Belyakova E.G., Bogomyakov V.G., Bykov S.A. Personal characteristics of university students focused on different types of interaction with generative artificial intelligence. Pedagogical Review. 2026. Issue 3 (67). P. 17-28

With the active penetration of generative artificial intelligence into the educational process in higher education the challenge arises of organizing productive student learning activities in this new environment. Since generative artificial intelligence, when applied to learning, can be not only an important resource but also an obstacle to the development of students’ cognitive and creative activity, it is necessary to study student interactions with generative artificial intelligence, which will enable targeted pedagogical regulation of this process. At the same time, it should be noted that insufficient research exists on the types of student interactions with generative artificial intelligence and the personality traits that may influence students’ preferences for one type or another. The aim of this study is to identify the personality characteristics of students oriented toward different types of interaction with generative artificial intelligence. The study is based on a subject-activity approach, according to which the personality characteristics of students as subjects of learning activities can be significant in determining the type of interaction with generative artificial intelligence. The authors substantiated a typology of student interactions with generative artificial intelligence. The empirical study identified the personality characteristics of students oriented toward different types of interaction with generative artificial intelligence. A relationship was established between students’ engagement with artificial intelligence, intrinsic academic motivation, a positive conception of intelligence, and a focus on meaningful learning, as well as their orientation toward “co-authorship” and “leadership” in interactions with generative artificial intelligence. The practical significance of the study lies in the fact that its results can be used to develop recommendations and regulations for organizing university student learning using generative artificial intelligence.

Keywords: higher education, generative artificial intelligence, student interaction types with generative artificial intelligence

Danilova M.V. Subjective psychological well-being of high school students in connection with their self-identity as a key developmental task. Pedagogical Review. 2026. Issue 3 (67). P. 153-164

The article presents the results of a study of subjective psychological well-being of high school students in connection with the processes of formation of key identity statuses for this age period (gender, personal and professional). The study sample consisted of 179 respondents, students of grades 10–11 of secondary schools aged 15–17 (110 boys and 69 girls). Psychodiagnostic methods: methodology of studying gender identity by L.B. Shneyder, methodology of studying personal identity by L.B. Shneyder, methodology of studying professional identity by L.B. Shneyder, as well as the subjective well-being scale of E. Diner adapted by E.N. Osin and D.A. Leontiev. It is shown that high school students aged 15–17 diversed by the statuses of gender, personal, professional identity in connection with the type of identity and gender of the respondents. It is also shown that the age of 15– 17 is sensitive to changes in unproductive statuses of gender and personal identity. Young men process of gender identity formation is crisis-like, manifesting itself in a moratorium. Among young women, a precocious status predominates, indicating an earlier and more crisis-free assimilation of gender role norms. Personal self-determination is characterised by contradictory tendencies in selfidentification processes: a moratorium as a crisis-driven and active search for identity, and diffusion as a demonstration of passivity and uncertainty. The high percentage of diffuse professional identity among young women, combined with the low percentage of achieved status, demonstrates the problematic nature of professional self-determination, especially for young women. Professional selfidentification is generally characterised by a pronounced pseudo-identity, which may indicate difficulties in understanding oneself, one’s abilities, and interests, as well as a lack of awareness of the professional world. High school students are generally satisfied with their lives, but young women more often report being satisfied with their circumstances. The results of a correlation analysis showed that different types of identity, reflecting the self-identification processes of high school students, serve as markers and resources for their subjective psychological well-being.

Keywords: subjective psychological well-being, high school students, gender identity, personal identity, professional identity

Petrov D.S., Marchenko G.V. The evolution of Artificial Intelligence in professional education. Pedagogical Review. 2026. Issue 3 (67). P. 74-84

This article examines the application of artificial intelligence (AI) in education. AI has gradually transformed from an experimental technology into a key factor in the overall economy. The changing role of AI has necessitated the transformation of the traditional economic structure, labor market, and vocational education. Education creates human capital for the digital economy, making the topic of study relevant for government, society, and education. AI in education acts as a means of training personnel in the field of artificial intelligence and retraining teachers, and serves to improve the quality, personalization and effectiveness of vocational education. The purpose of this study is, based on a theoretical and specific historical analysis of scientific, technical and psychological-pedagogical literature, to identify the key stages in the evolution of AI development and its application in vocational education, the main methodological approaches to the study of the application of artificial intelligence in education, influencing the transformations in the educational system. Materials and methods are to achieve this goal; the following used empirical methods of scientific and pedagogical research – observation. Theoretical methods (specific historical analysis) to identify the stages of evolution in the use of artificial intelligence based on qualitative changes that have taken place in the development of AI. Theoretical analysis of scientific literature used to determine main methodological approaches to studying AI problems in education; a theoretical analysis of scientific literature to determine the degree of elaboration of the problems studied; statistical and mathematical methods for the quantitative analysis of search results in the national electronic library. The empirical dataset consists of research monographs, dissertations, books, conference proceedings, and scientific articles by Russian authors. Research results: four stages identified in the development of artificial intelligence, with AI serving as an object of professional training, on the one hand, and a tool for updating the content, forms, and management of the educational process, on the other. A theoretical and specific historical analysis of scientific, technical, psychological, and pedagogical literature made it possible to identify four main methodological approaches to studying AI problems: digitalization, functional pedagogical, social and humanitarian, and interdisciplinary.

Keywords: artificial intelligence, information and communication technologies, digitalization of education, digitalization, functional-pedagogical, social-humanitarian, and interdisciplinary approaches

Gaynova K.V., Temerbekova A.A. Comparative analysis of successful practices of foreign and Russian models of dual education. Pedagogical Review. 2026. Issue 3 (67). P. 63-73

In the context of the global transformation of the labor market, characterized by a growing gap between academic knowledge and the practical requirements of employers, dual training has established itself as a key mechanism for training competitive personnel. By integrating theoretical training in educational institutions with the systematic acquisition of professional competencies directly at the workplace in partner companies, this model has proven to be highly effective in a number of countries. Despite the active introduction of dual education elements in Russia and the CIS countries within the framework of national educational development strategies, significant challenges remain related to the adaptation of foreign experience to specific socio-economic and institutional conditions. This article is devoted to a detailed comparative analysis of the established models of dual education in five countries: Germany (as a generally accepted standard), Switzerland, Great Britain, Kazakhstan and Russia. The main focus of the research is aimed at systematization and comparison of benefits received by three key stakeholders of the system: students, higher education institutions (universities) and business. The authors analyzed fundamental and modern scientific publications, monographs, and dissertation studies devoted to the theory and practice of dual and practice-oriented education in a comparative perspective, which made it possible to reveal the historical and pedagogical aspect of the pedagogical phenomenon under study and to see the prospects for its further development. The proposed article makes a practical contribution to the development of the theory of dual education and can be useful in the modern educational space for different categories of researchers as a practice-oriented version of historical and pedagogical knowledge. The authors consider critical success factors of the dual learning model, such as the depth and sustainability of partnerships, the leading role of employers and their associations, an effective business incentive system, a clear and flexible regulatory framework, and high public prestige. The practical value of the article lies in the fact that the dual training under consideration is associated with the development of effective incentives for mass involvement of businesses (including SMEs), the development of support infrastructure (industry councils, competence centers, mentor training) and the consistent increase in the prestige of workers and engineering professions acquired through dual training.

Keywords: practice-oriented approach, dual education, vocational training, labor market, structural-functional model

Vachkov I.V., Pavlova N.V. Psychological correction of fears in younger school-age children using yakut folk tales. Pedagogical Review. 2026. Issue 3 (67). P. 107-118

The research is aimed at developing and verifying the effectiveness of a psychocorrective program based on the use of Yakut folk tales to reduce anxiety and overcome fears in younger schoolchildren. The importance of work is explained by the widespread prevalence of childhood fears, which negatively affect the emotional well-being and successful social adaptation of the child. This work is devoted to the study of the effectiveness of using Yakut folk tales in psychocorrective work with fears in younger schoolchildren. The relevance of the study is due to the social significance of the problem of childhood fears affecting the emotional state and adaptation of a child at school. The purpose of the study was to evaluate the effectiveness of using Yakut folk tales as a resource for psychocorrective work. The scientific novelty lies in the integration of the traditional cultural heritage of the peoples of Yakutia into modern psychocorrective practice. The methodological framework includes the positions of well-known scientists on the patterns of mental development, approaches to the organization of educational activities, as well as modern achievements in research on the psychology of fairy tales and metaphors. The research methodology includes theoretical, experimental and empirical methods. The main hypothesis is the assumption that the use of a psychocorrective program based on Yakut folk tales leads to a decrease in anxiety and overcoming fears in Sakha children of primary school age. The analysis of the data obtained confirmed the hypothesis about the positive effect of Yakut fairy tales on reducing the level of fears and increasing the resilience of Sakha children to stressful situations. The experiment was conducted on the basis of the National Gymnasium “Ayyy Kyhata” in Yakutsk, Republic of Sakha (Yakutia), 79 primary school students took part. The study showed the positive effect of Yakut folk tales on the emotional state of children, contributing to a decrease in anxiety and a decrease in the number of fears. The results obtained confirmed the effectiveness of the proposed methodology and proved the importance of taking into account regional cultural specifics in psychocorrective practice. The results obtained open up prospects for the further development of regional approaches to psychocorrective work with children, integrating traditional elements of national culture into educational practices.

Keywords: fears, anxiety, primary school children, psychological correction, fairy tale therapy, fairy tales, yakut folk tales

Sorokoumova E.A., Kurnosova M.G. The connection between creativity, creative thinking and attention in students learning a foreign language. Pedagogical Review. 2026. Issue 3 (67). P. 165-176

The most important components of the creative process of students learning a foreign language are creativity and creative thinking, which are implemented when solving non-standard situations, allowing them to search for an answer to one problem in many directions at once. In the last five to ten years, there has been a rethinking of the importance of developing creative thinking and creativity skills. The active development of artificial intelligence indisputably points to future changes in the labor market, forcing us to reconsider the role of professions, including those that rely on the creative component of human potential. The main task today is to understand how to develop creativity and flexible creative thinking without losing concentration when the media is full of short, rapidly changing pieces of information. That is why we believe that studying the connection between creativity and attention is of particular value for further study. The relevance of the topic is emphasized by the fact that it affects the student age. Creativity acts here as a double resource: it contributes to the comprehensive development of personality and at the same time is an integral component of future professional activity, significantly increasing the chances of success in a career. The results of the study show the key relationships between stability and selectivity of attention with various aspects of creativity and emotionality. The data obtained indicate that the stability and selectivity of attention among students learning a foreign language have a strong negative correlation with creative thinking in ideal perception (“I am perfect”), i.e. respondents demonstrating lower creative thinking have higher stability and selectivity of attention. The ability to focus on a task is inversely related to the idea of one’s own creative creativity. The practical significance lies in the possibility of using the research materials in advisory work to improve cognitive skills and increase the level of creativity of students learning a foreign language. The results of the study can also be used to create group trainings aimed at simultaneously developing attention and creative thinking, which can be especially useful in an educational and corporate context.

Keywords: creative thinking, creativity, attention, creative potential of personality, students studying a foreign language

Akhmedyanova A.K. Father-child interaction in fostering patriotism in the younger generation: a teacher’s practical experience. Pedagogical Review. 2026. Issue 3 (67). P. 7-16

The author of this article brings to the center of scientific research a rather relevant problem for Russian society, which is the search for new innovative approaches to fostering patriotism among the younger generation. The researcher is a practicing teacher, and she proposes her own approach to solving this problem, namely by reviving and popularizing the institution of fatherhood, based on the development and implementation of a universal method of pedagogical interaction between fathers and children. To achieve this, the author analyzed scientific literature and systematized her own pedagogical experience. A diagnosis was conducted based on the questionnaire “My father and I are best friends,” in order to determine how actively the father implements his social and cultural practices, and how close the child is to the father. The questionnaire showed very low results in the presented blocks of questions. As a result, the effectiveness of the proposed experience was substantiated in the context of the Pedagogical Unison parent club: from father to children, based on a specific school. This led to the development o f t he c lub’s program, which included the following modules: “Cup of Values and Traditions,” “Keepers of the Family Hearth,” “Chest of Good Deeds,” and “Trivium: Sports, Tourism, and Knowledge.” The implementation of the program and the opening of the club took place during the formative stage. The club involved face-to-face meetings as part of specific joint projects between children and fathers, as well as participation in various events. At the control stage, a second questionnaire showed higher results in terms of the presented questionnaire questions. It was concluded that fatherly education in the context of proven pedagogical interaction allows for the high-quality formation of patriotism in the personality of the younger generation. It is worth emphasizing the applied significance of this research – at the forum of teachers and class leaders of the Volga Federal District, the substantiated program and the work of the club received positive feedback from experts, and are currently being implemented in 20 schools of the Republic of Bashkortostan.

Keywords: Russian existentialism, father, fatherly upbringing, patriotism

Khodyrev A.M. The ideal of the educator in nineteenth-century russian socio-pedagogical discourse: contradictions in formation and dynamics of meaning-oriented foundations. Pedagogical Review. 2026. Issue 3 (67). P. 41-52

The article presents a historical-pedagogical analysis of evolution of the teacher ideal in Russian public thought and state policy during the nineteenth century. The relevance of the study is driven by contemporary processes of transformation in teacher education and ongoing debates regarding the relationship between professional competencies and the personal qualities of the educator, which necessitate a return to the traditional value-based and meaning-oriented foundations of the profession that were formed during the formative period of Russian pedagogy. The aim of the research is to uncover the content and genesis of the key contradictions that shaped the teacher ideal in Russian socio-pedagogical thought of the nineteenth century, and to determine the dynamics of the valuebased and meaning-oriented guidelines of teaching profession during the period under review. The methodological framework comprises historical-pedagogical and axiological approaches, implemented through historical-genetic, comparative-historical, and problem-chronological methods, as well as content analysis of various documents and works of past educators. The study identifies and substantiates a fundamental contradiction between the lofty moral ideal of the Russian teacher – fostered by socio-pedagogical thought and the Orthodox tradition – and the bureaucratic mechanisms of selection oriented toward political loyalty and formal compliance. It is shown that the dynamics of value-based and meaning-oriented guidelines were characterized by a shift in dominant priorities: from an absolute primacy of morality (Christian love and humility), through recognition of the value of anthropological erudition, to the institutionalization of methodological competence, all while maintaining an intense dialogue with Western European rational models. The analysis traces how K.D. Ushinsky’s ideas regarding the “strong personality” of the teacher came into conflict with state regulation, and how the establishment of a network of pedagogical seminaries and institutes by the end of the century marked a transition from a declarative ideal to its systematic reproduction. The theoretical significance of the work lies in deepening our understanding of the genesis of axiological guidelines in Russian teacher education, specifically in substantiating the historical primacy of the moral-personal core of the profession over formal-methodological requirements. The practical significance of the obtained results consists in their potential application for reflecting on contemporary processes of standardizing pedagogical activity. The analysis of nineteenth-century contradictions allows us to perceive the continuity of value foundations (the understanding of teaching as a vocation, the priority of the educator’s personal influence on upbringing) within current debates on the professional standard for teachers, warning against a one-sided tilt toward the formalization of competencies and underscoring the ineliminable importance of the spiritual-moral dimension of the teaching profession.

Keywords: teacher ideal, value-based and meaning-oriented guidelines, history of teacher education, state regulation of education, K.D. Ushinsky, axiological approach in pedagogy, value foundations of the teaching profession

Kornilova O.A., Pachkolina A.V. The impact of maternal role conflict on a child’s successful adaptation to primary school: searching for resources in the context of psychological and educational support. Pedagogical Review. 2026. Issue 3 (67). P. 119-131

The present study is aimed at identifying the indirect impact of the role conflict of a working mother on the socio-psychological and educational adaptation of primary school pupils. The relevance of the work is due to the growing number of families where the combination of professional and parental roles creates chronic stress for mothers, which can negatively affect child-parent relations and the process of school adaptation. The central focus of the work is on the development and testing of the author’s scientific and practical program “Psychological support for mothers experiencing role conflict.” The implementation of the program “Psychological support for mothers experiencing role conflict” involves a systematic interaction between the psychologist and the mother, focused on reducing internal tension, harmonizing the role structure and creating a supportive, resourceful family environment for the development of the child. The study examines not only the risks of maladaptation associated with a mother’s role conflict, but also specific areas of preventive and correctional work focusing on strengthening her psychological well-being as a key condition for a child’s success in an educational environment. The scientific novelty of the study lies in the empirical establishment of the relationship between the severity of the role conflict in the mother and the level of adaptive difficulties in a child of primary school age. The practical significance is determined by the author’s scientific and practical program “Psychological support for mothers experiencing role conflict”. The results of the testing confirmed that the author’s program is an effective tool for reducing the level of role stress among mothers, which, in turn, positively correlates with an improvement in the adaptation of their children. The data obtained confirm the need to introduce comprehensive psychological and pedagogical support into educational practice, including the focus of attention not only on children, but also of their parents, in particular mothers, in order to create conditions for optimal adaptation of the child to school.

Keywords: role conflict, working mother, children’s adaptation to school, psychological and pedagogical support, emotional self-regulation skills

Ermolova E.O., Grishchuk L.N. Correlation of personal traits and professional orientation of students: from diagnostics to psychological support. Pedagogical Review. 2026. Issue 3 (67). P. 132-143

The article presents the results of an empirical study aimed at a system analysis of the relationship between professional orientation and students’ personal characteristics of secondary vocational training institutions (SVTI). The purpose of this article is to provide recommendations for the psychological and pedagogical support of applicants at secondary vocational training institutions based on the identified specific personality profiles of students in various professional fields: aviation engineering, chemical technology, and hairdressing. The study was conducted on the basis of three Novosibirsk colleges, with a sample of 150 second- and third-year students. The diagnostic complex included 16-PF questionnaire by R. Kettell, adapted by A.N. Kapustina, questionnaire for determining professional personality types by J. Holland and professional inclinations by L. Yovaiša, modified by G.V. Rezapkina, Narcissistic Personality Traits questionnaire by O.A. Shamshikova and N.M. Klepikova, Russian version of the HQ-25 questionnaire by Ya.S. Lyakina and A.A. Fedorov. As a result of data analysis, significant differences were found in the personality profiles of students at three colleges. Significant correlations were identified between the professional type, students’ inclinations, and their personality traits. These findings served as the basis for developing recommendations for the psychological and pedagogical support of secondary vocational training applicants, which include the diagnosis of their personality traits, a systematic analysis of the data obtained, the correction of professional motivation, and the development of individual educational trajectories. The proposed recommendations are aimed at preserving the contingent of students in secondary vocational training by minimizing the risks of academic failure, psychological maladjustment, and emotional burnout through ensuring that applicants make their informed and conscious choice of trajectories of professional development. This approach allows at-risk applicants to reconsider their choice of field of study, seek personal resources to compensate for psychological issues, or develop their missing professional skills.

Keywords: professional self-identification, professional orientation, personal traits, secondary vocational training, psychological support

Zhupiyeva E.I. The semantic structure of the image of a mother in female students. Pedagogical Review. 2026. Issue 3 (67). P. 144-152

The article presents the results of an empirical study of the semantic structure of the mother figure among female students. The image of the mother is important throughout a person’s life. As a fundamental category of the imaginal sphere, it includes representations of motherhood, which undergo changes with age. The relevance of the study is determined by the formation of readiness for motherhood during youth, a period when the development of the value system and personal attitudes is completed and a subjective position toward future parenthood emerges. At the same time, studying at a university contributes to the formation of a more definite and adequate view of one’s own future. To identify the semantic structure of the image of the mother, the personal differential method and factor analysis were used. The study involved 117 female students of a pedagogical institute aged 17 to 25 who had no experience of motherhood. It was found that the categorical criteria for evaluating the image of the mother are energy, responsibility, independence, relaxation, and restraint. Representations of the ideal mother and of oneself as a future mother are close to traditional notions of motherhood. A comparison of female students’ representations of the ideal mother, themselves as women, and themselves in the role of a future mother revealed significant differences in the factors of energy, responsibility, relaxation, and restraint. The semantics of the image “I as a woman” is predominantly negative among the students and includes such characteristics as silent, critical, passive, insecure, and selfish. In contrast, the semantics of the image “ideal mother” is defined by positive characteristics: energetic, responsible, talkative, and relaxed. The absence of significant differences between the semantics of the images of the ideal mother, oneself as a mother, and oneself as a woman on the factor of “independence” indicates that, in the students’ consciousness, a mother should be active not only within the family but also in other spheres of social life. The identified differences in the content of the image of the mother may indicate an insufficient level of readiness for motherhood among female students.

Keywords: motherhood, psychological readiness for motherhood, image of the mother, semantic differential (SD), semantics, image, semantic space

Arkhipova I.V. Didacticization of the functional-semantic field of taxis in the course of practical grammar of the German language: a three-level model. Pedagogical Review. 2026. Issue 3 (67). P. 53-62

This article addresses a pressing methodological issue related to teaching the complex grammatical category of taxis (the temporal and logical-temporal correlation of actions) in a practical German grammar course at a linguistics university. The relevance of the study stems from the requirements of a competency-based approach, which aims to bridge the gap between formal knowledge of grammatical rules and the ability to consciously and variably use them in real-life communication. The inadequacy of traditional, formally oriented methods when working with the multifunctional and variable field of taxis necessitates the search for new, systemic approaches to its didacticization. The methodological basis of the study is A.V. Bondarko’s theory of functional grammar, in particular, the concept of a functionalsemantic field (FSF) as a systemic unification of multi-level linguistic resources around an invariant semantic core. In this paper, didacticization is defined as a specially organized process of transforming linguistic knowledge into educational content aimed at developing holistic grammatical competence. The purpose of this article is to theoretically substantiate and practically demonstrate the author’s three-level model of didacticization of the functional speech field taxis. This model represents a consistent methodological system comprising three interconnected stages: 1) semantic-cognitive awareness (identifying invariant meaning through the analysis of categorical situations), 2) systemic structuring (constructing a holistic picture of the field, contrastive analysis of synonymous means, taking into account prototypicality and syncretism), and 3) communicatively motivated application (productive use of taxis means to solve complex speech problems in simulated contexts). The scientific novelty of this study lies in the first development and validation of such a three-level model, as well as in the linguodidactic operationalization of key concepts in the theory of functional grammar (categorical situation, functionpotential and function-realization, polysyncretic complex) as applied to the teaching of German grammar. The practical significance of this work lies in the detailed typology of learning tasks for each stage of the model, which develop students’ ability to perform metalinguistic analysis and consciously select grammatical devices. The proposed approach allows students to develop a systemic understanding of taxis as a functional unit, effectively integrating knowledge from individual grammar topics. The model opens up opportunities for further research, including pedagogical experiments and the digitalization of the educational process.

Keywords: didacticization, taxis, three-level model of didacticization

Krivonogova O.A. Theoretical substantiation of the problem of developing a child’s initiative in cognitive, creative and communicative-speech activities (review of publications). Pedagogical Review. 2026. Issue 3 (67). P. 177-190

Scientific and pedagogical knowledge about the development of children’s initiative has been formalized in the history of pedagogy for a long time. From the 17th century to the early 20th century, educators who advocated free education linked the development of children’s initiative with their mastery of cognitive, creative, playful, and aesthetic activities. They believed that to develop children’s initiative, teachers must consider their age-specific characteristics, create the necessary subject environment, and provide them with the opportunity to act independently as much as possible. In the 1920s and 1930s, pedagogy began to pay special attention to the influence of the social environment on child development. In particular, L.S. Vygotsky, adhering to radical views on free education, believed that children’s joint activities with other people are a decisive factor in the development of their initiative – freedom from external influences and the ability to go beyond the perceived situation. L.S. Vygotsky’s ideas began to be developed by his followers, beginning in the 1950s. In the 20th century, they explored the development of children’s activities under adult guidance, their impact on personality development, and their initiative. Analysis of the authors’ concepts of the genesis of communicative, cognitive-research, creative, productive, and playful activities in children, as well as joint adult-child activities, allowed them to clarify the concept, types, components, and specifics of the development of children’s initiative. A promising direction for further research could be a review of contemporary publications on the issue discussed in this article and their comparative analysis with the conceptual propositions of representatives of child development pedagogy in activity.

Keywords: preschool age, initiative, joint activities of adults and children, development of children’s initiative

Kartashova V.N., Mezinov V.N. Strategy for developing a lingua-digital culture of future teachers during their university education. Pedagogical Review. 2026. Issue 3 (67). P. 95-106

The new vector of education development ‒ digitalization ‒ necessitates the formation of students’ digital culture. Regulatory documents require teachers to have knowledge of modern digital technologies, digital learning platforms, and a developed culture of their application in educational practice. The purpose of our research is to scientifically develop planned actions for the formation of future teachers’ linguistic and digital culture in the process of foreign language education as an integral part of their professional culture in modern conditions. The Institute of Philology and Intercultural Communication at the Bunin State University of Yelets was chosen as an innovative platform. The experiment involved 104 students of the Pedagogical Education program. The study included an analysis of regulatory and legislative documents, scientific literature, modern online courses, and digital mobile applications for learning a foreign language, as well as a pilot study with the use of a survey. The research used the modeling method. As a result of the study, the concepts of “linguistic and digital culture” and “strategy” were specified in relation to the foreign language training of future teachers; a theoretical model of this strategy was designed, and its main modules (pedagogical conditions, principles, and pedagogical tools) were developed. The linguistic and digital culture of a future bachelor of pedagogical education has a complex and multifaceted structure that ensures the effective professional activities of future teachers in the context of digital education. The theoretical significance of the study lies in the introduction of a new concept into pedagogical terminology: the “linguistic and digital culture of a future teacher,” which is defined as a complex, multi-structured entity that serves as a key reference point for future teachers to achieve successful professional performance. The strategy of forming the lingvo-digital culture of a future teacher consists in solving tactical tasks, which consist in the consistent interaction of resource potential and planning of development of opportunities and pedagogical support for its formation (pedagogical conditions, principles, pedagogical tools) in order to improve the readiness of a future teacher to carry out foreign language communication in the conditions of a digital lingvo-environment. The practical significance of this research is seen in the possibility of modernizing the process of teaching a foreign language to students of a pedagogical direction of training on the basis of the developed educational and methodological content.

Keywords: digitalization, culture, lingua-digital culture, foreign language teaching, strategy, model, pedagogical tools

Pozdeeva S.I. What textbook on methodology does a future teacher need? (Review of the book “Methodology of Teaching Russian Language and Literature Reading”). Pedagogical Review. 2026. Issue 3 (67). P. 191-194

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Baranova A.A., Tavrunova N.Y. Methodology for the creation of advanced engineering school in nuclear medicine. Pedagogical Review. 2026. Issue 3 (67). P. 85-94

One of the industries that is actively developing now in the context of the sustainable development of the country economy is nuclear medicine. Despite technological progress, there is a regional disparity in the provision of high-precision diagnostic methods with human resources. The reasons for the problem include a lack of educational programs that consider the interdisciplinary nature of industry, and weak integration of educational institutions with the industrial and medical sectors. This determines the need for a methodology for designing flexible educational trajectories. The aim of the paper is to develop a strategically sound methodology for designing a professional engineering master’s degree in nuclear medicine aimed at overcoming personnel shortage through a synthesis of historical and industry analysis, forecasting regional needs and assessing the potential of the educational ecosystem. The methodological basis of the research is based on a systematic approach that includes a comparative analysis of domestic and international pedagogical practices in higher engineering transdisciplinary education, focused on competence models and overcoming staff shortages, structuring elements of an educational strategy with an emphasis on the identification of competencies, designing training modules and mechanisms for interaction with employers. At the moment, the methodology has been tested using the example of the master’s program of the Ural Federal Institute of Physics and Technology, using SWOT analysis, SMART and CDIO approaches. As a result, a universal algorithm for designing educational programs was developed that ensures integration of labor market requirements, flexibility of trajectories and adaptation to technological changes. The universality of the design approach makes it possible to transfer the model already tested at the professional master’s degree, which included internships, project training and case studies from enterprises to the new system of higher engineering education in Russia, in which the master’s degree is transformed into specialized higher education. The criteria for evaluating the effectiveness of the strategy are the flexibility of educational trajectories adapted to the dynamics of the technological development of the industry, the involvement of employers in the educational process. The scientific novelty is in the creation of a methodology that combines monitoring the quality of education based on employment data; dynamic adaptation of programs to changes in the industry; mechanisms for collaboration between universities and enterprises through internship platforms and joint projects. The practical significance is in the focus of the proposed strategy on minimizing the imbalance between the specialists’ graduation and the demands of high-tech industries, which corresponds to the strategic goals of regional development.

Keywords: nuclear medicine, transdisciplinarity, engineering education, personnel shortage, design of educational programs

Vetchinova M.N. Continuous professional development of teachers: history, current state, and prospects. Pedagogical Review. 2026. Issue 3 (67). P. 29-40

The continuous professional development of teachers is of strategic importance for building a highly effective education system. This study examines the development of the Russian system of continuous teacher education from the mid-19th to the first quarter of the 21st century, characterizing its forms, identifying trends, defining problems, and suggesting prospects for its future development. The paper demonstrates that the formation of the in-service teacher training system dates back to the mid-19th century and provides an overview of the unions, societies, congresses, courses, and pedagogical publications that contributed to teacher professional development during that period. It highlights that the experience of Tsarist Russia was expanded by the Soviet system of continuous professional development for teachers (1920s–1990s), noting such new forms as correspondence courses, industrial and cultural excursions, workshops, and internships. The paper provides an overview of the creation of central courses for the professional development of social education workers, teacher training institutes, and dedicated departments for continuing education within educational institutions, demonstrating the forms and directions of their activities. The nature of changes in the continuous education system in the late 20th and first quarter of the 21st centuries is explored, featuring forms such as symposia, seminars, master classes, conferences, mentoring and coaching, professional learning communities, research projects, and projects examining teaching practice. Russian online platforms are examined, as they make continuous teacher development more meaningful, flexible, accessible, and interactive. It is suggested that both hybrid and personalized models of continuous teacher development, with a preference for online courses, will be promising directions, while active learning methods, artificial intelligence, and inclusive education will remain in high demand. It is concluded that continuous teacher development is a significant component of teachers’ professional growth, student success, and the improvement of educational processes in academic institutions.

Keywords: educator, teacher, continuous development, professional development/in-service training, education, online platforms, distance learning courses

Chervonnyy M.A., Abakumova N.N. Opportunities of generative artificial intelligence for developing learners' critical thinking. Pedagogical Review. 2026. Issue 4 (68). P. 181-194

In the context of the digital transformation of general education, fostering critical thinking in learners has become a key meta-subject task as reflected in the Federal State Educational Standards. The integration of Generative Artificial Intelligence (GAI) into the educational process creates both new opportunities for developing students’ cognitive abilities and significant risks of reducing their cognitive autonomy and criticality. The aim of this article is to provide a theoretical justification and systematisation of ways to use GAI for the purposeful development of students’ critical thinking. The methodological framework is based on system-activity, competence-based, and cognitive-constructivist approaches. An analysis of Russian and international scientific literature (over 45 sources), employing methods of systematisation, typologisation, comparative analysis, and pedagogical modelling, revealed that critical thinking is not an isolated cognitive phenomenon but is closely interconnected with divergent, engineering, systems, creative, reflective, analytical, algorithmic thinking, and design thinking. Two main groups of GAI application methods were identified and classified: instrumental-technological (dialogue simulators, Socratic chatbots, argumentation visualisation platforms, intelligent tutoring systems, prompt engineering training tools) and pedagogical strategies (problem-based dialogue with AI, metacognitive scaffolding, AI literacy development, AI-based flipped classroom, project-based learning with algorithmisation elements). The discussion substantiates that the sign of GAI’s impact on critical thinking is determined not so much by the technology itself but by the pedagogical context of its use, with AI acting as a “cognitive mediator” that prompts students to verify, challenge, and refine their own conclusions. Based on the analysis, a structural-functional model for fostering critical thinking through GAI is proposed, comprising target, content, instrumental, procedural, evaluation, and result blocks. The practical significance of the model lies in its use as an operationalised tool for designing educational processes aimed at developing meta-subject outcomes. Further research perspectives include the development of diagnostic instruments to assess the impact of different configurations of interaction with GAI on the dynamics of critical thinking, as well as longitudinal studies of the delayed effects of such interaction.

Keywords: generative artificial intelligence, critical thinking, school education, divergent thinking, engineering thinking, AI in education, educational platforms, chatbot, digital didactics

Nemchinova L.S., Bateneva E.V. Methodological specifics of preparing future educators for organizing cognitive and exploratory activities of preschoolers: research and reflective aspects. Pedagogical Review. 2026. Issue 4 (68). P. 60-71

The article substantiates the methodological specifics of teaching pedagogical disciplines at a university, the content of which addresses the implementation of regulatory documents in the field of preschool education concerning children's cognitive development by organizing children's activities, particularly cognitive and exploratory ones. The relevance of the study stems from the contradiction between the need for professional training of future teachers to meet these requirements and the insufficient development of methodological materials on the specifics of organizing preschoolers' cognitive and exploratory activities within the relevant university courses. The authors propose to resolve this contradiction by introducing two additional vectors into the teaching methodology of the disciplines under consideration: 1) mastering the specifics of organizing children's cognitive and exploratory activities through a student research project; 2) forming students' readiness to reflect on the activity-related and personal aspects of organizing the said children's activity. An analysis of the disciplines' syllabi revealed a fragmented coverage of methodological materials on organizing preschoolers' cognitive and exploratory activities and a lack of tasks aimed at their personal appropriation by students. The initial provisions of the vectors under consideration are formulated for designing educational and methodological support for pedagogical university disciplines related to the area of children's cognitive development. The integration of these provisions into the teaching methodology of a specific discipline is presented using the example of the educational and methodological manual "Cognitive Development of Early and Preschool Children: Organization of Preschoolers' Cognitive and Exploratory Activities". The content of this manual includes preparing students for organizing the specified children's activity (transformation of the theoretical and practical content of in-class work with students and their step-by-step implementation of a student research project) and forming readiness for professional reflection (a set of reflective tasks, including blocks of reflection, analysis, synthesis, and evaluation, as well as a portfolio). The theoretical significance of the article lies in expanding scientific understanding of the potential for integrating research and reflective components in the teaching methodology of the disciplines under consideration. It is concluded that improving the quality of students' professional training for organizing preschoolers' cognitive and exploratory activities involves not so much expanding the thematic content of the discipline, but rather revising the methodological specifics of its implementation, emphasizing the research and reflective activity of future teachers.

Keywords: preschool teacher training, cognitive development of preschoolers, cognitive and exploratory activities of preschoolers, students' research activity, readiness to implement reflection

Fomkin A.V. Classification of the principles of ballet pedagogy: didactic, professional, and ontological levels. Pedagogical Review. 2026. Issue 4 (68). P. 7-15

The article addresses the theoretical conceptualization of ballet pedagogy as a specific field of professional education possessing its own ontology, didactics, and system of pedagogical principles. The study begins with a critical analysis of the widespread notion of ballet as an “art of the young,” whose pedagogical implications have remained insufficiently examined within academic pedagogical discourse. It is shown that the age-related and corporeal determination of the ballet dancer’s profession fundamentally shapes the structure, content, and objectives of ballet education, distinguishing it from anthropocentric models of general pedagogy. The aim of the article is to develop a scientifically grounded classification of the principles of ballet pedagogy based on the analysis of historical experience, contemporary educational practices, and the author’s professional pedagogical experience. The methodological framework includes works by classical theorists of general pedagogy, studies on the methodology of teaching academic dance forms, curricula, ballet and theatre scholarship, dissertation research, archival sources, and interviews with practicing ballet dancers and teachers. The research employs methods of theoretical pedagogical analysis, comparative pedagogical approach, pedagogical modeling, and participant observation. As a result of the study, an original three-level classification of the principles of ballet pedagogy is proposed for the first time, comprising the ultimate (ontological), didactic, and professional levels. It is substantiated that each of these levels reflects a distinct dimension of the pedagogical reality of ballet and cannot be reduced to the others. The study demonstrates that ballet pedagogy is oriented not toward universal personal development, but toward a purposeful artistic and bodily transformation leading to the formation of a stage ballet performer. It is concluded that ballet pedagogy may be regarded as an autonomous and internally coherent field of pedagogical knowledge within the framework of specialty 5.8.1 “General Pedagogy, History of Pedagogy and Education.” The findings may be applied in the development of educational standards, professional training programs, methodological foundations for research in ballet education, as well as in interdisciplinary pedagogical and cultural studies of contemporary theory and practice of arts education.

Keywords: ballet pedagogy, ballet education, teaching principles, professional dancer training, dance didactics

Vetchinova M.N., Lukina Y.E. Early Internet as a factor in the development of informal language education in Russia at the turn of the 20th–21st centuries. Pedagogical Review. 2026. Issue 4 (68). P. 16-26

This article presents a historical-pedagogical analysis of the formation of informal language education in Russia during the period of radical socio-cultural transformations at the turn of the 20th–21st centuries. The study focuses on the phenomenon of the spontaneous emergence of alternative educational practices, driven by the urgent need for practical knowledge of foreign languages on the one hand, and the mass proliferation of the early internet and digital technologies on the other. The primary aim of the research is to identify and characterize the key vectors and channels of informal language education development in the 1990s and early 2000s, thereby determining the role of these processes in shaping a new type of linguistic personality and learner autonomy. The methodological basis of this study is a multi-level approach. At the macro level, historical and pedagogical analysis is used to examine the state of formal language education in the described time period, which serves as a context for understanding the emergence of alternative educational practices. At the meso-level, a comparative approach is employed, allowing for a meaningful comparison of the institutional foundations, goals, and outcomes of foreign language teaching at the end of the 20th century. At the micro level, various methods of working with historical sources are utilized, including documentary and scientific texts to analyze official discourse, as well as personal and digital materials (interviews, archived websites, early online communities, etc.), to investigate the intersections between systemic changes and specific educational practices during the historical period being studied. The research establishes a cause-and-effect relationship between the abrupt shift to an open sociolinguistic model and the growing need among Russian citizens for practical foreign language proficiency for personal and professional self-fulfillment. The author illustrates how this social demand was met through the formation of an integrated digital ecosystem. Its key components include: 1) tools for tacit learning via computer games and software; 2) socioprofessional communities as environments for non-formal education; 3) platforms for authentic internet communication; and 4) digital tools fostering learner autonomy. The author explains the effectiveness of this ecosystem through its alignment with the principles of self-directed learning and its ability to synchronously activate key motivational subsystems of the individual. The theoretical significance of the study lies in the comprehensive application of the "educational triad" concept to analyze a historical precedent, enabling the reconstruction of the genesis of modern forms of learner autonomy and the use of digital tools in education. The practical significance resides in identifying the heuristic value of this historical experience for contemporary digital pedagogy. The findings are relevant for designing educational environments based on the principles of flexibility, practical orientation, and the activation of learners' intrinsic motivation, which is particularly significant within the context of ongoing digital transformations.

Keywords: informal education, language education in Russia, early internet (Runet), historical-pedagogical analysis, linguistic personality, learner autonomy, digital ecosystem

Togushchakova I.V., Kuryanovich A.V. Structural and substantive aspects of the development of communicative skills of primary school students. Pedagogical Review. 2026. Issue 4 (68). P. 39-49

The article presents a theoretical, methodological, and empirical analysis of the development of communicative skills in primary school students within the framework of Russian language instruction. The relevance of the study is determined by the need for a comprehensive understanding of communicative skills as a key activity-based component of communicative competence in primary school learners and as a significant outcome of contemporary language education. The paper clarifies the content of the concept of “communicative skills” from the perspectives of pedagogy, linguodidactics, and neuropsychology, and substantiates a structural-content model comprising linguistic, cognitive, interactive, and regulatory components. Particular attention is paid to the neuropsychological foundations of communicative skill formation. It is demonstrated that their development is associated with the functional maturation of brain systems responsible for information processing, programming, and control of speech activity. The study argues that the uneven formation of these components in primary school age is due to age-related dynamics in the development of mechanisms of voluntary regulation. The empirical part of the research was conducted in a general education school and involved 42 students in grades 34. A comprehensive set of diagnostic methods (observation, analysis of oral monologic and dialogic utterances, written tasks, and expert assessment) was used to determine the initial level of development of the structural components of communicative skills. The findings revealed a predominance of the intermediate level of development, along with a pronounced imbalance between components: the relative prominence of the interactive component was combined with insufficient development of the regulatory-cognitive block, manifested in difficulties related to planning, argumentation, and logical organization of speech. The scientific novelty of the study lies in the integration of linguodidactic and neuropsychological approaches to the analysis of communicative skills in primary school students and in the empirical confirmation of their structural heterogeneity. The theoretical significance of the research consists in refining a staged model of communicative skill development in primary education. The practical significance is determined by the possibility of using the obtained results in the design of a methodological system for the development of monologue speech, speech planning and self-regulation mechanisms in the process of teaching the Russian language as technologies for the development of communicative skills.

Keywords: communicative skills, primary school students, Russian language teaching methodology, neuropsychology, speech development, regulatory mechanisms, primary general education

Filippova S.A. Online image of a teacher: psychological competencies. Pedagogical Review. 2026. Issue 4 (68). P. 137-146

The study is devoted to the problem of forming a network image of a teacher in a modern digital educational environment. The focus is on exploring the psychological competencies required for successful self-presentation and maintaining a sustainable professional image in the online space. The purpose of the study is to assess the possibilities of developing psychological competencies important for the formation and promotion of a personal brand of a teacher in a digital environment; assessment of opportunities and risks arising in the formation of a digital image. The study involved 47 teachers: the sex and age composition of the sample – 39 women, 8 men, the age range is 27-54 years. Diagnostic tools: the method "Self-monitoring scale" Snyder M., digital competence questionnaire of teachers Redeker K., index of interpersonal reactivity Davis M.H., the method "Level of reflection" (Karpov A.V., Ponamoreva V.V.). Student's t-test was used to assess the significance of the differences. The study showed the implementation of work aimed at developing psychological competencies using CBT techniques, coaching, projective methods, contributes to solving the problem of creating a personal brand of a teacher. An approved formative program for teachers on creating and promoting a personal brand in the digital space contribute to the development of key psychological competencies, which manifested itself in a change in the professional behavior of teachers on the network: increasing awareness of self-presentation, content consistency, resistance to feedback and focus on long-term interaction with the audience. The results of the study will be useful to education specialists interested in improving the qualifications and improving the quality of the educational process in the context of digitalization.

Keywords: teacher’s personal brand, digital educational environment, psychological competence, professional identity, emotional intelligence, self-regulation, digital socialization

Peshkov V.F. Professional training of physical education and sports specialists in the field of nutrition. Pedagogical Review. 2026. Issue 4 (68). P. 94-105

Currently, sports nutrition is actively developing at the scientific, methodological, and practical levels. This is due to the trend of intensifying the training process in order to improve sports performance and the physical and health-improving process in the fitness system for weight correction and improving the health indicators of athletes. Sports nutrition considers balanced nutrition as an important means of restoring the body after training and health-improving activities of various lengths and intensities. Since inadequate nutrition significantly increases the time of post-workout recovery, it is a powerful factor in the development of overwork, negatively affects general and special physical performance, and can cause digestive system diseases. Based on theoretical and empirical analysis, it has been established that physical education and sports specialists are insufficiently prepared in the field of sports nutrition, particularly in terms of developing a balanced diet for athletes and physical education students. This has led to the identification of the relevance, contradiction, and research problem, which aims to create a methodology for developing and evaluating a balanced diet for sports and physical education. Taking into account the scientific principles of sports nutrition and the requirements for the content of professional training for sports and physical education specialists in the field of nutrition, the research has identified scientific and methodological approaches to developing the structure and content of the methodology. The basic scientific and methodological approaches are as follows: compliance with the energy value of the daily diet of athletes and physical culture practitioners to the average daily energy expenditure on training loads, other types of activity; consideration of balanced nutrition as the most important means of solving the tasks of strengthening the health of athletes, physical culture practitioners and achieving them planned sports and health results. Taking into account the scientific and methodological approaches, the structure and content of the methodology for the development and evaluation of balanced nutrition in sports and physical culture has been created. The methodology includes the following components and their content: timing of time spent on sports, physical education, and other activities throughout the day and their energy value; determining the qualitative and quantitative composition of food substances in a balanced diet throughout the day and their energy value; determining the composition of breakfast, lunch, and dinner and their energy value; determining the ratio of animal and vegetable proteins and fats, as well as slow and fast carbohydrates in the diet; analyzing the balance of energy intake and daily energy expenditure in athletes and physical education students; and formulating recommendations for adjusting the indicators to ensure a balanced diet. The methodology has been tested and implemented in the educational process at the Institute of Physical Education and Sports at Tomsk State Pedagogical University.

Keywords: professional training, structure and content of the methodology, balanced nutrition, students of the Faculty (Institute) of Physical Education and Sports, balance of energy intake and expenditure

Skachkova N.V., Zhbanov A.B. Neural networks as a tool for implementing AI in professional education: augmented reality (AR) in clothing design and virtual engineering. Pedagogical Review. 2026. Issue 4 (68). P. 72-82

The article describes the hierarchical principle of implementing artificial intelligence and the ways of using neural network technologies in various areas of modern human life. The article explores the connection between intellectual artistic and design activities and neural network technology for generating images and text. The article identifies the ways of using generative artificial intelligence and neural networks in the modern fashion industry and explores the possibilities of using neural network technologies in the training of future designers. The article examines the capabilities of existing chatbots with artificial intelligence to be used in the process of creating mood boards, searching for model and design solutions in clothing design, and creating model collections. A list of neural networks that can be used in the design and virtual design of clothing has been determined. The possibilities, advantages, and disadvantages of using them for generating images and creating visual content have been studied. The ways of integrating artificial intelligence into the process of professional training and formation of skill have been studied. The didactic conditions of applying neural network technologies in the conditions of a hybrid educational environment have been identified. The classification of universal meta-competencies formed by the hybrid educational environment has been proposed. The main directions in the professional activity of a future designer, which require the formation of relevant professional competencies in the learning process, have been identified: virtual design and computer modeling of products, creation of digital clothing, use of the augmented reality AR (Augmented Reality) tool of artificial intelligence, and implementation of virtual fitting. The article describes the results of implementing the identified trends in the activities of modern designers in the professional training of future teachers in the field of design, based on the transformation of the traditional model of professional training, which includes the use of neural networks and specialized software. The results of implementing neural network technologies in the educational process were tested in the format of virtual design of a digital model of a clothing product using the Midjourney neural network, computer modeling, and design documentation of the projected model in the Style3D environment, followed by the implementation of the model in real materials.

Keywords: artificial intelligence tools, neural network technologies, chatbots, augmented reality, virtual design and computer modeling and digital clothing

Adaskina A.A., Zaretskaya A.A. The "Dramatizing fables" method as an instrument for comprehensive diagnostics of psychological specifics of dramatic text perception by school students. Pedagogical Review. 2026. Issue 4 (68). P. 159-169

The article addresses a pressing issue in educational psychology – the diagnosis of school students’ reading development. The research is grounded in the tenets of cultural-historical psychology, which views understanding as a complex, mediated activity of the individual. A literary genre, as a historically developed construct, is interpreted as a specific cultural tool (L.S. Vygotsky) that organizes the reader’s perception and guides their interpretative activity along a trajectory intended by the author. The most challenging genre for perception is drama. The formal and substantive features of dramatic texts cause difficulties for students, preventing them from comprehending a literary work at a conceptual level. The lack of developed generalized ways of acting (V.V. Davydov) related to decoding dramatic works hinders students’ ability to overcome naïve-realistic perception and reconstruct the author’s position through a comprehensive analysis of the elements of form and content. As a solution to this problem, the article proposes the “Dramatizing Fables” method. A high level of reading development is associated with the ability for creative transformation of the source text. Therefore, this method assesses the formation of the reader’s generalized ways of acting necessary for understanding drama through a quasiauthorial task that objectifies the process of understanding in the final product of the subjects’ activity. The article presents data confirming the validity and reliability of the proposed diagnostic tool. The value of the method lies in its ability to identify deficits in students’ reading proficiency by analyzing their ways of interacting with the text, rather than testing factual knowledge.

Keywords: activity approach, teaching literature, understanding of a literary text, understanding dramatic text, drama, early adolescence, reading skills evaluation

Semenova N.A., Pozdeeva S.I., Leontyev E.P. The school way of life: clarifying the concept and problematizing in the context of digital transformation of education. Pedagogical Review. 2026. Issue 4 (68). P. 170-180

The relevance of the study is associated with the need to rethink the school way of life in the context of digital transformation in recent years. The article presents an analysis of the concept of "school way of life", as well as an analysis of the categories "educational environment" and "school climate", and draws a conclusion about the similarities and differences of these concepts. The components of the structure of the school way of life are analyzed based on the study of a number of recent publications. A refined definition of the concept of "school way of life" is proposed as a stable system of values manifested through everyday norms, rules, rituals and traditions accepted and shared by all subjects of the school community, as well as a system and image of interaction between subjects of educational activity, including formal and informal communication. A comparative table of concepts is presented: school culture, school climate, and school educational environment. Different types of school cultures are identified, which determine different approaches to education and the organization of educational practices in a general education school. Different components of the school culture are identified, which are related to the system of shared values and rules, the spatial organization of the school premises, the methods of communication between participants in the educational process, the didactic approaches to the learning process, and the foundations for a productive and systematic organization of educational work. Special attention is paid to the issues of digital transformation of the school. A review of statistical data presented by the Accounts Chamber of the Russian Federation and analytical reports of the Higher School of Economics, as well as scientific publications in peer-reviewed journals, is carried out. It is concluded that most of the publications keep the focus of research on the development of digital infrastructure, management of the digital transformation process, as well as on the impact of digital transformation on learning. However, the problems of the impact of digital transformation of the school on educational practices and the school way of life remain outside the focus of research. The problem of changes in the traditional understanding of the school way of life under the influence of digital transformation is formulated, and promising areas of research are identified: the connection and continuity of the traditional school way of life and the digital way of life, the definition of the concept of digital way of life, the emergence of new traditions and values under the influence of the digital way of life.

Keywords: school way of life, school climate, educational environment, digital transformation, digital way of life, educational practices

Kashapov M.M., Egorova M.M. The role of teachers' metacognitive resources in preventing obesity as a key component of metabolic syndrome. Pedagogical Review. 2026. Issue 4 (68). P. 117-126

This article examines the role of teacher’s metacognitive resources in obesity prevention as a key component of metabolic syndrome. Metabolic syndrome is a cluster of metabolic and cardiovascular disorders, that includes central obesity, dyslipidemia, hyperglycemia, and arterial hypertension. Its prevalence among educators has reached critical levels: abdominal obesity identified in 40,2% of professionals in this field. Teaching is characterized by high degree of emotional and cognitive load, which triggers a cascade of neuroendocrine reactions leading to visceral fat accumulation and the development of insulin resistance. A systematic analysis of Russian and international studies was conducted to examine the interrelation between teacher’s occupational stress, metabolic disturbances, and metacognitive. The aim of this study is to investigate the role of teacher’s metacognitive resources in metabolic syndrome prevention. It is substantiated that professional thinking resourcefulness, understood as the metacognitive ability to recognize, actualize, and effectively utilize internal and external means for solving professional tasks, serves as protective factor inhibiting metabolic disorder development. A key component of the professional thinking resourcefulness concept is suprasituational thinking, viewed as the teacher’s intellectual ability to transcend the boundaries of a specific problem situation. This capacity reduces affective involvement and mitigates the physiological stress responses. Metacognitive resources, including suprasituational thinking, mindfulness, and metacognitive regulation of eating behavior, act as protective factors against emotion-driven overeating and metabolic disturbances. Empirical data confirms the association between high levels of mindfulness and metacognitive regulation and lower probability of developing metabolic syndrome. The mechanism of bidirectional relationship between metacognition and metabolic health is described: metacognitive ability deficits lead to emotional overeating and obesity, which in turn causes cognitive impairments, forming a vicious cycle: low thinking resourcefulness → insufficient self-regulation → emotional overeating → obesity and metabolic syndrome → cognitive impairments → further decline in metacognitive abilities. Development of teacher’s metacognitive competencies at early stages of professionalization may provide a psychological basis for preventive programs targeting metabolic syndrome, which has significant practical implications for maintaining the occupational health of educators.

Keywords: metacognitive resources, metabolic syndrome, obesity, occupational health of educators, suprasituational thinking, thinking resourcefulness, mindfulness, burnout syndrome, occupational stress

Khoroshikh V.V., Tregubenko I.A., Rokhina E.V., Kosheleva A.N. Motivational resources of higher education teachers in the context of digital transformation. Pedagogical Review. 2026. Issue 4 (68). P. 106-116

The paper presents the results of an empirical study of the motivational resources of higher education teachers in the context of the digital transformation of education. The study involved 292 faculty members from higher education institutions in St. Petersburg. Among the study participants, 77 % were women and 23 % were men, with an average age of 49.5 years. More than 83 % of the participants had more than 10 years of teaching experience. To solve the research problems, the following methods were used: the questionnaire of professional motivation (PD-2) by E.N. Osin, T.O. Gordeeva, the questionnaire of diagnostics of experiences in activity (DPA) by D.A. Leontyev, E.N. Osin, an abbreviated version of the questionnaire of value orientations by S. Schwartz and the author's questionnaire aimed at clarifying the attitude of teachers towards the use of digital technologies in educational activities. Using cluster analysis, two groups of higher education teachers were identified, each with different motivational attitudes toward work: those with autonomous motivation and those with crisis motivation. A comparative analysis of value orientations and attitudes toward digital technologies in these groups revealed significant differences. Higher school teachers with a crisis of professional motivation in values are more focused on enjoying life and satisfying their desires, while they are not inclined to support initiatives for digital transformation in an educational institution. Age, gender, and work experience do not affect the experience of a professional motivational crisis among university teachers. The results of data factorization made it possible to clarify the features of the value-motivational attitude to digital transformations in education in two groups of higher school teachers. Teachers with autonomous motivation perceive digital transformation as a resource for professional self-development and professional achievements. For teachers with crisis motivation, modern digital technologies act as an additional factor in stimulating activity, the possibility of compensating for the experience of emptiness in their professional activities.

Keywords: work motivation, motivational resources, autonomous motivation, motivational crisis, digital technologies, university teachers

Prokhorov A.O., Chernov A.V., Yusupov M.G., Basina I.S. Mental regulation of negative psychological states in the dynamics of students' educational activities. Pedagogical Review. 2026. Issue 4 (68). P. 147-158

This article presents the results of a study examining the involvement of mental structures (reflective, semantic, and self-attitude) in the regulation of students' negative psychological states during learning activities. The paper analyzes contemporary Russian and international approaches to the problem of selfregulation of human states. This study is based on the structural and functional model of mental regulation of a subject's psychological states developed by the authors. Demonstrated that the most important condition for effective self-regulation is a person's awareness of the need to change their own state, as inadequate to an event or situation, which actualizes the structures of consciousness and regulatory processes of the personality. The study conducted on a sample of 99 students in three learning activities with different levels of stress: lecture, seminar, and exam. Psychological states and methods of self-regulation assessed at the beginning, middle, and at the end of each lesson. Separately examined the severity of mental structures. Statistical data processing performed using frequency and multiple regression analysis. The research revealed specific patterns in the involvement of mental structures in the regulatory process depending on the forms and stages of students' learning activities. Discovered that semantic structures are primarily involved in selfregulation of states at the end of an exam, while reflective structures are involved at the beginning of lectures and seminars, as well as mid-exam. Found that for all forms of student learning, mental regulation of negative states is most active mid-class. Established that the indicators of “locus of control” and “self-direction” make the greatest contribution to the mental regulation of states in students' learning activities. The obtained results have practical significance, since knowledge of the mental mechanisms regulating a subject's psychological states will enable the development of new methods for self-regulation of states in human life, which will contribute to their psychological health and resilience.

Keywords: mental regulation, negative psychological state, structures of consciousness, method of self-regulation, dynamics, learning activities

Shalaginova K.S., Bodrova A.E., Saratov A.P. Methodological aspects of diagnosis of the relationship between procrastination and stress among students: rationale and use of an integrated approach. Pedagogical Review. 2026. Issue 4 (68). P. 127-136

The article analyzes the methodological aspects of diagnosing the relationship between procrastination and stress in students. The authors substantiate the need for a comprehensive psychodiagnostic approach that takes into account the multidimensional nature of these phenomena. Procrastination is considered not only as a behavioral malfunction, but also as a maladaptive coping strategy associated with emotional avoidance. Stress is understood within the framework of R. Lazarus' cognitive-transactional model. Three standardized methods were used in the study: P. Steele's Procrastination Scale (PSI) adapted by N.M. Klepikova and I.N. Kormacheva, D. Amirkhan's "Indicator of Coping Strategies" (CSI) adapted by N.A. Sirota and V.M. Yaltonsky, as well as the Depression, Anxiety and Stress Scale (DASS-21) by S. and P. Lovibondov adapted by A.A. Zolotareva. All methods have high psychometric characteristics and are adapted for the Russian-speaking environment. Empirical data was processed using methods of descriptive statistics and correlation analysis (Pearson coefficient). The empirical sample consisted of 35 3rd year students of the Faculty of Psychology aged 20-21 years (25 girls and 10 boys). The presented diagnostic complex allows for a comprehensive assessment of the structure of the relationship between academic procrastination and psychological stress, as well as to identify maladaptive patterns of behavior among students. The results of the correlation analysis empirically substantiate a holistic maladaptive scheme in which procrastination, being closely related to anxiety and active coping deficiency, acts as a key behavioral mechanism mediating and exacerbating psychological stress in the academic environment. The results presented in the article provide a meaningful basis for the development of psychological recommendations, a wellfounded diagnostic complex meets the principles of theoretical congruence and contextual relevance, and creates an empirical foundation for verifying hypotheses about the structural relationships between procrastination and stress. The practical significance of the work lies in the fact that its results can be used in the practice of the psychological service of the university to identify students with a high level of procrastination and develop targeted programs aimed at developing goal-setting skills, self-regulation and adaptive coping strategies; as illustrative material on problems of motivation and stress; as well as in individual psychological counseling of students. experiencing difficulties related to academic procrastination and emotional burnout.

Keywords: procrastination, stress, psychodiagnostics, coping strategies, integrated approach, academic environment, self-regulation

Kuzekevich V.R., Rusakov A.A. Formation of physical education and professional competence in the preschool education profile. Pedagogical Review. 2026. Issue 4 (68). P. 83-93

The analysis of the literature showed that the organization and content of the training of students in the field of preschool education for the formation of preschool children's health through physical education are not sufficiently substantiated. The relevance of the problem of forming physical education and professional competence is due not only to the internal needs of the educational system, but also to global changes in the regulatory framework. According to the latest changes in federal legislation, particularly in Federal Law No. 139-FZ dated June 12, 2024, the creation of early physical development centers for children has been initiated in Russia. Thus, there is a visible contradiction between the social demand for preschool education teachers who are prepared to solve the tasks of the federal standard, including through physical education, and the insufficient development of this issue in the theory and practice of pedagogical universities. Our research was aimed at the formation of physical education and professional competence in students of the profile "Preschool education" of the Pedagogical Institute of Irkutsk State University on the basis of modeling the content of elective disciplines in physical culture. As part of the study, a model of elective disciplines in physical culture and sports was developed and tested, which includes the stages and types of the educational process, the content of classes based on individual forms of physical culture and health-improving activities used in preschool educational institutions was specified, and the criteria for monitoring the level of knowledge and skills that determine the content of physical education and professional competence were determined. The analysis of the literature showed that the organization and content of the training of students of the profile "Preschool education" for the formation of preschoolers' health by means of physical culture are insufficiently substantiated. Thus, there is a visible contradiction between the social demand of society for preschool education teachers who are prepared to solve the tasks of the federal standard, including by means of physical culture, and the insufficient development of this issue in the theory and practice of pedagogical universities. Our research was aimed at developing physical education and professional competence among students of the Preschool Education profile at the Pedagogical Institute of Irkutsk State University by modeling the content of elective physical education courses. A model of "Elective disciplines in physical culture and sports" was developed, which includes stages and types of the educational process. The content of classes and specific forms of work used in preschool educational institutions were developed. Criteria for monitoring the level of knowledge and skills that determine physical education and professional competence were determined. As a result of introducing a block of classes based on the developed model into the content of "Elective disciplines in physical culture and sports," the level of formation of professionally significant physical education skills and abilities among future preschool teachers significantly increased. The substantial basis for the formation of physical culture and professional competence among students of the Preschool Education profile was made up of methodological methods of physical culture and recreation work with qualitatively new content, combined into four interrelated blocks: "Physical education walk", "Outdoor games", "Physical culture and sports holidays", "Modern and non-standard forms (motor and game attractions, motor puzzles, motor-game obstacle course, motor-game fairy tale." As a result of the introduction of a block of classes based on the developed model into the content of "Elective Disciplines in Physical Education and Sports", the level of formation of professionally significant physical education skills and abilities among future preschool teachers has significantly increased. The practical significance lies in the possibility of using the materials in the process of forming physical education and professional competence among future preschool teachers, which significantly improves the professional training of future teachers in preschool educational institutions.

Keywords: students of a pedagogical university, physical education activities, and physical education professional competence

Vandysheva L.V. Possibilities of a kinesiological approach to organizing work on student health preservation. Pedagogical Review. 2026. Issue 4 (68). P. 50-59

This article addresses the pressing issue of first-year students' adaptation to university studies and the search for methods for successfully addressing various student challenges during their studies. The author notes that students' situation becomes difficult if they neglect their health and lack self-regulation techniques. At the same time, educational kinesiology methods are successfully implemented in both foreign and Russian higher education systems. Based on a theoretical analysis of scientific literature, the concept of a dynamic (kinesiological) approach to learning is substantiated, with attention given to the "Brain Gym" method (P. Dennison). This method improves the content of educational activities, prevents stress, and increases positive learning motivation. It was found that this method is underrepresented in the Russian scientific literature. The study was conducted at Samara National Research University named after Academician S.P. Korolev. A total of 217 first‑year students majoring in technical disciplines participated in an online survey administered via the Yandex platform. Observation was conducted during classroom instruction. The survey results show that students do not pay due attention to maintaining their own health and do not see a cause-and-effect relationship between their health and academic performance. The study identified the academic, athletic, and personal goals that students address using the "Brain Gym" method. Specific exercises within this method were clarified. Observed fragments of student exercise performance are reported. The reasons for performing and ignoring the exercises in the "Brain Gym" method are determined. Experience in developing a chatbot based on the Brain Gym method is reported.

Keywords: health-preserving work, educational kinesiology, dynamic (kinesiological) approach, Brain Gym method, chatbot

Mayakova E.V., Yangurazova A.O., Girina E.A. Museum spaces in schools: analysis and prospects. Pedagogical Review. 2026. Issue 4 (68). P. 27-38

This paper presents a study on the use of museum space in Moscow schools. The study relevance stems from the implementation of the "My School" program, which involves the school buildings renovation. As a result, exhibits and artifacts are being conserved, and the location of museum spaces within the updated infrastructure requires rethinking. The purpose of this study is to analyze the use of museum spaces in Moscow schools, identify areas of museum activity, their modalities, and identify development prospects. The theoretical basis of the study is formed by the principles of museum pedagogy, which help understand the potential of the analyzed spaces and exhibitions. The paper reveals the role of school museums as a significant element of the modern educational environment, integrated into the educational process and extracurricular activities. The primary focus is on the potential of "museum pedagogy", which combines museology, pedagogy, psychology, sociology, and cultural studies. The empirical base of the study included 19 educational organizations in Moscow, which include 53 museums. The study identified the following: museum types (military history, local history, ethnocultural, journalism, cosmonautics, school history, etc.); activity areas (guided tours, exhibitions, educational, research, etc.); and museum activities (tours, quests, exhibitions, class hours, master classes, competitions, memorial events, themed evenings, etc.) based on an analytical screening of the official educational institutions websites. The study concluded with the identification of key areas for the development of school museums as an educational environment component: museum digital transformation and collections digitization, expansion of the museums types and their activities, the formation of sustainable network communities of school museums, and the development of professional competencies of museum educators-curators and museum directors. The results may be useful for teachers, museum workers, and the administration of educational organizations in rethinking the museum space and its activities after reconstruction.

Keywords: museum space, school museum, museum pedagogy, modern educational environment, educational organizations in Moscow, museums types, work forms, "My School" program