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

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

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

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

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

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

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

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

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

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

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

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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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

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