Essential characteristics of advanced learning and advanced education in the higher education system
DOI:
https://doi.org/10.33910/1992-6464-2026-220-32-38Keywords:
lexico-semantic field, generic relation, definitional analysis, lexical unit, advanced education, advanced learningAbstract
Introduction. Scientific literature equally employs the concepts of advanced education and advanced learning. This study is therefore prompted by the need for clarity in terminology. This article aims to determine whether these concepts are equivalent in semantic content, by establishing the degree of their lexical identity.
Materials and Methods. The article provides a theoretical analysis of dissertations and research articles reflecting the perspectives and approaches of various scholars to advanced education and advanced learning. The essential characteristics of the definitions of ‘advanced education’ and ‘advanced learning’ were examined through theoretical, definitional, and lexico-semantic analyses, which made it possible to establish a generic relationship between the concepts of ‘education’ and ‘learning’.
Results. The literature review showed that there is no single definition of the terms ‘advanced learning’ and ‘advanced education’ used by scholars. The findings also indicate differences between the definitions of these terms. Based on the definitional analysis, it was established that these concepts differ in a number of descriptive features. Education reflects the process-based nature of an integrated system, while learning reflects the activity between subjects (teacher and learner) aimed at achieving a specific result. The lexico-semantic analysis made it possible to establish the hierarchical relationship between education and learning, where education is a generic concept, and learning is a more specific one. The concept of ‘advanced’ in the article is considered as ‘being ahead of’ the changes.
Conclusions. The findings demonstrated that advanced education in a semantic context is not equivalent to advanced learning. These concepts can be used within the same research article, taking into account their semantic meanings and generic relations. The descriptive features identified in the article will make it possible to correctly use the concepts of advanced education and advanced learning in scientific texts based on their lexical and semantic characteristics.
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