inclusive education in practice: Teachers’ opinions and needs. Journal of Siberian Federal University. Humanities & Social Sciences, 14(9), 1286–1298. https://doi.org/10.17516/1997-1370-0819

  • Bolshakov, N. V., & Dolgova, E. M. (2022). Inkliuzivnoe obrazovanie v prostranstve postsotsializma: Sravnitel’nyi analiz roditel’skoi udovletvorennosti [Inclusive education in the post-socialist space: Comparative study of an assessment of parental satisfaction]. Educational Studies Moscow, 1, 54–74. https://doi.org/10.17323/1814-9545-2022-1-54-74

  • Buravleva, N. A., & Iglovskaia, N. V. (2012). Uroven’ gotovnosti uchastnikov obrazovatel’nogo protsessa k inkliuzivnomu obucheniiu [Level of readiness of participants of educational process to inclusive educating]. Science Vector of Togliatti State University. Series: Pedagogy, Psychology, 1, 70–73.

  • D’Alessio, S. (2011). Inclusive education in Italy: A critical analysis of the policy of integrazione scolastica. Sense.

  • Dostupnaia sreda: Itogi gosudarstvennoi programmy za 2020 god i osnovnye meropriiatiia na 2021 god [Accessible environment: The results of the state program for 2020 and the main events for 2021]. (2021). Analiticheskij vestnik, 15(775). http://council.gov.ru/activity/analytics/analytical_bulletins/127765/

  • Ellger-Rüttgardt, S. L. (2008). Geschichte der Sonderpädagogik. Eine Einführung [History of special education. An introduction]. Ernst Reinhardt.

  • Engelbrecht, P., & Green, L. (2007). An introduction of inclusive education. In P. Engelbrecht & L. Green (Eds.), Responding to the challenges of inclusive education in Southern Africa (pp. 2–9). Van Schaik.

  • European Commission. (1996). Charter of Luxembourg. https://www.european-agency.org/sites/default/files/CHARTER-of-LUXEMBOURG-November-1996.pdf

  • European Communities. (1997). Treaty of Amsterdam amending the treaty on European Union, the treaties establishing the European communities and certain related acts. Office for Official Publications of the European Communities. https://www.europarl.europa.eu/topics/treaty/pdf/amst-en.pdf

  • European Congress on Disability. (2002). The Madrid declaration “Non discrimination plus positive action results in social inclusion”. https://download.kataweb.it/portale/superabile/it/madrid_en.pdf

  • Ferguson, D. L. (2008). International trends in inclusive education: The continuing challenge to teach each one and everyone. European Journal of Special Needs Education, 23(2), 109–120. https://doi.org/10.1080/08856250801946236

  • Fetalieva, L. P., Shikhalieva, S. H., & Karaeva, S. A. (2016). Istoricheskie etapy razvitiia inkliuzivnogo obrazovaniia mladshikh shkol’nikov [Historical stages of development of inclusive education of younger school students]. Herald of Chelyabinsk State Pedagogical University, 2, 94–99.

  • Goodley, D., & Runswick-Cole, K. (2011). Problematising policy: Conceptions of “child,” “disabled” and “parents” in social policy in England. International Journal of Inclusive Education, 15(1), 71–85. https://doi.org/10.1080/13603116.2010.496197

  • Goriainova, A. R., & Iarskaia-Smirnova, E. R. (2020). Inkliuzivnoe obrazovanie: Obshchestvennoe mnenie i opyt insaiderov [Inclusive education: Public opinion and insiders’ experience]. Tomsk State University Journal, 453, 98–110. https://doi.org/10.17223/15617793/453/12

  • Grim-Farrell, C. R., Bain, A., & McDonagh, S. H. (2011). Bridging the research-topractice gap: A review of the literature focusing on inclusive education. Australasian Journal of Special Education, 35(2), 117–136. https://doi.org/10.1375/ajse.35.2.117

  • Hanssen, N. B., & Erina, I. (2021). Parents’ views on inclusive education for children with special educational needs in Russia. European Journal of Special Needs Education, 37(5), 761–775. https://doi.org/10.1080/08856257.2021.1949092

  • Hernández-Torrano, D., Somerton, M., & Helmer, J. (2022). Mapping research on inclusive education since Salamanca Statement: A bibliometric review of the literature over 25 years. International Journal of Inclusive Education, 26(9), 893–912, https://doi.org/10.1080/13603116.2020.1747555

  • Hornby, G. (2012). Inclusive education for children with special educational needs: A critique of policy and practice in New Zealand. Journal of International and Comparative Education, 1(1), 52–60. https://doi.org/10.14425/00.36.40

  • Iarskaia-Smirnova, E. R., & Loshakova, I. I. (2003). Inkliuzivnoe obrazovanie detei-invalidov [Inclusive education of children with disabilities]. Sotsiologicheskie Issledovaniya, 5, 100–106. https://paralife.narod.ru/1sociology/socis/Iarskaia-Smirnova_Loshakova_SR03.pdf

  • Kantor, V. Z., Proekt, Yu. L., Kondrakova, I. E., Litovchenko, O. V., & Zalautdinova, S. E. (2023). Praktika inkliuzivnogo obrazovaniia detei s ogranichennymi vozmozhnostiami zdorov’ia: Realii kompetentnostnogo obespecheniia [The practice of inclusive education of children with disabilities: The quality of competence support]. Integration of Education, 27(1), 82–99. https://doi.org/10.15507/1991-9468.110.027.202301.082-099

  • Karabanova, O. A., & Malofeev, N. N. (2019). Strategiia razvitiia obrazovaniia detei s OVZ: Po doroge k realizatsii kul’turno-istoricheskogo podkhoda [Education development strategy for children with disabilities: On the way to implementing a cultural-historical approach]. Cultural-Historical Psychology, 15(4), 89–99. https://doi.org/10.17759/chp.2019150409

  • Kondakova, N. A., & Fakhradova, L. N. (2015). Otnoshenie naseleniia Vologodskoi oblasti k statusu invalida [Аttitude of the Vologda Oblast population to the status of a disabled person]. Territorial Development Issues, 1, Article 4. http://vtr.vscc.ac.ru/article/1470/full

  • Kozlova, M. A. (2021). Inkliuzivnoe obrazovanie v tsennostiakh i smyslakh potentsial’nykh aktorov [Inclusive education in the values and senses of potential actors]. Tsennosti i Smysly, 3, 61–80. https://doi.org/10.24412/2071-6427-2021-3-61-80

  • Kulagina, E. V. (2013). Inkliuzivnoe obrazovanie detei s ogranichennymi vozmozhnostiami zdorov’ia: Tendentsii i usloviia razvitiia v Rossii [The Inclusive education of children with disabilities: Trends and conditions of development in Russia]. Population, 4, 29–38. http://www.isesp-ras.ru/images/narodonaselenie/2013_4.pdf

  • Kulagina, E. V. (2014). Obrazovanie detei-invalidov i detei s ogranichennymi vozmozhnostiami zdorov’ia: Sotsial’no-ekonomicheskii aspekt [Education of children with disabilities and special needs children: Socio-economic aspect]. Delovye i iuridicheskie uslugi “LeksPraksis”.

  • Lubovskii, V. I. (2016). Inkliuziia—Tupikovyi put’ dlia obucheniia detei s ogranichennymi vozmozhnostiami [Inclusion: A dead end for education of children with disabilities]. Special Education, 4, 77–87.

  • Magnússon, G. (2019). An amalgam of ideals—Images of inclusion in the Salamanca Statement. International Journal of Inclusive Education, 23(7–8), 677–690. https://doi.org/10.1080/13603116.2019.1622805

  • Malofeev, N. N. (2018а). Ot ravnykh prav k ravnym vozmozhnostiam, ot spetsial’noi shkoly k inkliuzii [From equal rights to equal opportunities, from special schools to inclusion]. Izvestia: Herzen University Journal of Humanities & Sciences, 190, 8–15.

  • Malofeev, N. N. (2018b). Spetsial’noe obrazovanie v meniaiushchemsia mire. Evropa [Special education in a changing world. Europe: a textbook for students of pedagogical universities] (2nd ed.). Prosveshcheniye.

  • Malofeev, N. N. (Ed.). (2019). Kontseptsiia razvitiia obrazovaniia obuchaiushchikhsia s invalidnost’iu i ogranichennymi vozmozhnostiami zdorov’ia do 2030 g. [The concept for the development of education of students with disabilities and special needs until 2030]. ISE RAO.

  • Mezhvedomstvennyi kompleksnyi plan po voprosam organizatsii inkliuzivnogo doshkol’nogo i obshchego obrazovaniia i sozdaniia spetsial’nykh uslovii dlia polucheniia obrazovaniia det’mi-invalidami i det’mi s ogranichennymi vozmozhnostiami zdorov’ia na 2016–2017 gody [Interdepartmental comprehensive plan on the organization of inclusive pre-school and general education and the creation of special facilities for educational opportunities for the children with disabilities and handicapped children, 2016–2017]. No. 4491r-R8. (2016, June 27). https://docs.cntd.ru/document/420368479

  • Mezhvedomstvennyi kompleksnyi plan po voprosam organizatsii inkliuzivnogo obshchego i dopolnitel’nogo obrazovaniia i sozdaniia spetsial’nykh uslovii dlia polucheniia obrazovaniia obuchaiushchimisia s invalidnost’iu i s ogranichennymi vozmozhnostiami zdorov’ia na 2018–2020 gody [Interdepartmental comprehensive plan for the organization of inclusive general and additional education and the creation of special conditions for education for children with disabilities and handicapped children for 2018–2020 years]. No. 987r-R8. (2018, February 7). https://minobr.novreg.ru/np-includes/upload/2018/03/02/12706.pdf

  • Mitchell, D. (2005). Introduction: Sixteen propositions on the contexts of inclusive education. In D. Mitchell (Ed.), Contextualising inclusive education: Evaluating old and new international perspectives (рр. 1–21). Routledge.

  • Nazarova, N. M. (2016). Sistemno-deiatel’nostnyi podkhod v obuchenii detei s osobymi obrazovatel’nymi potrebnostiami [System and activity approach in teaching children with special educational needs]. Permskii pedagogicheskii zhurnal, 8, 102–109.

  • Nirje, B. (1969). The normalization principle and its human management implications. In R. Kugel & W. Wolfensberger (Eds.), Changing patterns in residential services for the mentally retarded (рр. 179–196). President’s Committee on Mental Retardation.

  • O Natsional’noi strategii deistvii v interesakh detei na 2012–2017 gody [On the National strategy of action for children for 2012–2017]. Decree of the President of the Russian Federation No. 761. (2012, June 1). https://publication.pravo.gov.ru/Document/View/0001201206040004

  • O prieme na obuchenie lits s ogranichennymi vozmozhnostiami zdorov’ia [On admission to education for persons with disabilities]. Letter from the Russian Federal Service for Supervision in the Sphere of Education and Science No. 01-50-174/07-196816. (2015, April 16). https://obrnadzor.gov.ru/ron_doc/pismo-rosobrnadzora-ot-16-04-2015-%E2%84%9601-50-174-07-1968-o-prieme-na-obuchenie-licz-s-ogranichennymi-vozmozhnostyami-zdorovya/

  • Ob obrazovanii v Rossiiskoi Federatsii [On the education in the Russian Federation]. Federal Law of the Russian Federation No. 273-FZ. (2012, December 29). https://pravo.gov.ru/proxy/ips/?docbody=&nd=102162745

  • Ob utverzhdenii federal’nogo gosudarstvennogo obrazovatel’nogo standarta nachal’nogo obshchego obrazovaniia obuchaiushchikhsia s ogranichennymi vozmozhnostiami zdorov’ia [On the approval of the federal state educational standard for the primary general education of students with disabilities]. Order of the Ministry of Education and Science of the Russian Federation No. 1598. (2014, December 19). https://fgos.ru/fgos/fgos-1598

  • Ob utverzhdenii gosudarstvennoi programmy Rossiiskoi Federatsii “Dostupnaia sreda” na 2011–2020 gody [On the approval of the State Program of the Russian Federation “Accessible Environment” for 2011–2020 years]. Decree of the Government of the Russian Federation No. 1297. (2015, December 1). http://static.government.ru/media/files/6kKpQJTEgR1Bmijjyqi6GWqpAoc6OmnC.pdf

  • Ob utverzhdenii plana osnovnykh meropriiatii, provodimykh v ramkakh Desiatiletiia detstva, na period do 2027 goda [On the approval of the Plan of the main activities carried out within the framework of the Decade of childhood for the period up to 2027]. Decree of the Government of the Russian Federation No. 122-р. (2021, January 23). https://docs.cntd.ru/document/573461456

  • Ob utverzhdenii Polozheniia o psikhologo-mediko-pedagogicheskoi komissii [On approval of the Regulations on the psychological-medical-pedagogical commission]. Order of the Ministry of Education and Science of the Russian Federation No. 1082. (2013, September 20). https://docs.cntd.ru/document/499048913?marker=6520IM

  • Otnoshenie obshchestva k detiam s ogranichennymi vozmozhnostiami zdorov’ia i detiam-invalidam [The attitude of society towards children with disabilities and handicapped children]. (2017). Fond podderzhki detei, nakhodiashchikhsia v trudnoi zhiznennoi situatsii.

  • Panfilov, M. S. (2022). Osnovnye problemy pedagogov v usloviiakh osushchestvleniia inkliuzivnogo obrazovaniia na territorii Rossii [The main problems of teachers in the context of inclusive education in Russia]. Science and School, 5, 153–161. https://doi.org/10.31862/1819-463X-2022-5-153-161

  • Popov, A. V., & Soloveva, T. S. (2015). Deti s ogranichennymi vozmozhnostiami zdorov’ia v sisteme rossiiskogo obrazovaniia [Disabled children in the system of Russian education]. Alma mater. Vestnik Vysshey Shkoly, 2, 43–51.

  • Prince, M. J. (2016). Struggling for social citizenship: Disabled Canadians, income security, and prime ministerial eras. McGill-Queen’s University Press.

  • Rosstat [Federal State Statistics Service]. (2019). Vyborochnoe nabliudenie kachestva i dostupnosti uslug v sferakh obrazovaniia, zdravookhraneniia i sotsial’nogo obsluzhivaniia, sodeistviia zaniatosti naseleniia [Sample survey of the quality and accessibility of services in the spheres of education, health care and social services, employment promotion]. https://gks.ru/free_doc/new_site/GKS_KDU_2019/index.html

  • Rosstat [Federal State Statistics Service]. (2022). Polozhenie invalidov [The situation of persons with disabilities]. https://rosstat.gov.ru/folder/13964

  • Rubtsov, V. V., Alekhina, S. V., Vikhristyuk, O. V., Voitas, S. A., Zabrodin, Yu. M., Zaretskii, V. K., Leonova, O. I., Margolis, A. A., Saitgalieva, G. G., Semya, G. V., Kholmogorova, A. B., & Sharikov, S. V. (2020). O problemakh professional’noi podgotovki spetsialistov sotsial’noi sfery dlia raboty s uiazvimymi kategoriiami naseleniia [On the problems of professional training of social sphere specialists to work with vulnerable categories of the population]. Bulletin of Psychological Practice in Education, 17(2), 8–34. https://doi.org/10.17759/bppe.2020170201

  • Sagitova, V. R. (2014). Psikhologicheskie bar’ery v inkliuzivnom obrazovanii [Psychological barriers in inclusive education]. In N. M. Pruss & F. G. Mukhametzianova (Eds.), Uchit’sia i zhit’ vmeste: Sovremennye strategii obrazovaniia lits s ogranichennymi vozmozhnostiami zdorov’ia: materialy Mezhdunarodnoi nauchnoprakticheskoi konferentsii IuNESKO, Kazan’, 15–17 maia 2014 goda [Learning and living together: modern strategies of education for persons with disabilities: Proceedings of the International Scientific-Practical Conference of UNESCO, Kazan, May 15–17, 2014] (рр. 174–180). Universitet upravleniia “TISBI”.

  • Semago, M. M., Semago, N. Ya., Semenovich, M. L., Dmitrieva, T. P., & Averina, I. E. (2011). Inkliuzivnoe obrazovanie kak pervyi etap na puti k vkliuchaiushchemu obshchestvu [Inclusive education as a first step towards the inclusive society]. Psychological Science and Education, 16(1), 51–59.

  • Sigal, N. G. (2017). Inkliuziia segodnia: Za i protiv [Inclusion today: For and against]. Otechestvo.

  • Slusareva, E. S. (2020). Psikhologicheskaia gotovnost’ roditelei k inkliuzivnomu obrazovaniiu detei s ogranichennymi vozmozhnostiami zdorov’ia [Psychological readiness of parents for inclusive education of children with disabilities]. Problemy sovremennogo pedagogicheskogo obrazovaniia. Seriia “Pedagogika i psikhologiia”, 67(2), 324–328.

  • Strategiia razvitiia obrazovaniia detei s ogranichennymi vozmozhnostiami zdorov’ia i detei s invalidnost’iu v Rossiiskoi Federatsii na period do 2030 goda (proekt) [Strategy for the development of education for children with disabilities and handicapped children in the Russian Federation for the period up to 2030 (draft)]. (n.d.). https://edu.admin-smolensk.ru/files/78/ts-957_071.pdf

  • Terzi, L. (2008). Justice and equality in education: A capability perspective on disability and special educational needs. Continuum.

  • UNESCO. (1994). The Salamanca Statement and framework for action on special needs education (ED-94/WS/18). https://www.european-agency.org/sites/default/files/salamanca-statement-and-framework.pdf

  • UNESCO. (2009). Policy guidelines on inclusion in education. https://unesdoc.unesco.org/ark:/48223/pf0000177849

  • United Nations. (n.d.). Convention on the rights of persons with disabilities (CRPD). https://social.desa.un.org/issues/disability/crpd/convention-on-the-rights-of-persons-with-disabilities-crpd

  • United Nations. (2000, April 11). World education forum in Dakar, Senegal, 26–28 April to boost drive for education for all (Press Release SOC/4543). https://press.un.org/en/2000/20000411.soc4543.doc.html

  • Usanova, O. N. (2021). Sotsial’no-psikhologicheskii kontekst inkliuzivnogo obrazovaniia [Socio-psychological context of inclusive education]. Special Education, 1, 85–99. https://doi.org/10.12345/1999-6993_2021_01_07

  • Vlachou, A. D. (1997). Struggles for inclusive education: An ethnographic study. Open University Press.

  • Zaitsev, D. V., & Selivanova, Yu. V. (2015). Dinamika sotsial’nogo otnosheniia k integrirovannomu obrazovaniiu v Rossii [The dynamics of social relations to inclusive education in Russia]. Sovremennye problemy nauki i obrazovaniya, 4, 136. https://www.science-education.ru/ru/article/view?id=20819

  • Zinevich, O. V., Degtiareva, V. V., & Degtiareva, T. N. (2016). Inkliuzivnoe obrazovanie v rossiiskoi vysshei shkole: Sovremennye vyzovy [Inclusive education in the Russian Higher School: Modern challenges]. Vlast’, 5, 61–67.

Published
2023-10-06
How to Cite
Soloveva, T., & Sokolova, V. (2023). Inclusion Problems in the Russian General Education System. Changing Societies & Personalities, 7(3), 82–102. doi:10.15826/csp.2023.7.3.242
Citation Formats
Issue
Vol. 7, No. 3 (2023)
Section
Articles