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Документ Some tendencies and distinguishing features of modern education of Pakistanian and other International students: connections to typological aspects(Warsaw, Poland, 2023) Tkachenko, Olena Viktorivna; Ahmed, Saad; Al-Jawabreh, Jad Sami Jadallah; Ткаченко, Олена ВікторівнаThe authors continue their articles’ cycle dedicated to International students’ multi-faceted adaptation, its contributing factors in part the pedagogical ones, while paying the attention to acculturation stress and its predictors, crosscultural stress and shock prevention with essentiality to have proper counseling for International students by qualified psychologists and Tutors. English fluency is emphasized as important contributive factor of the International students adaptation, in part, the linguocultural one; reflective education is thought to be the only correct while pedagogical activity with the students from various countries because it defines individual approach to study on the base of the applicants’ typological belonging taking into obligatory consideration and because this education type provides significant adaptivity of the education process itself. Also the authors mention gender inequality at educational establishments in Pakistan for Afghan, Chinese, Nigerian, Gambian International students.Документ Typological aspects and pedagogical adaptivity in relation to reflective education(Milan, Italy, 2023) Tkachenko, Olena Viktorivna; Al-Jawabreh Jad Sami Jadallah; Ahmed, Saad; Ткаченко, Олена ВікторівнаThe authors dedicate their article to reflective education, reflexy, in a context of typological aspects taking into obligatory consideration in part age, ethnic, ethno-gender, ethno-age and ethno-gender-age while paying the attention to such important things and phenomena in Pedagogy as learning styles, learning spaces, pedagogical content, pedagogical adaptivity, adaptive adult education and demonstrate their essentiality to be studied and assessed also with typological aspects taking into obligatory consideration. The authors conclude that reflective education, structured Pedagogy as the variant of adaptive learning as well as inclusive education based onto humanism and maximal individual approach (id est typological belonging) must be modern Pedagogical sciences branches in priority.