The influence of socio-cultural peculiarities on the information educational environment formation

The global education unites various educational systems and models which are based on different cultural, ideological, religious, philosophical worldviews. The culture of each country determines the educational process and affects the peculiarities of the content, objectives and values of education, teaching methods, pedagogical discourse, the specificity of building an individual study pathway and etc. This paper dwells the influence of culture on educational practices and communication formats. We attempt to detect the peculiarities of the educational communication in information educational environment (IEE) for different cultural groups by using the G. Hofstede’s ethnometrics , the A. G. Asmolov’s culture of dignity and culture of utility concepts and the E. Dale’s research. We define the IEE as the organized collection of information, technical and methodological support linked with the person as a subject of educational process. IEE accumulates all features of national cultures and can be regarded as macro environment, and in a specific sense - as immediate social environment, as microenvironment. It is clear that educational technologies and methods differ considerably between cultural groups because each culture has its own educational model with some peculiarities. Thereby we assert that socio-cultural features influence the national education models’ formation. And it affects the IEE development and the choice of ICTs. Also we distinguish two types of communication: “teacher - (ICT) - student” and “teacher or student - IEE”. Eastern cultures in the communication between teacher and student use formal and traditional tools (e.g. e-mail), while Western ones prefer using LMS, forums, social networks and etc. The second type of communication offers students the opportunity to use personalized and adaptive learning technologies which make the educational process more individual. However Eastern cultures have some difficulties using such ICTs because it is unusual for these cultures since they are predominantly collectivist ones. Thus, we claim that the information environment emergence causes the formation of educational cross-culture. It has led to certain systemic changes that transform IEE. We developed some criteria for formation of multicultural IEE which provides the transfer of constructive knowledge. The first criterion is communication (the changes in traditional forms of communication between teacher and student), the second is a methodical one (the emergence of culturally adaptive methods of work with educational information), then there is a content (the differentiation and possible heterogeneity of educational content in the learning process), the last criterion is information (the development of educational resources considering the cultural specificity of perception and working with information). These changes transform some institutions of the existing IEE.

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