Features of modern professional psychological education in the PRC: philosophy, methodology, didactics
- DOI
- 10.5922/vestnikpsy-2026-3-10
- Pages
- 107-120
Abstract
The study aims to identify the specific features of the philosophy, methodology, and didactics of psychological education in China that should be taken into account in the process of educational transfer. A brief analysis is presented of the elements of traditional philosophy that receive new interpretations within the framework of contemporary theories and methodology of psychological education in the People’s Republic of China. The study concludes that its core content is shaped with consideration of indigenous theoretical and methodological principles, whereas the practical aspect of didactics, including the three-level structure, ECTS academic credits, the provision and assessment of the quality of educational outcomes, and other components, does not possess national specificity and corresponds to the trends of European education, thereby opening up new prospects for the advancement of psychological education and mutual educational transfer between China and the Russian Federation. At the same time, it is noted that students’ educational trajectories should be developed with consideration of the national specificities of the methodological and theoretical foundations of psychological science and education in the PRC and the Russian Federation. The findings of the study may be of interest to Russian scholars and teachers of psychological disciplines at universities in Russia and the People’s Republic of China. Understanding the specific features of professional psychological education in contemporary China will make it possible to overcome mental and didactic barriers to mutual educational transfer between Russian and Chinese students.