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| 51 | Social media is an integral part of modern life. Internet activity among young people has increased significantly in recent years. However, the extensive use of social media has led to addiction, which has caused numerous problems. This study aims to investigate the possible relationships between social media addiction, the occurrence of cyberbullying exposure, and the victimization of social media users in the Russian-speaking community. The study collected data through an online survey of 211 Slonim State Medical College students. The average age of participants: M = 17.5 (SD = 3.7). Addiction to social media was measured using the “ЗСС-15” questionnaire developed by V.P. Sheynov and A.S. Devitsyn. Victimization was measured using the “Adult Victimization Assessment Technique” developed by V.P. Sheynov. Smartphone addiction was measured using the short version of the “САС-16” questionnaire developed by V.P. Sheynov. The study also assessed the exposure of individuals to cyberbullying using the approach of V.P. Sheynov. This study includes a factor analysis: 1) a victimization questionnaire containing propensity factors for aggressive, self-destructive, addicted, careless, and risky behavior, as well as an integrative index of victimization (V.P. Sheinov); 2) a three-factor model of social network addiction: the psychological state of the network user, communication of the network user, and information (V.P. Sheinov). The authors found a correlation between social media addiction among college students and their susceptibility to cyberbullying, victimization, and smartphone addiction. The positive correlation between social media addiction and victimization is supported by the corresponding correlations between most factors that shape these complex constructs. These findings can be used to educate students about the dangers of excessive social media use. Keywords: social media addiction, cyberbullying, cyberbullying exposure, victimization, smartphone addiction, adolescents | 1393 | |||||
| 52 | Background. The value of a teacher’s initiative is determined by the fact that it enables future and current teachers to actively contribute to the innovative updating of educational content to promote the self-realization of themselves and their students. The development of initiative in future teachers plays an essential role in developing their professionalism and their capacity for self-development. First of all, the teacher must be active and proactive when it comes to finding new teaching methods, introducing innovations into the educational process, and finding solutions to various educational problems. A proactive teacher can better adapt to society’s changing demands and teach students more effectively. This study aims to examine different approaches to training proactivity in future teachers and consider effective methods for the practical implementation of pedagogical initiatives in the educational process. The article aims to determine the importance of pedagogical initiative in the process of professional training of teachers and to identify their ability and readiness for creative activity and self-development. Materials and methods. A systematic analysis of existing publications on the research topic was conducted to determine the importance of the concepts of pedagogical initiative in the context of the development process of a future teacher. Methods were applied to collect and analyze data from news feeds on university websites to determine the types of initiatives maintained by the university. The data obtained was analyzed, systematized, and interpreted. Results. In the theoretical part of the study, three approaches are examined to construct the meaning of a future teacher’s pedagogical initiative. In the first case, an approach is highlighted in which the meaning of the concept of initiative emerges as a psychological characteristic of an individual in the conditions of self-motivation, reaction to external stimuli, and self-actualization. In the second case, the concept reveals the characteristics of students’ independent, proactive engagement indicated for different levels of education. In the third case, an approach in which initiative is considered intrinsic and integral competence of a certified teacher is emphasized. In the practical part of the study, a comparative analysis of the work of teaching and non-teaching universities on the issue of forming initiativeness in future teachers was carried out. Keywords: initiative, universities, future teachers, classification, education | 1381 | |||||
| 53 | The objectives of preparing teachers for the implementation of the innovative subject area “Fundamentals of Spiritual and Moral Culture of the Peoples of Russia” within the framework of the introduction of the updated federal state educational standards, basic educational programs, and the federal list of textbooks. The authors focus on the main problems of teacher training, namely, guidance on modern, innovative methods and techniques for teaching the subject under the title “Fundamentals of Religious Cultures and Secular Ethics.” They point to the need to emphasize the valuable fundamentals of the course, to guide the training of teachers at the regional and local levels, to critically analyze existing experience in the application of effective methods, and to solve acute problems related to the content of the subject and teaching methods. The main problem is the lack of preparation of teachers for the implementation of this course, their insufficient scientific understanding of traditional Russian spiritual values, which form the core of the culture of each people, the understanding and acquisition of which theological knowledge is important, which is not studied by future teachers during their professional training at pedagogical universities. The authors see possibilities to improve the situation in the continuing education system by introducing a theological knowledge module. Theological knowledge is understood here as the result of the process of cognition and personal understanding of the religious tradition and its authentic reflection in the mind of the teacher on a cultural basis in the form of concepts and value-semantic life guidelines. Keywords: религиозный компонент в светском образовании, теологическое знание, культурологический подход, духовно-нравственное образование, повышение квалификации учителей | 1340 | |||||
| 54 | The article deals with grammatical means used by the speaker to indicate the source of information when forming an utterance whose purpose is to convey the information obtained in communicative acts prior to a particular communicative act. It will be shown that these grammatical devices, belonging to different departments of the language system, are not fully characterized in the scientific and methodological literature and, in particular, in the official documents regulating the teaching of Russian to international students. For international students, using grammatical means to indicate the source of information in the productive language, for example, when writing a literature review for a master’s thesis, poses a significant difficulty. However, it is possible to fill the existing gap in the applied description of the language system (its fragment) based on the research results in theoretical linguistics. In order to determine the place of grammatical means of indicating the source of information in the language system, the authors refer to the concept of communicative grammar by G.A. Zolotova to the terms “focalization” and “means of focalization” proposed within the framework of this concept. Following G.A. Zolotova, the grammatical means of focalization are classified according to the type of interaction between the model of the source text and the chosen model for conveying information in the created literature review. Considering the system of focalization in the Russian language from the point of view of theoretical linguistics, the tasks of their study and description are formulated from the linguistic-didactic aspect and scientifically justified for language teaching. Keywords: Russian for academic purposes, source work, formal means of focalization, reporting verbs, reporting clauses, writing skills for research work | 1329 | |||||
| 55 | The pedagogical and scientific community actively discusses the problems of teaching regional history at school. The article discusses the possibilities of using the memories of Tomsk Oblast residents to teach regional history. A general description of the situation in the pedagogical and methodological support of regional history teaching is given. It is emphasized that a comprehensive study of regional history is impossible without working on the regional level, which offers a link to local history. Since there are currently no didactic-methodological materials on the history of Tomsk Oblast, the emphasis is placed on memoirs that can be included in an anthology or a collection of documents that are an obligatory part of the didactic-methodological complex. These are the collections “Нарымская хроника” (Narym Chronicle), “Как мы жили: воспоминания и устные свидетельства томских крестьян” (How We Lived: Memories and Oral Testimonies of Tomsk Peasants) and “Я вам, родные, излагаю быль” (I Will Tell You, My Dears, a True Story), in which the memories of residents of Tomsk Oblast are published. The characteristics of the stories contained in them are given. The advantages of including these collections in the educational process at school are shown. The use of the collections will help the teacher to demonstrate one of the main features of modern historical science – the interest in the “little man” that arose in connection with the development of micro-historical approaches in historical research, as well as to show the potential and uniqueness of family archives, where memories can often be preserved. The use of these materials allows students to understand better the diversity of the historical and cultural heritage of Tomsk Oblast. The information content of the memoirs presented in the collections can be understood by studying the following sections on the history of Russia: “The Russian Empire in the 19th and Early 20th Centuries” (topics “Ethnocultural Appearance of the Empire,” “National-Religious Peculiarities”), “Russia in the “Years of Great Upheavals.” 1914–1922 (topic “Civil War and its Consequences”), “Soviet Society in the 1920–30s”) (topics “ The USSR in the Years 1929–1941: “Stalinist Socialism”, “Cultural space”), “The Great Patriotic War. 1941–1945”, “The Zenith and Crisis of the Soviet System. 1945–1991” (topic “Late Stalinism” (1945–1953)). Keywords: regional history, didactic-methodological complex, anthology, document collections, memoirs, Tomsk Oblast | 1316 | |||||
| 56 | In this study, one of the aspects of teaching Russian as an international language, namely the teaching of mathematical terms in the preparatory department of a technical university in Russia, is considered. The relevance of this subject has arisen due to the growing number of international students in Russian universities and the need for them to master the Russian language as soon as possible to continue their studies at Russian universities. This work aims to describe the learning process of Russian scientific vocabulary and terminology of technical disciplines, especially the language of mathematics, by international students from the countries of the former Soviet Union studying at the Preparatory Department of Tomsk State University of Architecture and Civil Engineering. The complexity of mastering scientific vocabulary in Russian arises from the characteristic differences between Russian and Turkic languages. A linguistic experiment was conducted in which students heard and wrote down scientific terms, words, and phrases in Russian. Students were given a dictation test rich in scientific vocabulary. The results have been gathered, and numerous errors in spelling scientific terms have been pointed out. Studies in Russian universities take place mainly in Russian, with active use of scientific vocabulary, which is extremely difficult for people who are just beginning to learn Russian. After correcting the mistakes and explaining the correct spelling of the words, the dictation is repeated. The results obtained are compared. The features of deviations from the norm are identified, described, and structured, and options for working on the implementation of a program for the development of normative writing skills in international students are suggested. For example, it is quite challenging to determine the boundaries of a word, to identify differences between prefixes and prepositions, the normative spelling of vowels in the endings of nouns, adjectives, and verbs, and the spelling of fricative consonants. Keywords: higher education in Russia, teaching international students, Russian as a foreign language, scientific language style, scientific terminology, language of mathematics | 1311 | |||||
| 57 | In the digitalization of the modern educational system, psychological development and changes in the students’ personalities occur. Issues related to the digitalization of Russian education are actively discussed in the modern psychological and pedagogical community. The digital environment is a factor influencing the students’ personality development process. Thanks to global digitalization, many new opportunities are being introduced into the modern educational process, but the consequences also raise serious social and psychological issues. Parallel to the general digitalization in the digital society, a child’s personality, immersed in the digital space almost from the first moment of his birth and experiences a digital childhood, is formed. The digitalization of education, the use of the latest digital educational technologies, and the students’ stay in a virtual environment significantly impact the students’ psychological development, leading to changes in their behavior and the formation of a specific digital personality. The article presents the results of an empirical study investigating how teachers perceive modern students’ personalities and behavioral characteristics of contemporary students in the digital space. It shows that modern students have psychological characteristics and traits that are characteristic of representatives of the digital generation. Keywords: digital educational environment, personality psychology, student personality, digital space, digital generation, digitalization of society, digital personality | 1258 | |||||
| 58 | This study investigated the role of resilience in the traumatic events of June and July 2016, when more than 130 high schools were set ablaze. Learning was disrupted. The survivors were gripped with trauma symptoms and signs. This impaired their mental health and functioning. They needed psychological adjustment in order to return to normalcy. There were 835 students. Self-revealing questionnaires were adopted to gather information for analysis. The findings showed a link between resilience, adaptation, and functioning. Resilience and Mindful lessons were not taught in schools, and most schools missed out on facilities that would instill resilience among students. Keywords: resilience, psychological adjustment, trauma, adaptation | 1240 | |||||
| 59 | The relevance of studying the phenomenon of childhood, including its periodization, is shown. The study of this topic makes it possible to understand the hidden patterns of the relationship between the systems of “personality” and “society”; it is a contribution to the formation of the theoretical basis of Russian social policy, which includes demography, health care, education, culture, and science. Historically established (generally accepted) and nominal periodizations of childhood are examined, and the most important criteria for the periodization of childhood are mentioned. The author’s concept of periodization of childhood is presented, integrating postembryonic (juvenile) ontogenesis, mental development, social interaction, and the dynamics of the mother-child relationship. The author’s periodization of childhood is systemic in nature, takes into account the biopsychosocial nature of a person, develops a systemic theory of personality (STP), and complements the epistemological models of the mother-child relationship. The systematization of childhood periodization is considered. In order to uphold the prominence of Russian science, the concept developed by the classic Soviet psychologist L Vygotsky is emphasized. The author of this work illustrates the principle of systematizing childhood periodization formulated by L. Vygotsky. The author’s systematization of the nominal periodizations of childhood is presented and supplemented by graphic illustrations. Perspectives for further research are outlined. Within the framework of the authors’ professional interests, childhood and its periodization problem are considered an additional direction in systemic personological research as a separate element of the structure of human reproductive function, an integral part of the mother-child relationship. The material in this article complements the epistemological models used in pedagogy, psychology, and medicine and is intended for use in the educational process of higher education. The periodizations of childhood may be in demand in the study of academic disciplines such as pedagogy, age psychology, anthropology, human morphology, physical education, sport, history, and philosophy. Keywords: pedagogy, psychology, history, childhood, periodization of childhood, child, biopsychosocial development, ontogenesis, human being, process of growing up | 1232 | |||||
| 60 | Contemporary psychology has shown an increasing interest in exploring alternative methods by which people rationalize their perceived reality. This research trend is a reaction to the growing prevalence of unconventional and extravagant approaches to self-development that explain psychological problems and suffering. It is also a response to the growing demand from clients for ‘exclusive’ and extraordinary self-improvement practices and crisis management solutions triggered by instability and change in various areas of public life. These practices, based on magical forms of perception and thinking, are increasingly becoming part of psychological services offered not only by pseudopsychologists or charlatans but also by business- and money-oriented psychologists. In addition to the conceptualization and theoretical exploration of magical thinking, there is a growing need to identify its various manifestations in modern life. This includes the identification of meaningful and behavioral markers to assess the degree of normality or abnormality of its manifestations. This article presents theoretical insights and empirical findings on psychology students’ attitudes toward magical thinking. The study shows that the intensity of magical thinking decreases with progressing education and that students are more critical of the relevance of magical thinking for their future professional practice. Nevertheless, belief in paranormal phenomena is still widespread among students. The study participants believe that magical thinking occurs as a resilient cultural phenomenon in their everyday and educational practice. They also recognize its potential application in professional psychology, albeit in limited instances. Although their education influences the extent of magical thinking, it is not the decisive factor, as other studies have shown. Interest in magical practices, occult beliefs, and superstitions does not completely disappear after graduation. This interest could be due to the ongoing methodological crisis in practical psychology, which has not yet completely detached itself from esoteric practices rooted in magical thinking. Keywords: mindset, professional thinking, magical thinking, education, practical psychology | 1230 | |||||
| 61 | As the modern village evolves, with shifts in lifestyle, identity, daily practices, and a growing diversification of the rural economy, it becomes necessary to broaden the traditional range of career options for rural students. An analysis of rural school development programs shows that, in most cases, the strategic educational objectives are hardly linked to the economic and sociocultural characteristics of the areas in which they are located. A task allocation that correlates with rural identity and the local sociocultural code is extremely rare. If we look at the strategies for the vocational self-determination of rural students, generally oriented towards the agricultural sector, and the mechanisms for their implementation, we see that they are stereotypical and have a certain formalism. Perhaps for this very reason, the potential of a rural school is not really considered by those responsible as a factor and resource for the socio economic development of the territory. In this context, the goal setting of rural schools concerning the self determined life of students, which is important for rural identity and the specificities of the territories in which they are located, is becoming increasingly important. In this case, the rural school can be considered a key element of the infrastructure that allows the diffusion and rooting of the rural code in the life and professional paths of rural youth. The study aims to pose a research problem on the necessity of a modern concept of rurality within the framework of rural school pedagogy as an independent branch of pedagogical science. Our scientific research will refer to our previously formed understanding of rural school as “a complexly organized educational system capable of self-organization and self-regulation under the conditions of a hybrid (real/virtual) ontology... Its basic characteristics are multifunctionality, openness, continuity, adaptability to the local culture of a given rural society, and convergence.” The existing concepts of rurality, which are based on a sociological approach, are interdisciplinary. The basic ideas about the network society are reflected in the scientific approaches used for the theoretical identification of the village and the conceptualization of rurality in the post-industrial era. In our view, the most important approaches are the sociocultural, spatial, and systemic approaches. The sociocultural approach makes it possible to expand the boundaries of research by considering a rural school in a system of cultural coordinates (meanings, values, value orientations, principles) that ensures social connections and at the center of which is the active human being (homo activus), a multidimensional bio-socio-cultural being. Spatial and systemic approaches are needed in research as complementary approaches. The spatial approach aims to explain the village’s situation in the context of globalization and urbanization of the modern world and the implementation of Russian state programs for the economic development of territories. From a theoretical point of view, one can rely on understanding the village as a totality of changing physical and social spaces. A systematic approach helps to maintain the integrity and structure of the study. The peculiarities of the new rurality and its characteristics can be considered in developing rural-oriented strategies for the self-determined lives of students in rural schools. Education that incorporates the sociocultural code by strengthening rurality should aim to develop creativity, critical thinking, communication skills, and the ability to work together. This is fundamental for future professionals who can reshape the rural economy by considering market demands. Keywords: concept, rural-oriented strategies, self-determined life, students, rural schools | 1206 | |||||
| 62 | The author presents a theoretical and methodological analysis of the phenomenon of irrationality and examines its potential in the process of coping with the discomfort of uncertainty. In the paradigm of existential psychology, irrationality is presented as one of the ways of resisting uncertainty, the increasing obsolescence of individual experience in the conditions of growing awareness of the uncertainty of existence, the immaturity of modern people, and the danger of developing a fragmented identity. The article presents the idea that turning to irrationality in the process of coping with uncertainty acts as an integral part of the strategy of transgression, which can not only take the subject beyond the framework of rational cognition of reality but also provide him with new experiences of adaptation to an uncertain existence and access to the level of new possibilities or logical comprehension of reality and self-understanding (axiology, Bayesian logic, imaginative logic, logic of synchronicity). The author compares the possibilities of rational and irrational thinking and behavior in situations of uncertainty when the available experience is not sufficient, and a person who cares for himself cannot avoid making decisions and acting. The work formulates provisions on irrationality and transgression as components of the mechanisms of meaning formation and self-development. Keywords: uncertainty, precariousness, identity, experience, transgression, rationality, irrationality | 1199 | |||||
| 63 | This study aims to investigate the trends of applying modeling processes in the educational process at the Arab and foreign levels for the period (2020–2023). The study followed the descriptive approach by presenting the modeling concept and the research areas covered in different languages and identifying the most important models used in the educational process based on the global database available on: (Google Scholar, elibrary.ru, Scopus). The study included (319), Arab and foreign studies that dealt with the restriction and numerical, qualitative, and methodological classification from 2020 to 2023. The study has identified the most important trends in which modeling was used as a research method. The study has also highlighted the models used in the educational process. We hope that the analysis of the trends will help to identify the areas and departments where modeling has been used to solve educational and scientific problems. The study has shown several results that could evaluate this study and help researchers in applying modeling as a research method. Keywords: Modeling, Modeling Methods, Modeling procedure, Educational Process | 1165 | |||||
| 64 | This article presents the results of the XIXth International Scientific and Practical Conference, “The Teacher of the Future in Dialog between Science and Pedagogical Practice,” on July 4 and 5, 2023, as part of the Year of the Teacher in the Russian Federation. The Federal State-Funded Educational Institution “Psychological Institute of the Russian Academy of Education” organized the conference in Moscow. The conference aimed to address a key theoretical and practical challenge: creating optimal psycho-pedagogical conditions for future teachers’ personal and professional development. This development is seen as a convergence of national traditions in Russian education, contemporary scientific knowledge, and innovative technologies. Such teachers can lead students to selfdiscovery and self-realization. Keywords: future-oriented teachers, systemic personal and developmental approach, resource-oriented and prognostic approach, educational strategies, personal and professional resources, competencies, shaping the future of students | 1158 | |||||
| 65 | The author examines the historical presence of educational activities in mixed-age groups. This topic is relevant because many pedagogical practices from the pre-revolutionary and Soviet periods are being reintroduced in modern Russia. For example, collectivism, traditionally valued in the Soviet Union, was officially recognized as a national value in Russia in 2022, which underlines the need for a renewed scientific study of the various forms and types of collective activities, including in the field of education. The educational aspect of mixed-age group activities has significant development potential. The effectiveness of collective education can be improved by organizing interactions between participants of different ages, creating a more realistic model of a diverse society. A problem-oriented analysis of the scientific literature has shown that mixed-age groups are considered an educational tool for moral and social development, especially by specialists in psychology and pedagogy. This view underlines the importance of examining the empirically developed elements of education within these groups through which educational work has been carried out in practice. The focus, therefore, shifts to understanding how these elements of learning, originally intended to promote character and social values, also contributed to wider educational outcomes. In this context, it becomes clear that in modern pedagogy, where participants re-evaluate the historical experiences of their predecessors, mixed-age groups emerge with a clear focus on education rather than character development. Nevertheless, the development of such mixed-age groups also requires recourse to the accumulated historical and pedagogical foundations for the implementation of certain pedagogical elements. This foundation enables the formalization of preconditions – such as voluntariness, the existence of an internal hierarchy (e.g., ‘ranks’), productive activities, simultaneous development in multiple environments, and diversity of forms, means, and methods – that align collectivity, pedagogical goals, and mixed-age composition in a way that is still relevant today. By drawing on this historical foundation, educators can better integrate these elements to develop pedagogical practices that are both effective and appropriate for today’s context. Keywords: educational activity, history of extra-training pedagogy, extra-training education, supplementary education, children’s movement, theory of collectivity, mixed-age group | 1152 | |||||
| 66 | This article examines how young people with different gender identities perceive disease and how their attitudes toward disease might be influenced by their gender roles. The study presents the results of a diagnostic analysis examining the relationship between gender identity and different ways of thinking about disease. The study draws on the biopsychosocial model, emphasizing psychological factors in health assessment. It is found that current trends in social development view the concepts of “disease” and “health” not only as physiological states but also as psychological states. The research analyzes studies showing that individuals with different gender roles have completely different behavioral patterns, including health protection. The experimental results obtained suggest that behavioral patterns are influenced by gender identity. When considering specific disease symptoms, it is essential to consider the individual’s psychological characteristics, especially the effects of his or her subjective perception of social gender. This consideration is very important in formulating the therapeutic approach to various disease conditions. Keywords: health, disease, subjective attitude to disease, gender, gender identity | 1151 | |||||
| 67 | The initial thesis of this article is to consider the contemporary cultural situation as hyperdynamic, transterritorial, and formed by a multiplicity of mutually disproportionate worlds specifying a person’s position in them, together with the totality of their inherent meanings, visions, relations, behavioral patterns and possibilities of self-determination. Such a situational definition is a challenge to established educational practice, prompting it to dynamize and diversify the connections and relationships at work within it and to reorganize the forms of educational semiosis and the sign-symbolic mediators that support them, including texts specifically designed to orient students. After a critical evaluation of mapping as a constructive basis for the formation of students’ orientation competence (leading to a discursive unification and homogenization of educational practices), the authors attempt to develop an instrument of orientation mediation that highlights the multidimensionality of pedagogical positions and is subject to several key requirements. These are as follows: Orientation to the qualitative differences in educational relations in the processes of pedagogical self-organization; abandonment of the position of an absolute subject with the ability to perceive the educational environment panoptically; the incorporation of the student’s self-organization techniques that allow him/her to build moving and transforming coordinate systems and actions relevant to them in the orientation process. The semiotic construction of the mediator, designed by the authors to ensure the variability of the configurations of educational reality, aims analytically, above all, to explain and differentiate the political images of the production of educational subjects in the minds of students. Therefore, each of these policies is considered a discursive construction aimed at establishing and reproducing a model of a certain anthropological type in the educational environment. This means that this environment is an area of symbolic struggle of different pedagogical forms, which necessarily involve the consciousness and self-consciousness of their bearers in their structure. Thus, their self-reference or self-referentiality becomes the basic condition for constructing and reorganizing orientation systems. The form of mediation support for students’ orientation proposed by the authors uses the fundamental distinction between humanistic (pedagogical, anti-pedagogical) and posthumanistic policies of the genealogy of educational subjects, emphasizing their ontological specificity and epistemological incommensurability. The design of the text is based on posthumanist (postmodernist) concepts in search of a positive educational project that “creates new possibilities for development” rather than on critical engagement with the dominant discourses in education. The authors’ textual experiment raises a number of new research and practice questions, including those of textual exposition of ontologically heterogeneous forms of education, overcoming the effects of sign-symbolic reification of educational statements due to educational reproduction, clarifying the self-referential psychological and pedagogical conditions of the pedagogical self-determination subject. Keywords: educational semiosis, self-referentiality, plurality, counter-text | 1150 | |||||
| 68 | The proposed article is a continuation of a series of articles dealing with the guidelines for teaching mathematics in the 1st through 11th grade of general education schools based on the Federal State Educational Standard, taking into account the division into knowledge elements. The implementation of the conceptual guidelines makes it possible to determine the content elements in 2nd grade, including the natural numbers from 1 to 100 and zero, counting numbers, actions of addition, subtraction, multiplication, and division; the multiplication tables; the relationships between arithmetic operations; the properties of arithmetic operations; measuring and comparing quantities (length, time, mass, cost); the examples of polylines and polygons; the examples of sets; logical thinking and reasoning; working with tables and bar charts; the examples of algorithms for arithmetic operations, quantities, and geometric constructions; the text problems in one or two actions using models, tables, short notes and diagrams. On this basis, the content of the 2nd-grade textbook is designed, and the ideas underlying the 1st-grade textbook are developed. The theoretical part allows students to answer control questions and helps them solve tests, problems, and exercises with one or more variants. The conceptual guidelines of mathematics teaching in grade 2 form the basis for a vertical structure of mathematics teaching from grade 1 to 11 in general education schools. Keywords: primary education, teaching, mathematics, knowledge element | 1097 | |||||
| 69 | Humanity faces global challenges caused by geopolitical, economic, environmental, and other circumstances. This situation is exacerbated by the crisis pursued by the West for decades, the policy of globalization and multiculturalism. Since education is an inert system that cannot set strategic priorities for its development, it is always forced to focus on solving current problems of the past and present. As a result, education’s role in shaping humanity’s future is indirect rather than purposeful, often leading to local and large-scale undesirable disasters. The historical and cultural analysis of the situation in Russia and the countries of Western civilization made it possible to identify serious challenges that cannot be solved without the active participation of education. The first is related to the fact that in the conditions of current globalization, a new crusade of Western civilization is taking place to spread its traditions and values in the world, which are presented as universal. Modern research, historical examples, and the negative experiences of our times show that what is acceptable for some nations often becomes destructive and disastrous for others. Therefore, the first strategic priority of modern education should be to help adolescents and specific peoples understand their cultural identity, develop a respectful attitude towards other peoples’ cultures, and, on this basis, engage in productive intercultural dialogue. Another global challenge is the energy and environmental situation and the consumer psychology imposed on people from childhood, typical of Western countries, post-Soviet states, and today’s Russia. All this threatens the preservation of life on Earth in the future. In the history of humankind, two periods can be distinguished in which humans were on the brink of extinction. Each time, they were saved by finding the strength to consciously change their way of life and themselves based on commonly accepted and shared values and taboos, i.e., they showed themselves to be rational and equal spiritual beings. This aspect is insufficiently reflected in the regulation documents on education adopted in Russia and the world in recent years. Therefore, the second strategic priority of modern education should be the development of people’s environmental consciousness and the recognition of the priority of spiritual needs over material needs. Keywords: strategic priorities of modern education, global challenges of our time, cultural identity, freedom, consumer psychology, crisis of modern education, competency-based approach | 1094 | |||||
| 70 | This article examines the characteristics of art education for primary school students in Iraq and Russia. The study aims to identify the traditions, characteristics, content, and methods of teaching art in primary schools in the two countries. Art education in Russia has a long tradition based on pedagogical and psychological research. In Russia, there is a unified curriculum for teaching art, but in Iraq, there is no unified program for all schools, so teachers can create or choose their own curricula. The Russian art education program has a secular character. It introduces students to the art world and combines creative teaching with exposure to fine art masterpieces. A battle between secular and religious educational trends has been taking place in Iraq for years. Islamic influences are evident in many schools, where traditional art forms such as ornamentation and calligraphy are emphasized. Nevertheless, Western traditions play an important role in training visual arts teachers. Iraqi teachers and artists are reinterpreting Islamic art traditions in a contemporary framework, expanding their reach and potential. Keywords: teaching art in primary school, cultural traditions of Russia and Iraq, programs for teaching art in primary school, deficits in art education | 1079 | |||||
| 71 | This article provides a theoretical analysis of two didactic methods: classical didactics and digital didactics. Classical didactics, as a branch of pedagogy, explores basic principles and teaching methods and emphasizes the role of the teacher in conveying given content and developing essential skills and competencies in students. In contrast, digital didactics is an emerging field that deals with the organization of educational processes in the context of the digital transformation of society. The primary goal is to craft learning experiences that leverage modern information technologies, emphasizing active, independent student engagement. The article highlights the key principles, pedagogical tools, and educational outcomes that differentiate classical from digital didactics. At the center of the article is an explicit description of the pedagogical tools of digital didactics. It contains verified examples of the implementation of digital didactics in the Russian education system. It is stated that digital didactics is a comprehensive approach to organizing the educational process. This approach encompasses personalized learning, broadening the academic context, gamification, online learning, the application of artificial intelligence, and the ongoing enhancement of the digital learning environment. Keywords: adaptive educational platforms, gamification of learning, artificial intelligence, massive open online courses, pedagogical tools of digital didactics, virtual simulators, digital didactics, digital transformation of education | 1069 | |||||
| 72 | The modern social environment brings many challenges that increase the risk of psychological vulnerability in the population as a whole. Young people, in particular, are more likely to have mental health problems and need psychological help. However, many do not seek help even though they need it. This highlights the importance of studying resilience in modern society, as it plays a crucial role in developing teenagers, helping them overcome psychological obstacles that can have long-term effects. Bullying is identified as one of the biggest problems among teenagers, with a particular focus on the risks associated with a psychologically insecure environment. The study aims to investigate the specific resilience characteristics of adolescents in bullying situations. The study presents the results of a preliminary investigation of the resilience of adolescents who take on different roles in bullying situations. Several methods were used for the study, including the “Bullying Risk Questionnaire” (by A. Bochaver, V. Kuznecova, E. Bianki, P. Dmitrievskij, M. Zavalishina, N. Kaporskaya, K. Hlomov); “Bullying Structure Assessment Method” (E. Norkina); “The Child and Youth Resilience Measure Test” CYRM (by A. Laktionova and A. Makhnach); ZTPI “Time Perspective Questionnaire” (by F. Zimbardo, adapted by E. Sokolova, O. Mitina, et al. ); “Cognitive regulation of emotions” CERQ (by N. Garnefski, V. Kraaij, adaptation: O. Pisareva, A. Gritsenko); “Shyness Diagnostic Test” (by A. Belousova, I. Yusupov); “ITQ” (Individual-Typological Questionnaire by L. Sobchik). The study was conducted on 88 adolescents aged 15 to 17 from Novosibirsk. The empirical data was analyzed using frequency analysis, the Kruskal–Wallis H-test, the Mann–Whitney U-test, and Spearman’s rank correlation. The study found no significant differences in resilience between victims, witnesses, and defenders. However, the qualitative characteristics of resilience varied depending on the role the adolescents played in bullying situations. For victims, time perspective played a crucial role in their resilience structure, while extraversion was a distinct individual trait for defenders. These results point to possible directions for future research on adolescent resilience of adolescents in bullying situations as well as areas for improving personal resilience as a preventive approach to bullying in the school environment. Keywords: resilience, human resilience, adolescent resilience, resilience indicators, educational environment, bullying, time perspective | 1052 | |||||
| 73 | Professional communities bring together people who work in a particular field and are a platform for cooperation, solving current professional issues, discussions, exchanging information, and expanding competencies. Professional communities form their structures and functions depending on their assigned tasks. As a rule, they are not static but can change due to changing environmental conditions or new challenges. Professional communities have their own tasks and functions, which are not limited to specialist areas but can also be social in nature. The most typical examples of such communities are social, educational, psychological, and medical communities. Among the medical specialties, psychiatry occupies a special position, as it has its own methods as well as integrates a wide range of approaches from other specialties such as philosophy, anthropology, psychology, pedagogy, social and many natural sciences, and, of course, approaches from somatic medicine and neurology. We have looked at the role of the Russian Society of Psychiatrists in the continuing professional education of specialists, which is constantly taking place in Russia. This enables doctors to confirm and improve their skills throughout their careers to succeed in their professional activities. Keywords: professional community, continuing professional development, postgraduate training, psychiatry | 1030 | |||||
| 74 | This article explores approaches to developing culturally enriched learning materials for Russian as a foreign language tailored for Kenyan learners, integrating traditional cultural content and innovative teaching techniques. The main aim is to create engaging learning materials that bridge cultural differences and improve language proficiency. We will use a combination of customized software tools, surveys, and a literature review on Kenyan culture and modern language learning methods. These tools include an interactive web platform for vocabulary training, a video and subtitle extraction tool for contextualized listening and reading exercises, and lexical approach software that provides contextualized sentences from the literature. In addition, surveys on Kenyan perceptions of Russian and research on cultural differences will guide content development. Our research findings reveal significant cultural differences between Russian and Kenyan learners, such as different proverbs, folk heroes, and unique cultural contexts. The article also describes the three software tools, including examples and manuals to demonstrate their use in the language classroom. Developing culturally enriched language learning materials supported by innovative tools enhances the learning process, making it more effective and engaging for students and teachers. These resources can serve as a model for creating similar materials in other cross-cultural contexts. Keywords: Russian as a foreign language, Kenyan learners, culturally enriched materials, interactive learning, vocabulary training, lexical approach, video tools, language learning software | 924 | |||||
| 75 | According to the ecopsychological model, the formation of personal agency in learners’ educational activities comprises seven interrelated stages, mathematically determined by the coefficients of coherence and integrity. Observations of professionally significant teachers’ qualities were carried out during advanced training courses from 2021 to 2023 in Samara. The studied profile of teachers’ agency reflects the extent to which each stage of personal agency formation is manifested, the coherence between these stages, and the process of interiorization/exteriorization of professional competencies. Correlations were found between the professionals’ educational level, age, and the extent of each stage of personal agency formation. Teachers with high and low coherence differ significantly in the communicative level of universal learning actions. The extent of the stages of personal agency is associated with teachers’ coherence indicators, which exhibit a complex factor structure: four factors for each type of integrity. Keywords: ecopsychological paradigm, pedagogical environment, stages of agency formation, agency profile, coherence and integrity, interiorization, exteriorization | 923 | |||||
| 76 | This article examines the extent to which academic satisfaction is related to the competence of science teachers in Islamic secondary schools in Iraq. It identifies statistical differences between the sample responses that can be attributed to the variables of gender and academic experience. The study relied on a descriptive and correlational approach. The data was collected using a questionnaire containing (58) paragraphs. The study sample consisted of (138) teachers distributed in (22) Kirkuk province – Iraq Islamic schools. The academic satisfaction indicators studied included teachers’ interest in the educational goals, their sense of self-efficacy, and satisfaction with the meetings, communication, and partnership between them and the educational institution. The effects of behavioral indicators on the dimensions of academic satisfaction (salary, incentives, pedagogical supervision, professional development, school administration, working conditions, social status, and belongingness to the profession), there are no statistical differences in the competence of teacher performance attributed to the gender variable, in contrast to the existence of statistically significant differences for the academic experience variable. The results also showed that academic satisfaction is related to teachers’ competence in improving their pedagogical experience, which is one of the most important factors in improving the competence of professional work. Keywords: academic satisfaction, science teachers, teacher competence | 909 | |||||
| 77 | Recent studies in psychology and pedagogy explore the duality of human thought, where two opposing systems – heuristic and analytical – interact in a dialectical unity. This leads to two corresponding ways of understanding the world: logical and intuitive. Focusing solely on developing students’ logical abilities may result in them being able to solve only a small number of typical problems and fail to promote their overall personal development. Therefore, more emphasis is now placed on promoting a deeper understanding of topics by moving away from formal approaches. This is done by encouraging active learning and integrating logical and intuitive thinking, which helps students absorb the information at a deeper level. This article explores how these two styles of thinking can be combined in the mathematics classroom and the impact this has on student learning. Keywords: intelligence, cognitive thinking styles, intentional experience, conscious learning | 869 | |||||
| 78 | The study examines the essence, definition, principles, and methods of vocal (voice) pedagogy as a vast area of music pedagogy, rapidly growing and developing, taking shape in the mainstream of the pedagogy of culture and art and, at the same time, general pedagogy. Contemporary trends and problems existing in vocal pedagogy are summarized. The topics studied within the framework of this pedagogy concern the theory of vocal pedagogy, its history, methodology, and the education of vocalists. The historical stages of its development are outlined. It is determined that this development is specific to each country. At the same time, often the influence of some musical and vocal traditions of some countries (for example, of European countries) on others (for example, Russia, China), their mutual influence at various historical stages. The focus of vocal pedagogy as a scientific direction also includes its phenomena, approaches, principles of implementation, and outstanding representatives. The problems of vocal pedagogy include insufficient unity in understanding and using its terminology, difficulties in implementing an individual approach to training vocalists, insufficiently effective use of healthsaving and digital teaching technologies, and low efficiency of some teaching methods. Comparative vocal pedagogy, which examines the features of vocal schools, systems, and traditions of training vocalists in different countries, has been rapidly developing recently. In recent years, the number of comparative scientific papers devoted to the training of vocalists in China has increased in Russian science; even more such works are published by Chinese researchers studying Russian vocal pedagogy. Keywords: vocal pedagogy, contemporary vocal pedagogy, principles of vocal pedagogy, history of vocal pedagogy, problems of contemporary vocal pedagogy | 632 | |||||
| 79 | This study aims to provide the academic community with appropriate pedagogical tools and educational strategies to promote social competence in preschool children. The authors have identified various pedagogical approaches promoting preschool children’s social competence. The importance of this study lies in its theoretical and practical contribution. The results can be used to assess and promote preschool children’s social competence so that they can integrate into society successfully. In addition, the results can be used in teacher training. In the practical part of the experimental study, the authors focused on three main objectives: developing social awareness in preschool children, promoting group-based learning among peers, and teaching socially acceptable behavior. The authors suggested using problem-based learning, modeling real-life situations, and case studies to promote social competence. They also presented a framework for social competence that includes four components: cognitive, personal-regulatory, emotional, and behavioral. These components were defined according to preschool children’s level of social awareness, with a focus on developing reflective competence and utilizing their sensory experiences. The study shows the importance of practicing new knowledge and transferring skills to new contexts. The results of using pedagogical tools to develop the individual components of preschool children’s social competence are presented. Keywords: preschool children, individuality, the object of education, structure of social competence, social adaptation, social competence, pedagogical tools of influence | 521 | |||||
| 80 | Metaphors as a linguocognitive mechanism for conceptualizing meanings that form national images of the world is becoming the subject of interdisciplinary research examining the logic of semantic changes within the boundaries of texts. Understanding this process in a teaching and educational context can become an effective tool for language teaching by forming ideas about the peculiarities of culture represented in its structural and content units – concepts. Studying a language by identifying the value-semantic mechanisms of conceptualization allows us to recognize the text’s multi-layered nature and cultural specificity. The process of metaphorization illustrates the dynamics of meaning formation through the interaction of different conceptual domains involved in creating a figurative meaning and the emergence of the result – a valuable fragment of the linguistic image of the world or the author’s version manifested in a literary text. These aspects, reflecting the very mechanism of formation and functioning of the metaphor, can form the basis for lexical and textual work in teaching Russian as a foreign language. The article discusses ways of working with linguistic and textual metaphors, taking into account the analytical plan of meaning formation, manifested in the interaction of original and figurative meanings, and the synthetic plan, realized in the text-forming function of the metaphor, in its ability to create associative-derivative connections within the text and to actualize in the learner’s consciousness a holistic, emotional and semantic conception of the content. The ability to interpret a metaphor and understand its functioning helps learners to perceive the text from the point of view of events and undergo figurative, semantic, and conceptual development. A special role in this process is played by frame analysis, which identifies thematic-content blocks in the text and establishes semantic connections between them. The algorithm for analyzing text metaphors presented in this article can help to optimize students’ receptive activity and the development of their communicative activity. Based on the material of the historical-philosophical essay by N. Ilyina, “The Expulsion of the Normans. The Next Task of Russian Historical Science”, the frame methodology for the analysis of text metaphors is substantiated, and the modeling potential of metaphorical images is shown, which determines the logic of the linguocultural approach to working with texts. It is assumed that the text, which is rich in metaphors, cultural-historical references, and mythopoetic Old Slavic symbolism, will arouse interest because of its content and the research methods used to uncover its linguocultural meaning. Keywords: linguistic and textual metaphors, frame analysis of metaphors, linguodidactic potential of metaphors | 503 | |||||
| 81 | The implementation of the Federal State Educational Standard for primary education emphasizes the central importance of moral development and highlights the cultivation of ethical foundations, kindness, emotional intelligence, and empathy. As psychologist Lev Vygotsky noted, learning and emotions are closely linked. Such holistic development enhances children’s cognitive abilities and social adaptation. Today’s socio-economic and educational changes have led to increasingly complex interpersonal dynamics and greater demands on emotional competence. Therefore, it is particularly important to understand the predictors of emotional intelligence development in primary school students. Mother-child interactions characterized by emotional connectedness, acceptance, and support promote emotional initiative, empathy, and self-regulation in children. This process is not a mere transfer of knowledge but a dynamic collaboration – mothers share emotional experiences while children actively develop new ways of responding. This study aims to examine the development of emotional intelligence in primary school children concerning the mothers’ emotional background, focusing on maternal sensitivity, emotional acceptance, and emotional expressions of emotional interaction. Diagnostic instruments included: ‘Emotional identification Method’ by E. Izotova; ‘Emotional pictogram Method’ (modified by M. Kuzmischeva); ‘What – Why – How?’ projective method by M. Nguyen; ‘Child-Parent Emotional Interaction Questionnaire’ by E. Zakharova. The results indicate that maternal emotional sensitivity, warm physical affection, and consistent emotional support positively influence children’s ability to recognize emotions, the development of empathy, and the ability to selfregulate. Low maternal attention to the child’s emotional state and lack of empathy may contribute to children’s emotional development difficulties, emphasizing the importance of mindful and attentive parenting. The study results have practical implications for the design of psychological and educational family support programs aimed at improving parents’ emotional competence and fostering an environment conducive to balanced emotional development in primary school children. Keywords: child-parent interaction, emotional development, psychological well-being, emotional competence, primary school children | 486 | |||||
| 82 | Integrating psychological health education in primary and secondary schools and universities emphasizes the coherent development of psychological health education at all levels, which is critical. This approach requires that each level – primary, secondary, and university – takes into account the psychological developmental characteristics of students and carefully tailors the objectives and content of psychological health education to age and cognitive maturity. The aim is to introduce psychological education gradually and systematically, striking a balance between age-specific differences and the progressive development of educational content. As an essential part of the ideological and political educational framework of China’s new era, psychological education plays a crucial role in promoting students’ psychological well-being at all levels of schooling. Achieving full integration requires a theoretical foundation rooted in developmental psychology, pedagogy, and coordinated educational policies and systems. This includes consistently designing and implementing curricula, teacher training, and theoretical instruction. In addition, psychological health education should be provided both online and offline, including digital platforms, lectures, and mental health activities, and promote close collaboration between schools and families. Such coordinated efforts are essential for promoting children and adolescents’ comprehensive development and mental and physical well-being. Keywords: primary, secondary schools, and universities, psychological education integration, pathways | 421 | |||||
| 83 | The successful implementation of the concept of sustainable development depends on the active participation of all sectors of society in all spheres of human activity, in which education plays a crucial role. Universities are of particular importance as they contribute to the establishment and integration of higher education in the field of sustainable development based on ESG principles – in other words, they work in the environmental (E), social (S), and governance (G) spheres of sustainable development. Since 2015, Russian universities have been developing their sustainability strategies and modifying their organizational structures to achieve the United Nations’ Sustainable Development Goals (hereafter referred to as SDGs). Russian higher education institutions have also gained experience in implementing educational programs designed to develop competencies for professionals in the field of sustainable development. This comparative analysis examines Bachelor’s, Master’s, postgraduate, and continuing education programs in fields such as economics, management, public and local administration, law, and environmental studies. The study found that the foundations for Education for Sustainable Development (hereafter ESD) were laid in Russia in the 1990s, but have only become a widespread phenomenon in the last five years. In the early stages, the leading universities, particularly in Moscow and St. Petersburg, were the most active participants. Currently, the number of Master’s programs is increasing, and the share of regional universities in implementing these programs has risen significantly in recent years, accounting for 40–45%. Keywords: university, higher education institutions, higher education, ESG education, education for sustainable development, Sustainable Development Goals | 375 | |||||
| 84 | China is rapidly developing into an aging society, and traditional forms of senior education are facing development bottlenecks, including insufficient resources, a single mode, and limited outreach, which makes it challenging to meet the growing demand for senior education. The rapid development of artificial intelligence technology offers new ideas and solutions to address the challenges in senior education. Artificial intelligence can achieve personalized adaptation, support teaching, create an immersive learning experience, and optimize teaching through big data analysis, thus promoting educational equity and active aging. However, there are several challenges to the deep integration of AI and the education of older people, and China’s education for older people has also engaged with AI. In the future, we need to strengthen the top-level design further, increase financial investment, improve the curriculum system, strengthen the construction of teaching personnel, and promote the deep integration of AI technology in senior education, to create a better learning life for older people, promote the high-quality development of senior education, and promote positive aging. Keywords: artificial intelligence, facilitation, China’s senior education development, lifelong learning | 344 | |||||
| 85 | The article presents a comprehensive analysis of the digital transformation of the education system, which is understood as a fundamental shift in the pedagogical paradigm driven by modern technologies. The authors highlight key aspects of digitalization, including technical equipment, the development of digital resources, the formation of a digital culture, and the legal framework. Special attention is given to the benefits of digital technologies, such as personalized learning, increased visibility of teaching materials, and the development of critical thinking in students. The main problems of digital transformation are considered: regional differences in access to technology, inadequate training of teaching staff, and the need to methodologically justify the effectiveness of digital tools. The authors emphasize the importance of a balance between technological innovation and pedagogical appropriateness, as well as the need for interdisciplinary research to assess the long-term impact of digitalization on the quality of education. Promising areas of development include the creation of adaptive educational environments, the introduction of virtual and augmented reality technologies, and the transparency of educational processes. The article will be of interest to researchers, teachers, and education managers dealing with digital transformation issues. Keywords: digital transformation, education, digitalization, personalization of learning, digital technologies, pedagogical innovation, regional inequality, methodological justification, adaptive systems, information transparency | 303 | |||||
| 86 | In the era of global digitalization, it is becoming increasingly essential to create web content that meets the needs of a diverse audience, including people with visual impairments. In Russia, these issues are regulated by the state standard GOST R 52872-2019 and guidelines of the Ministry of Digital Development. Nevertheless, visually impaired users continue to face difficulties in accessing educational, recreational, and social platforms, as compliance with accessibility standards for digital educational environments is voluntary. The accessibility limitations identified necessitated a comprehensive review of online platforms for blind and visually impaired users, as well as the development of targeted solutions to enhance digital educational environments for these users. The following methods were used in the study: Heuristics, data analysis, testing, generalization of the results obtained, statistical data processing (KolmogorovSmirnov criterion), methods for evaluating the customer effort index (Customer Effort Score), and elements of a Customer Journey Map (CJM). The study involved 20 participants (10 blind and 10 visually impaired students aged 15–20 from Moscow, Ulyanovsk, and Cheboksary) who voluntarily completed eight standardized user tasks. The study expands our understanding of how blind and visually impaired users interact with digital learning environments. The findings highlight the need to incorporate both international and local experiences, develop a uniform accessibility standard across countries, evaluate the accessibility of web tools, consider how blind and visually impaired users perceive information and interact with digital spaces, and establish common accessibility standards for developers. These findings are relevant for developers and researchers working on digital tools for visually impaired users and other accessibility needs. Keywords: visual impairment, accessibility, digital learning environment, development | 300 | |||||
| 87 | This article explores the phenomenon of Escapism and examines its primary characteristics. It highlights the ambivalent and complex nature of Escapism and emphasizes its social, cultural, and psychological roots. The study examines the meaning of Escapism in real and virtual contexts. It argues that the life of a modern individual, especially a young person, unfolds in two parallel worlds – the real and the virtual – resulting in conflicting perceptions and ambiguous consequences for personal development and social interaction. It is noted that Escapism, as a way of living, thinking, and behaving socially, has occurred throughout human history and has been shaped by specific historical and cultural contexts. Both the real and virtual worlds have a complex and ambivalent influence on the cognitive abilities and behavioral strategies of adolescents and young people. The article explores the differences between Escapism in real and virtual environments, highlighting both the positive and negative aspects inherent in each of these worlds. Excessive immersion in the Internet and social media can lead to a decline in critical thinking and an inadequate awareness of events in the real world. The increasing complexity and uncertainty of modern life encourage individuals to seek solace in virtual environments full of illusions, which is very attractive to young people. For many young people, existence in such environments is becoming a mass trend and a core value. It is emphasized that virtual environments offer a way to escape the negative and traumatic aspects of real life that many teenagers and young adults do not want to accept. It is concluded that intense engagement in a virtual world, especially when accompanied by digital addiction, brings with it a variety of risks associated with Escapism. One of the most critical manifestations is loneliness, which becomes a seemingly convenient and effective survival strategy. Keywords: Generation Z, social media, hybrid existence, Escapism in the real world, virtual Escapism, digital addiction, loneliness, illusion | 286 | |||||
| 88 | The relevance of this study arises from the rapid digitalization of professional activity, while its psychological consequences for personal development remain insufficiently explored. This article examines personality changes in the context of digital professional development, affecting the cognitive, identification, motivational, and social-adaptive spheres. An analysis of the degree of development of the problem shows that the theoretical foundation is based on the concepts of professional development (E. Zeer, V. Tolochek), digital professionalism and metacognitive mechanisms of adaptation (A. Karpov, S. Lenkov, et al.), theories of digital socialization (O. Karabanova, T. Martsinkovskaya, et al.), and models of hybrid identity (A. Koneva). The study aims to identify and systematize structural changes in personality within the context of digital professional development. The article offers a detailed analysis of changes in key personality areas. It highlights the dual nature of digitalization: on the one hand, it broadens professional opportunities, and on the other, it introduces risks of maladaptation, such as clip thinking, identity crises, and professional disunity. Its theoretical importance lies in developing an integrated four-component model of professional growth, including: 1) cognitive skills (thinking flexibility and digital competence), 2) identification (the evolution of the professional “I”), 3) emotional-motivational aspects (digital resilience), and 4) social factors (network interaction). The study’s practical importance is supported by empirical data showing the connections between strategic thinking and digital adaptation, as well as conflicting effects, such as the cognitive-motivational paradox. Practical suggestions include metacognitive control training, hybrid communication formats, and professional development monitoring systems. The need to balance digital innovation with the maintenance of key professional factors is highlighted. Keywords: digital professional development, personality, cognitive flexibility, professional identity, digital resilience, digital adaptation | 160 | |||||
| 89 | This study investigates the historical and cultural roots of educational reform through a comparative analysis of China and Russia. Both nations face challenges from the rapidly evolving post-industrial era and advances in artificial intelligence. Their distinct historical and cultural backgrounds have led to different responses to these challenges, shaped by how each civilization perceives the continuity and breaks in its past and future development. To explore this, the study examines the unique philosophical perspectives of both countries, focusing on their worldviews related to sociocultural issues. Amid increasing mechanization, schematization, and formalization of human activities since the 20th century, the author emphasizes the importance of the hermeneutic approach and interpretive methods in education. This approach clarifies the processes of self-regulation and highlights the importance of understanding personal identity and one’s role in the world. The study concludes that the combined experiences of these two distinct civilizations and their educational systems provide valuable resources for addressing current challenges and managing risks in the digital age. A key principle emerges: the need to balance tradition with innovation. Keywords: pedagogical education, information society, Chinese modernization, Confucian heritage, Russian civilization, Russian culture, spiritual traditions, nation, values, sociocultural context | 154 | |||||
| 90 | This article presents the results of an empirical study examining the role of intercultural competence as a predictor of successful sociopsychological and academic adaptation among international students from Central Asian countries: Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan. The sample included 106 participants. Correlation analysis revealed statistically significant positive associations between intercultural competence and various aspects of adaptation. The findings support the hypothesis that intercultural competence is an essential predictor of students from Central Asia’s adaptive potential. The study also identified specific features in the relationship between components of intercultural competence and adaptation parameters. The data emphasize the need to target the development of intercultural competence as part of support programs for international students from neighboring countries. Keywords: intercultural competence, adaptation of international students, adaptive capacities, Central Asian region, sociopsychological adaptation, academic adaptation, neighboring countries | 148 | |||||
| 91 | This article examines a long-standing tension in the history of pedagogy arising from two competing conceptions of education and its organization: mechanistic and humanistic. The familiar opposition between natural-scientific and humanistic paradigms is revisited to encourage reflection on the legacy of classical didactics. We analyze the historical conditions under which didactics emerged, when scientific explanation relied on mechanics and mathematics. These mathematical and mechanistic modes of understanding shaped J. Comenius’s design of a didactic system. From the broader rationalist tradition, we highlight G. Leibniz as an emblematic case of the claim that a mathematical calculus can organize reality. The resulting “mechanical order” and numeration informed the structuring of time and space in schools and underpinned school discipline. A synoptic account of disciplinary education is provided with reference to M. Foucault. The contrast between disciplinary pedagogy and humanistic pedagogy is framed as “mechanism vs. organism,” “mechanical aggregate vs. organic system,” drawing on arguments by the Russian philosopher and psychologist A. Arsenyev. We then consider school designs that treat the school as an organic system, using the cases of Moscow Experimental School No. 91 and the Univers School in Krasnoyarsk. To explain how education is organized in these schools, we use A. Tubelsky’s concept of the school’s uklad – rendered here as school ethos – and relates it to what English-language scholarship terms the hidden curriculum, that is, the formative influence of the school environment and informal life on students’ worldviews. The article concludes with a description of the project by I. Frumin and B. Elkonin implemented at Univers, titled the “School of Growing Up.” Its core idea is to differentiate age-bound and all-age spaces within the school. Agebounded space is organized around staged growing up; age features are reflected in the regulation of classes and in the architecture and design of learning spaces. All-age space is a shared arena for inter-age communication and encounter. Keywords: didactics, discipline, determinism, mechanism, organism, freedom, school ethos (uklad), hidden curriculum, personhood | 145 | |||||
| 92 | Virtual practical teaching, which is developing in the age of the Internet, represents a new form, dimension, and exploration of practical training. It utilizes modern information technologies and networked, intelligent communication platforms to integrate online and offline educational resources. By building virtual libraries of valuable resources, it aims to promote students’ subjective consciousness – an essential supplement to traditional practical education. The in-depth exploration of virtual practical education actively drives the reform of ideological and political education in higher education. This, in turn, enhances the persuasiveness, attractiveness, and affinity of these courses. It also drives the innovation and development of educational concepts and teaching systems in ideological and political education. Keywords: Internet era, ideological and political education in higher education, virtual practical teaching | 132 | |||||