JOURNAL FOR ARMENIAN STUDIES

PARUYR SEVAK- TRANSLATOR OF EDUARDAS MEZHELAITIS

Armenuhi Muradyan — 2026-04-19

The article examines Paruyr Sevak’s translations from E. Mezhelaitis. In particular, the poems included in the “Man” collection. Paruyr Sevak’s talent was manifested not only in lyric poetry, article writing, public speaking, scientific field, but also in translations. His translation heritage is quite comprehensive. A constellation of talented poets: A.Pushkin, A.Mickevich, J.Rodari, V.Brusov, Y.Rainis, I.Abashidze, S.Yesenin, M. Lermontov, E.Mezhelaitis, Hungarian poets, whose works were recognized and loved by the Armenian audience thanks to Sevak. Sevak- the poet felt a special attitude, closeness to his soul, highly appreciated the Lithuanian poet E.Mezhelaitis. The literary and aesthetic views of the writer played an important role in the work. Mezhelaitis is a talented writer. He considered Armenia his second homeland, saw a lot of commonalities between two peoples.

The writer’s interests are unlimited, but at the center is the person- the individual. The purpose of the work is to reveal the peculiarities of Sevak’s translation, to notice literary relations between him and the author being translated. To appreciate the invaluable service performed by the translator, which by its nature is a long and painstaking creative path. No matter how much the translator tries to act freely in the choice of words and grammatical forms, he must remain close to the original text, the writer’s style, but also, show independence when necessary, especially in reproducing artistic images, so that they do not lose their semantic characteristics and freshness in the given language. Poet- translator the level of translation depends on the skill.

Sevak is an incomparable translator, he approached the translation of the originals with responsibility, conveyed to the reader the meaning of the work and the writer’s inspiration. While carrying out of the work, we studied translation theoretical articles, materials related to the topic.

IDEOLOGICAL EMPHASIS OF BYUZAND TOPALYAN'S BOOK "ARDZANAGIR"

Lernik Hakobyan — 2026-04-19

In summary, let us note that when examining Byuzand Topalyan's collection of poems "Ardzanagar" for literary criticism, we used the principle of "divination", striving to penetrate the creative psychology of the artist as much as possible.

Within the framework of the study, we referred to the materials preserved in the funds, the responses of the press of the time, the reviews of the poet's contemporaries, and letters.

In the collection, national and universal ideas appear side by side, intertwining and complementing each other.

Although he draws from the Spirit of his ancestors, his homeland, the inexplicable desire to struggle, rebel, and endure, he considers himself a member of the human family, clearly preserving his national features.

He also considers the pain, suffering, and cruel fate of his nation to be the pain and fate of humanity. And vice versa, the pain and suffering of humanity are the pain and suffering of his nation, his homeland.

The ideological emphases of the "Protocol" are: a joint struggle against evil, falsehood, wars, and terrorism, conversion through internal qualitative changes in humanity, essential reconstruction for the sake of human freedom, the salvation of the Earth, for the sake of peaceful and creative work, and for the sake of the brotherhood of nations.

SPECIFICS OF FEMALE IMAGERY IN ARMENIAN FOLK TALES (AN EXPERIENCE OF HISTORICAL AND TYPOLOGICAL ANALYSIS)

Hripsime Zakaryan — 2026-04-19

In Armenian folk tales, comparisons and stable archetypal epithets used metaphorically are unique symbolic codes that act as means of characterizing the character, his or her description, and qualitative characteristics. The subject of the article is the appreciation and importance of the image of women in the context of ritual and mythological concepts.

The article directly discusses the theoretical concepts put forward by the famous Soviet and Russian folklorists E. Meletinsky, A. Potebnya, and V. Propp, which have become the theoretical foundations of the study.

The theoretical value of the article is determined by the results of the research, which can in a certain way have a guiding role in the study of the image of women in folk tales.

THE FIGURE OF THE NARRATOR IN THE LITERARY PROSE OF MAKAR BARKHUDARYANTS

Sona Musayelyan — 2026-04-19

The aim of the article is to identify the distinctive features of the author–narrator relationship in the literary prose of Makar Barkhudaryants by examining the structural and ideological manifestations of the interaction between the authorial voice and the narrative subject. The relationship between the author and the narrator in literary prose constitutes one of the central issues in literary studies, particularly from a narratological perspective. The author as a creative consciousness and the narrator as a speaking subject operating within the text are not identical; however, they often occupy interconnected and sometimes difficult-to-distinguish positions.

The literary prose of Makar Barkhudaryants provides valuable material for the study of this issue. In his works, narrative discourse frequently contains moral and axiological layers that may create the impression of the author’s direct presence for the reader. Nevertheless, this impression requires narratological clarification in order to determine when the author’s position is expressed and when the discourse represents a narrative construction.

The objectives of the study include identifying the textual devices through which the impression of the author’s presence is created without a complete identification of author and narrator, as well as presenting the theoretical principles for distinguishing between the author and the narrator within the framework of narratology.

The relevance of the study is determined by the fact that the figure of the narrator in the literary prose of Makar Barkhudaryants is examined for the first time.

The scientific novelty of the research lies in the analysis of the relationship between the author and the narrator in the literary prose of Makar Barkhudaryants.

THE LITERARY ART OF BENIK STEPANYAN'S COLLECTION "LIGHTHOUSES KNOWN AND UNKNOWN"

Emma Simonyan — 2026-04-19

Benik Stepanyan is a loving, patriotic, stormy and inquisitive poet. He takes an extremely responsible approach to publicizing his poems. Only those poems that are “nectars” – instructive, useful – become public.

His collection is awash with prose poems, which are evidence of the author’s freedom-loving character. Not wanting to be limited by the shackles of rhymes, the author allows his thoughts to soar and flow timeless, which gives freshness and a new breath to Stepanyan’s literary manuscript. The freedom-loving author also leaves his readers free, not titling many poems so that the reader can title and make them soulful.

For Benik Stepanyan, love is an important and paramount condition. The author is in love with life, his homeland, people, and humanity among people. By his own definition, he is an “earthly poet” who “writes lines in the sky, earthy with prayers.” In this context, the author explains the human, emotional, and natural nature of his collection, which stems from his life experience.

Another important feature of Stepanyan’s creative world is the visible presence of colors and environment, the image system. He managed to condense multifaceted ideas and deep themes into a few lines. The poet's poetry breathes with life experience, sincerity, deep faith in God, and optimism.

THE ECHO OF PALACE INTRIGUES IN SAYAT-NOVA'S SONGS

Elichka Melikbekyan — 2026-04-19

It is difficult or almost impossible to find direct and overt depictions of courtly intrigues in Sayat-Nova's poetry. This is natural, considering the poet's position and the censorship conditions of the time. However, a deep analysis of his songs (khagher), an examination of the allegories, symbols, moral-didactic emphases used in his imagery, and the overall emotional tonality, allows us to presume that the shadowy aspects of court life, the slander, and the injustices, were significantly and noticeably reflected in his work, albeit indirectly.

The scholarly novelty of this research is that an attempt is made, through systematic analysis, to examine the theme of courtly intrigues in Sayat-Nova's work, without being limited solely to the hypothesis related to love. It is emphasized that Sayat-Nova's "dard" (a term for sorrow or grief) in fact had a broader socio-political subtext, connected to the general atmosphere of the court and the gossip and intrigues woven around the person of the great poet-singer.

By comparing it, for example, with some samples of medieval Persian court poetry, where poets also frequently resorted to allegories to reflect the negative aspects of royal life, one can see certain commonalities between the psychological states of artists creating in courtly environments in different countries and the figurative devices they employed.

Sayat-Nova's lyrical poetry is deep and multi-layered in its content. The analysis in the article demonstrates that the human emotions and reflections expressed in his songs cannot be attributed to a single cause. Through the power of his art, the circumstances of the poet's life are elevated from the personal to acquire a public and universal resonance. The complex and tense courtly relationships, intrigues, and injustices also found their profound and unique echo in his immortal songs, enriching their vital content.

THE WORD-FORMING MEANING OF THE SECOND STEM OF CAUSATIVE VERBS IN THE OLD ARMENIAN

Narine Markosyan — 2026-04-19

The semantic motivation of compound words is determined by the meanings of the derivational and derivative stems, it is, as a rule, of a synchronic nature, and in some cases the semantic motivation of compound words becomes inexplicable if the vocabulary of a certain stage of language development moves on to the next stage or stages of the language development.

In such cases, the semantic interpretation of words is possible only by identifying the original meanings of these words. As most parts of words in the Old Armenian retained their original meanings, understanding the derivational meanings of the vast stratum of compound words in Old Armenian is impossible within the framework of the modern linguistic thinking. Their derivational meaning can only be understood through historical semantics.

In the present article, we have presented the analysis of the second causative stem of verbs as a word-forming, derivational morpheme in the Old Armenian. The stems of such words are also used as word-forming morphemes.

A whole series of units taken from the “Explanatory Dictionary of the Modern Armenian Language” by E. Aghayan, such as: զայրացուցիչ (outrageous), մեղմացուցիչ (softening), զորացուցիչ (strengthening), գոհացուցիչ (satisfying), հոգնեցուցիչ (exhausting), ելուզակ (robber), մածուցիկ (viscous), կառուցել (to build), հարուցել (to cause), թուլացուցիչ (relaxing), թեթևացուցիչ (alleviating), փլուզել (to destroy), լրացուցիչ (additional), խլացուցիչ (deafening), հանգստացուցիչ, (calming), զայրացուցիչ (outrageous), հարուցիչ (stimulating), հանգուցյալ (deceased), etc. – is the evidence of the fact that the word-forming meaning of the components of these words can only be explained by interpreting the meanings of the morphological stems of the verbs of the Old Armenian language. Thus, in the Old Armenian language the causative is զայրացուցանել (to make angry), its second stem is զայրացոյց (զայրացույց) - now զայրացուցիչ (outrageous), մեղմացուցանել – մեղմացոյց – մեղմացուցիչ, etc.

Thus, the second stem -ոյց (ուց) of the causative verb in the Old Armenian became the main word-forming component for the aforementioned words in the Modern Armenian. The semantic motivation for such words can only be interpreted using the Old Armenian, through the conduction of a word-forming analysis and the identification of the meanings of their main word-forming morphemes.

THE SEMANTICS OF PHRASEOLOGY WITH THE COMPONENT "HORSE" IN ENGLISH AND ARMENIAN LINGUOCULTURES

Sona Sargsyan — 2026-04-19

This article examines the concept of "horse" in the linguistic cultures of English and Armenian, revealing both semantic similarities and differences.

The similarities stem from the universal functions of horses in human life, as well as their enduring metaphorical meanings, which are largely shared across both cultures. Meanwhile, the semantic differences stem from the limited or specific use of this image in each language, leading to different ways of reflecting it in the structure of phrases and lexical units.

The concept of "horse" is characterized by both positive (strength, endurance, reliability) and negative (stubbornness, aggressiveness, unreasonableness) traits. In English, this concept has broader functional possibilities, while in Armenian, certain meanings are conveyed through other zoonyms.

A comparative study of such units is important for understanding intercultural differences and similarities and contributes to a more complete description of zoonymic phraseological units, as well as expands the understanding of the national-cultural specificity of the linguistic thinking of speakers of both languages, their value orientations and the peculiarities of perception of the surrounding reality.

DESIGN EXPRESSIONS IN URARTIAN MATERIAL CULTURE

Gor Meliksetyan — 2026-04-19

Summarizing the above analysis, we believe it is necessary to note that the methods, programs, and ideas listed above are insufficient for the comprehensive teaching of Urartian art in art education. In our opinion, it is necessary to develop a special concept that would include a methodology for teaching Urartian art. This is a very serious and responsible process in the field of Armenian studies, which can only be accomplished by knowledgeable specialists in all fields of this period, as well as experienced methodologists.

In this regard, the potential of educational institutions should be utilized, including by establishing museums within them, with the following goals:

To increase students' responsibility for their historical and cultural heritage;
To instill in them the idea that they themselves are bearers, custodians, and popularizers of their historical and cultural heritage;
To instill a love for the outstanding areas of Urartinism – archeology, art history, as well as for the application of accumulated knowledge in artistic creativity (professional), in our case – in design projects.

SCIENTIFIC SUBSTANTIATION OF THE PRINCIPLES FOR THE FORMATION OF COMMUNICATIVE-COGNITIVE COMPETENCE IN THE CONTEXT OF INSTITUTIONAL BILINGUALISM

Mariam Ispiryan — 2026-04-19

The article examines and scientifically substantiates the principles underlying the formation of students’ communicative-cognitive competence in the context of institutional bilingualism. It highlights a coherent system of interrelated principles that ensure the integrated development of knowledge, skills, and communicative abilities within bilingual educational settings.

Particular emphasis is placed on the interrelation between language and thought activity-based learning; interlingual interaction and transfer; dialogicity and socio-cultural determination; cognitive activity and consciousness; cognitive conceptualization; systemic integration of competence components; phased internalization; and the integration of educational technologies. The functions of these principles within the educational process are analyzed, demonstrating their crucial role in fostering effective bilingual instruction.

Drawing on contemporary theoretical and conceptual approaches of foreign scholars, the author argues that communicative-cognitive competence develops through purposeful, action-oriented tasks and collaborative meaning-making in socio-culturally conditioned contexts. Systemic integration of components, phased internalization, and technological integration contribute to the formation of comprehensive, autonomous, and effective competence. Together, these principles constitute a theoretical and methodological framework that enables the organization of bilingual education in an integrated and systematic manner.

AGILE MANAGEMENT OF PARENTAL AND COMMUNITY INVOLVEMENT IN PUBLIC SCHOOLS: FROM PASSIVE CONSUMPTION TO THE "CO-PRODUCTION" OF EDUCATIONAL VALUE

Spartak Soghoyan — 2026-04-19

The purpose of this research is to analyze the current level of parental and community involvement in public schools and to substantiate the effectiveness of implementing agile management mechanisms. The study aims to transform the role of the parent in the school from a passive consumer of educational services into a co-producer of educational value.

To solve the scientific problem, methods of historical-comparative analysis, systemic-functional design, and empirical methods (sociological surveys, statistical data analysis) were applied. The empirical base included representatives of public schools from various regions of the Republic of Armenia (a total of 450 stakeholders, of whom 95 were parents and members of the management board).

The baseline assessment revealed the dysfunctions of the rigid-vertical management system, where the vast majority of surveyed parents (53.7%) are involved purely in handling material and household issues, and 23.2% act as passive observers. In contrast, the implementation of the agile management system—based on short working iterations (sprints), decision-making algorithms based on informed consent, and information transparency dashboards—restored the school's social capital, ensuring 80.6% active and substantive participation.

The agile management of the school-family partnership ceases to be a formal-informational process and transforms into an open socio-pedagogical ecosystem. It ensures the resilience of the educational institution to crises and guarantees the continuous development of the learner.

ARMENIAN PROVERBS AS INFORMAL EDUCATIONAL MESSAGES AND THEIR INTEGRATION INTO JOURNALISM TRAINING

Artur Baghdasaryan — 2026-04-19

Informal education has played a significant role in shaping national value systems and fostering the comprehensive development of individuals throughout all historical periods. The accessibility and widespread use of modern information technologies have further strengthened the role of media in the field of informal education, creating new challenges, the successful response to which affects both the preservation of national identity and the development of social relations.

In this article, journalism is examined as a profession that produces media content, and as a field where the implementation of new educational programs—particularly courses focused on the study and application of Armenian folk proverbs and sayings—can establish a foundation for confronting contemporary challenges. As concentrated expressions of historical experience and spiritual consciousness, proverbs and sayings serve as universal truths. Their knowledge and application not only offer opportunities to amplify the public messages of journalistic content, making it more impactful for audiences, but also help shape appropriate behavioral models.

Such an approach becomes a model for students, fostering critical thinking, civic engagement, and a meaningful framework for evaluating societal phenomena. At the same time, it establishes a platform for “meaningful dialogue” between generations, reinforcing the awareness of the importance of preserving national identity and value systems.

The integration of new and targeted courses within journalism education creates the foundation for enhancing the effectiveness of informal education and for promoting a more manageable interaction between media and society

THE ROLE OF MUSIC-THEORETICAL DISCIPLINES IN PEDAGOGICAL ACTIVITY

Armine Hayrapetyan — 2026-04-19

The interconnected system of music-theoretical disciplines—solfeggio, harmony, polyphony, and musical analysis—makes it possible not only to form but also to develop students’ aural musical perceptions in pedagogical practice.

The continuity of the processes of formation and development presupposes reliance on the presence of musical hearing and emphasizes its importance, while its development is made possible through purposeful and consistent work within the framework of music-theoretical disciplines.

In practical activity, the comprehensive and harmonious development of an individual requires the presence of such prerequisites that will contribute to the full implementation of music-theoretical subjects and ensure a continuous chain of theoretical processes, in which the primary importance is the conscientious work of the teacher carried out on a proper foundation, thereby creating conditions for developmental prerequisites.

The viewpoints and perspectives selected from the works of various educators will enable both school students and university students to expand their understanding of music-theoretical subjects.

IMPLEMENTATION OF THE METHODOLOGICAL SYSTEM OF POLITICAL ENGLISH FOR DEVELOPING LEARNERS’ LINGUISTIC COMPETENCE

Marine Piliposyan — 2026-04-19

English communication has become one of the most important and effective means of communication in politics where politicians come from different linguistic and cultural backgrounds. The current article examines teaching English vocabulary, grammar, and pronunciation within political contexts. The goal is to equip political professionals with the language communication skills necessary for effective communication in international political spheres and platforms. Emphasizing the importance of accurate grammar, clear pronunciation, and precise vocabulary use, the article discusses strategies for integrating these elements into English for Specific Purposes (ESP) courses focused on political studies. The article also presents the developed and tested methodological system, which aims to ensure effective performance both in learning professional language and in enhancing learners’ political competence during experimental instruction, as well as improving the results of post-experimental testing.

“DIFFERENTIATED INSTRUCTION: AN EFFECTIVE MEANS OF SUPPORTING YOUNGER STUDENTS WITH LOW ACADEMIC ACHIEVEMENT”

Gohar Yeritsyan — 2026-04-19

This article preents differentiated instruction as a way of providing pedagogical support to primary school students who demonstrate low learning outcomes. The modern educational environment requires not only the improvement of learning outcomes but also the assurance of each student’s individual development. The contemporary approach includes teaching methods that take into account children's abilities, learning difficulties, and individual characteristics, thereby creating an effective learning environment. Within such an environment, children can develop not only knowledge and skills but also socio-psychological competencies, autonomy, and intrinsic motivation.Differentiated instruction is important not only for students who demonstrate low academic results but also for a wide range of learners, as it contributes to ensuring equal learning opportunities, improving the quality of education, and introducing a model of individualized development in modern schools.

Scientific research shows that differentiated instruction enhances students’ motivation, develops critical thinking and problem-solving skills, and contributes to establishing equity in the classroom. This approach serves as an important tool for improving the learning process and ensuring an individualized educational approach.

Differentiated instruction involves the use of diverse teaching strategies, exercises, and assessment methods tailored to the individual needs, abilities, and interests of students. Implementing this approach allows for the creation of a more flexible and inclusive learning environment, in which each student can develop according to their potential.

Moreover, differentiated instruction promotes increased student engagement and active participation in the learning process, ensuring deeper and more sustainable mastery of educational material. This method also supports the development of student autonomy, fosters a positive attitude toward learning, and strengthens collaboration between educators and learners.

DEVELOPMENT OF THE CREATIVE POTENTIAL OF TEENAGERS IN A CHILDREN'S CAMP

Sanasar Grigoryan — 2026-04-19

Developing adolescent creativity is a multi-layered process that requires a systematic approach. Creative thinking is formed through the interaction of cognitive, emotional, and social factors.

The educational and family environments must work together to foster a supportive culture that encourages independent thinking, questioning, and the testing of new ideas. Digital trends must be transformed into a developmental platform, fostering a culture of media literacy and responsible creativity.

Youth camps are an exceptional venue for developing adolescent creativity. The combination of sociocultural, playful, and project-based approaches provides comprehensive educational and developmental opportunities.

The camp environment fosters self-expression, teamwork, and problem-solving in innovative ways.

Creativity is shaped by both individual abilities and sociocultural factors.

Thus, developing adolescent creativity is not only a psychological or pedagogical issue, but also part of a social value system aimed at shaping an innovative and confident generation.

THE NECESSITY OF NON-FORMAL EDUCATION IN THE 21ST CENTURY

Zhenya Gevorgyan — 2026-04-19

The 21st century is characterized by rapid social, technological, and cultural changes, which significantly transform the overall logic of knowledge creation, transmission, and application. These developments profoundly alter the forms of learning and require new approaches that create the necessary conditions for individuals to continuously improve their knowledge, skills, and competencies. Formal education systems, primarily focused on school and higher education, despite their foundational role, often fail to meet these rapidly changing demands, thereby creating a need for additional, more flexible learning mechanisms that are compatible with lifelong learning development.

Therefore, non-formal education becomes an indispensable tool, serving this very purpose by offering diverse educational experiences, providing new opportunities for learning throughout life, promoting comprehensive and creative thinking development, enhancing problem-solving skills, and fostering social and civic engagement. It not only contributes to individuals' professional growth but also encourages self-management, teamwork, and social participation.

The article analyzes the role of non-formal education in the contemporary educational landscape. The study is based on the idea that non-formal education is not merely a supplement to formal education but also creates a platform for individual and community development, ensuring the continuity of learning and the ongoing improvement of professional competencies.

Summarizing the research findings, it can be noted that non-formal education is considered a crucial tool, which, through combined approaches and the use of technological opportunities, enables sustainable societal development, adaptation to labor market demands, and the realization of individuals’ full potential.

Thus, in the 21st century, non-formal education becomes an essential component, ensuring the dynamism of learning, social and cultural integration, the development of creative and practical skills, and the continuous advancement of both individuals and communities.

GHEVOND ALISHAN’S PEDAGOGICAL VIEWS

Hasmik Khachatryan — 2026-04-19

Throughout his pedagogical career, Ghevond Alishan consistently stood out as a skilled and knowledgeable teacher, educator, inspector, and innovator. While holding a stable and distinctive place in the fields of Armenian artistic literature and Armenology, he strove to provide his students with a national upbringing. He aimed to envelop their minds and souls with warm patriotic feelings, as the homeland for Alishan was a beloved and irreplaceable compass—regardless of its state or condition.

Emphasizing the vital role of education in enlightening the younger generation, Alishan believed that there is nothing more noble in the world than education. From an early age, it shapes a person into a virtuous individual by teaching them to obey and lead with justice. According to Alishan, knowledge adorns the human mind, but knowledge itself is adorned by virtue—without which even the brightest thoughts carry a dark soul.

Alishan supported innovation. While traveling and teaching in Europe, he encountered notable figures of his time and studied educational activities, their organization, and development. He then adapted those innovations into the Armenian educational system, never alienating national Armenian upbringing and education in the process.

Placing significant emphasis on family upbringing in shaping an individual, the great educator believed that a person’s moral character—whether good or bad—comes from their parents. If devout parents consider it a blessing and a joy to have virtuous children, then their primary concern must be to provide those children with a proper education.

Nearly all of Alishan’s literary, philological, historical, and geographical works hold great educational and pedagogical value. The majority of them have served as textbooks for teachers.

DEVELOPING ANALYTICAL AND COMPARATIVE THINKING IN PRIMARY SCHOOL CHILDREN THROUGH IDIOM-BASED ACTIVITIES

Larisa Mkrtchyan — 2026-04-19

As a result of conducting research, analyzing the findings, and reviewing relevant literature, we arrived at the following conclusions:
1. Although scholarly literature provides extensive material on idioms, methodological literature lacks studies specifically addressing the teaching of idioms in elementary school.

An examination of elementary school Mother Tongue textbooks shows that, despite the frequent use of idioms in the texts, there are very few exercises and tasks designed to support students in learning them, and the meanings of idioms are not sufficiently discussed.
By implementing the system of idiom exercises and methodological techniques we developed during Mother Tongue lessons, and by comparing the results of diagnostic and control tests through quantitative and qualitative analysis, we concluded that our work was effective. Engaging activities focused on idioms foster junior students’ analytical and comparative thinking, contribute to their speech development, and increase their interest in the learning material.
During the study, it was also found that purposeful and systematic teaching of idioms contributes to enriching the vocabulary of primary school students and developing their linguistic sensitivity. Working with idioms stimulates students’ creative thinking, encourages independent expression, and enhances communicative skills. At the same time, it promotes effective lesson organization by creating a collaborative and engaging learning environment.

CHARACTERISTICS OF THE MANIFESTATION OF STUDENTS’ INTERNET ADDICTION

Lusine Serobyan — 2026-04-19

The article is devoted to a comprehensive study and substantive characterization of the features of Internet addiction manifestation among students across behavioral, emotional, cognitive, social, communicative, and academic domains.
          Our research findings and the analysis of specialized literature indicate that Internet addiction is a multifactorial and multilevel phenomenon formed through the interaction of personal, family, educational, and technological factors.
       It manifests itself in reduced control over Internet use, prioritization of online activity, the search for emotional compensation, the increasing salience of different identities, and the restructuring of social relationships in favor of the virtual environment.
        It is substantiated that Internet addiction manifests across several interrelated levels — behavioral, cognitive, emotional, and social.

The paper presents and characterizes the manifestation features of Internet addiction, taking into account behavioral, cognitive, emotional, socio-psychological, academic, developmental-age, and communicative characteristics.

Special attention is paid to communicative features — the dominance of online interaction, the possibility of anonymous self-presentation, mechanisms of rapid social validation, and the engaging impact of group digital interactions.
The theoretical interpretation is based on Stryker’s Identity Theory, within which Internet addiction is viewed as a reordering of the hierarchy of role identities, where online identity gains high salience and commitment due to symbolic validation received in the digital environment.

In this context, Hirschi’s Social Control Theory is also considered, according to which addiction develops under conditions of weakened social bonds, involvement, belief in social norms, and commitment. These approaches make it possible to view the problem not only as an individual behavioral disorder but also as a process conditioned by social interaction and identity construction.

INTERPERSONAL RELATIONSHIPS OF PRIMARY SCHOOL STUDENTS AS A DETERMINANT OF SOCIALIZATION EFFICIENCY

Аnnman Hakobyan — 2026-04-19

This article examines the interpersonal relationships of primary school students as a pivotal factor in the efficacy of their socialization, particularly in light of the adverse impact of 21st-century technological advancements on direct face-to-face communication. The study, conducted through a synthesis of qualitative and quantitative methodologies, utilized surveys, pedagogical observation, and projective techniques to assess the sociometric status of children within the classroom environment. The research further analyzes the influence of the digital landscape on students' communicative activity.

The findings indicate a significant decline in emotional exchange among primary schoolers, suggesting that their interpersonal frameworks are now predominantly constructed within the school environment, which serves as the primary arena for social maturation. A distinct correlation was identified between the quality of communication and children's anxiety levels. Consequently, the study elaborates on and justifies specific pedagogical conditions, including empathy-building workshops and collaborative ludic technologies. These interventions are designed to foster healthy interpersonal dynamics, thereby substantially enhancing children's psychological well-being, adaptive capacities, and overall academic performance within the contemporary educational context.

ARTISTIC WOOD CARVING IN ARMENIA

Narine Ghlechyan — 2026-04-19

The theoretical, cultural, and educational-methodological analysis of artistic wood carving allows it to be interpreted as a multilayered and systemic phenomenon within art studies. It functions not only as a form of decorative and applied artistic practice but also as a means of cultural communication, transmission of values, and the formation of aesthetic awareness.

The results of the research demonstrate that artistic wood carving structurally integrates material, artistic, and symbolic components. The physical properties of wood determine the technical possibilities of the craft, the compositional structure ensures visual integrity, and the symbolic system provides cultural and semantic meaning. The harmonious interaction of these components constitutes the essential condition for the artistic completeness of this form of art.

Within the educational context, the study substantiates that effective teaching of artistic wood carving should be based on the integration of dialogical, creative, and reflective methods. Such an approach contributes not only to the development of technical skills but also to the enhancement of critical thinking, aesthetic perception, and cultural self-awareness. Conscious learning transforms wood carving from a mechanical operation into a process of creative self-expression.

In conclusion, artistic wood carving in contemporary conditions possesses significant potential for reinterpretation and renewal. Its sustainable development is possible only through the combination of tradition and innovation, the integration of theoretical and practical components, and the application of a systematic approach within the educational system.

L. KHACHATRYAN, “LINGUISTIC TRADITIONS, NEW AND MODERN DIRECTIONS” (FROM THE IV MILLENIUM BC TO THE XXI C.)

Susanna Amirjanyan — 2026-04-19

The review is dedicated to the monograph and educational manual “Linguistic Traditions” (from the IV Millenium Bc to the XXI c.).
The above-mentioned monograph das exceptional value, as the auther has comprehensively covered the history of world linguistic thought-ancient, modern and newest linguistic trends, including the achievements of Armenian linguistics in their formatic periods, with authors, main works problems, methods and development prospects.
The monograph is valued for the contempory fact, that for the first time in the history of Armenian linguistics.
The main issues of communicative, computational, textual, corpus linguistics and the latest linguistic interdisciplinary directions – ethnolinguistics, linguistic statistics, ecolinguistics, linguistic futurology and linguistic geography- are presented and commented on.
The issues raised in the monograph-text book are interested by combining modern achievements in linguistics with innovative approaches, which are conditional by the wide scope of Proffesor L. Khachatryan’s scientific research and a linguistic studes.
This monograph is a long-awaited and valuable study, intended not only for students of humanities faculties, but also for a wide range of info involved in the history of Armenology and linguistics.