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Документ Some peculiarities and principles of remote education in a various countries while taking ethnic, ethno- gender and ethno-age typological aspects into consideration(2023) Tkachenko, Olena Viktorivna; Jha, Sahil Kumar; Al-Jawabreh Jad Sami Jadallah; Ткаченко, Олена ВікторівнаThe authors demonstrate essentiality to study and to implement remote learning in the educative process taking typological aspects in part the ethnic, ethno- gender, ethno-age ones into obligatory consideration. Separate attention is paid to emergency remote education implementing particularly under COVID-19 conditionsin various countries. The authors present the results of varieties in attitude to remote education in different countries received by the teachers of higher and secondary educational establishments, in part in small rural schools while distinguishing the urbanization and non-urbanization as the ethnic typological aspect separate subtype. The authors emphasize also that the applicants’ attitude to remote education should be taken into obligatory consideration and there are many researches on it. The authors describe the term “blended learning” and its synonyms.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.