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| 1251 | In connection with globalization, the role of English has been raised to a key position on the scale of education and the professional spheres, requiring not only linguistic skills but intercultural communicative competence for proficient international cooperation. This implies that digital tools became essential to the learning of the language, providing an interactive and immerse environment that can gather the cultural gap. Despite that, digital access disparities, the lack of culturally relevant content and lack of preparedness of teachers stand in the way of integration of these technologies. This research investigates the current digital tools that are effective in enhancing cross cultural communication for English language learning, addressing their implementation barriers along with parameters deciding the various digital tools selection for the attainment of pedagogical objectives and maintaining cultural sensibility. A quantitative, cross sectional survey approach has been used in the study with the help of stratified random sampling of Sri Lankan G.C.E school students. This is to (A/L) students to bring in diverse representation. The Relative Importance Index is applied to an Analysis of Data to prioritize factors as perceived by the shareholders. They find the results show that task-based learning environments and computer assisted language learning provide the best support for promoting collaborative problem solving and intercultural awareness, while gamified apps and social media are best considered motivational and supplemental support. However, there are still challenges: digital literacy gaps, limited teacher training, and inequality in access. A list of key factors of selection of digital tools are pedagogical alignment, scalability, accessibility, cultural relevance. Consequently, the research not only theories and practice by offering a foundation for blending the digital innovations of linguistically and culturally engaged global communicators and also guides policy and educational practices for more culturally and linguistically inclusive and efficient environments of learning languages Keywords: Accessibility, Cross-cultural communication, Digital tools, English language learning, Pedagogical alignment | 934 | |||||
| 1252 | This article presents the results of a study on the characteristics of interpersonal relationships and parameters of socio-psychological adaptation in individuals experiencing high-intensity and prolonged stress, using the population of a post-crisis region as an example. The aim of the study was to examine the socio-demographic specifics of the manifestation of intense stressful experiences, the characteristics of interpersonal communication, and the processes of socio-psychological adaptation in individuals who have been in prolonged emergency situations. The main results of the study indicate that intense stressful experiences are accompanied by a decrease in adaptive capabilities of the individual and the formation of maladaptive attitudes towards oneself and the social environment. Moreover, the severity of the signs of traumatic stress can also be accompanied by a deterioration in interpersonal relationships, due to the frequent use of aggressive, suspicious, submissive, and dependent communication styles by traumatized individuals when interacting with their social environment. The results of the study indicate that the civilian population, compared to law enforcement officers, is more susceptible to developing signs of PTSD, possibly corresponding to the clinical level of PTSD. Furthermore, based on gender, in the context of traumatic experiences, women, compared to men, demonstrated a higher level of emotional discomfort and a tendency to dependency on external control. Keywords: post-traumatic stress, social and psychological adaptation, interpersonal relationships, high-intensity stress, maladaptive behavior | 907 | |||||
| 1253 | This work is devoted to the study of the functional states of students in full-time and distance lectures and classes. In recent years, distance learning has become a common component of the educational system of each university, so there is a need to determine the vectors of its improvement: to develop the positive aspects and neutralize the negative ones to improve the quality of higher education. The purpose of this study is to analyze the functional mental states of students in the distance form of classes (lectures and seminars) and a comparative analysis of these states in the face-to-face and distance conduct of classes. In addition, a comparative retrospective analysis of functional mental states of students in face-to-face classes in 2004 and 2024 was carried out. The results obtained showed that, despite the changes in curricula and types of education (specialist – bachelor’s degree), the characteristics of the mental states of students in 2004 and 2024 do not differ significantly. When conducting classes in person and remotely, students have functional mental states that have a different frequency of occurrence, different orientation and different energy level. Knowledge of the positive and negative aspects that affect the optimal functional state of students in full-time and distance classes makes it possible to improve the state of students when combining these types of training in the practice of higher education. This is possible with the introduction of such a pedagogical innovation as hybrid learning into the learning process at the university. Keywords: functional mental states of students, comparative retrospective analysis, face-to-face and distance classes, hybrid learning | 905 | |||||
| 1254 | Ensuring the quality of preparation for life in a modern dynamic society necessarily involves improving the psychological culture of subjects of training and education. The effective nature of psychological culture is ensured by the formation of flexible communication skills with a wide scope of appli cability and a general focus on humanization of relations at different levels. Of particular importance is the development of listening skills. Analysis of the results of social and psychological research, the experience of psychological and pedagogical practice, literary works showed that listening can serve as a tool for: forming productive communicative contact; improving the quality and ergonomics of information exchange; optimizing emotional tone and; demonstrating the therapeutic effects of communication; managing the significance of the content of communication; facilitating the influence of communication on personality development. In accordance with this, a training module has been developed with a target focus on developing productive listening based on the appropriate implementation of the functional potential of listening. The applied usefulness of the training is determined by solving the problems of mastering the basic technological aspects of listening, realizing its instrumental and target variability, multiaspect possibilities in optimizing the activities of subjects of educational and educational processes. Keywords: psychological culture, communicative competence, social and psychological training, psychological support, passive listening, active listening, personal development | 899 | |||||
| 1255 | The relevance of the study lies in identifying the specifics of parish care, social and pedagogical activity in an Orthodox parish, as an area of pedagogical support; the concept of pedagogical support in the context of the issue under consideration is clarified. The novelty lies in the description of the pedagogical tactics of care as a variant of pedagogical support that arises in the circumstances of interaction between children and parish teachers. The center of communication development within the parish is the meeting of two actors: a person and another person (social aspect), a person and his “secret” “I” (psychological aspect), a person and God (theological aspect). Care as a tactic of pedagogical support is based on practice, the central category and the basis of parish interaction between children and a teacher. The category of practice in care manifests itself when the teacher strives to live and experience together with the child events that are equally significant for them. The tactics of care as the most natural cultural practice for the Orthodox tradition can underlie the developed strategy of parish care of children, which, in turn, is characterized by typical features identified in the study. Depending on the trends in the functioning of parish care of children, teachers can choose other pedagogical tactics that differ from the tactics of pedagogical support for children. In addition, the article identifies problems that hinder the dissemination and application of tactics of pedagogical support in Orthodox parishes. Keywords: parish care, pedagogical support, tactics of care, religious education, religious socialization, Orthodox parish | 895 | |||||
| 1256 | The article is devoted to the study of the didactic value of biographical texts, writer’s biographies in particular, in the process of teaching Russian as a foreign language. The relevance of the issue is determined by the view of biography as an educational text with a certain structure, rich in regional and linguistic material necessary for the formation of the communicative competence of non-native speakers. At the same time, understanding such texts is often difficult for students due to the abundance of numerals (dates), proper names, and a variety of factual data. During the analysis of modern scientific works, the current forms and methods of studying biographical texts in lessons with foreign students were identified, on the basis of which the rules for composing such texts for their further use in the educational process were formulated. According to the outlined rules, an original text was compiled – a biography of the 19th-century writer V.A. Sollogub, as well as a set of tasks for the development of regional and cultural competencies and the improvement of speech activity. The assignments are presented in the traditional sequence (pre-reading, while-reading and post-reading work), which makes it possible to remove as many lexical difficulties as possible before perceiving biographical information, introduce the life and work of a Russian writer of a distant era and improve students’ speech skills. Keywords: Russian as a foreign language, text-biography, writer’s biography, V.A. Sollogub | 893 | |||||
| 1257 | This article examines some of the national traditions and values of the modern Tuvan family, which contribute to the spiritual and moral education of younger schoolchildren. The relevance of the research topic is due to the problem of insufficient attention to the use of the traditions of the Tuvan family as a source of education of the spiritual and moral qualities of a younger student’s personality in modern pedagogical practice. The purpose of this work is to consider the traditions of the Tuvan family as a source of education of the spiritual and moral qualities of a younger student in a modern school. The traditional Tuvan family has always relied on national traditions in raising children, such as respect for elders, respect for family etiquette, hospitality, respect for nature, etc. The leading research methods are comparative analysis of scientific literature, content analysis, generalization and systematization, experimental work, questioning of primary school students, etc. The article presents the results of an empirical study aimed at studying the level of knowledge of younger schoolchildren about the national traditions of the Tuvan family, and substantiates a program aimed at the spiritual and moral education of younger schoolchildren. The obtained research results allow us to assert that the modern Tuvan family is influenced by modernization processes, as a result of which there is a change in ethnocultural traditions. In conclusion, the conclusion is made about the need for active cooperation of school teachers with parents and older family members in the spiritual and moral education of the younger generations. At the same time, the appeal to the traditions of family education is considered as one of the effective ways of modern spiritual and moral education in interaction with parents. Keywords: spiritual and moral education, traditions of the Tuvan family, primary school student, national values, the Tuvan family, national traditions of Tuvans | 892 | |||||
| 1258 | The article presents the results of a study of the use of neural networks in teaching mathematical disciplines and a comparison of their capabilities with products based on programmable algorithms: task databases, computer simulators, and mind maps. The questions are considered: can neural networks effectively generate educational content, develop students’ computational skills, provide reliable reference information, and act as tutors in preparation for exams, including the Unified State Exam and the Basic State Exam. The use of artificial intelligence (AI) in educational practice is growing, especially among schoolchildren and students who use neural networks to do homework and cheat on exams. However, experiments show that AI-generated tasks often contain arithmetic errors and logical inconsistencies, and the hallucinations of neural networks make them an unreliable source of information. Comparative tests of ChatGPT, DeepSeek, GigaChat, and Alisa Yandex on Unified State Exam tasks revealed the limited ability of neural networks to solve complex problems of the second part and the inability to solve problems whose condition is specified by a drawing. Computer simulators, task databases and mind maps remain indispensable for the formation of stable mathematical skills: assimilation of the logical structure of disciplines and memorization of mathematical facts. Important advantages of these tools: generation of an unlimited number of reliable exercises for the development of mathematical skills; interface providing instant feedback; tracking of students’ progress through a database. It has been shown that neural networks can be useful for generating educational materials and analyzing large unrefined data, identifying non-trivial recommendations for improving the educational process. However, they are not able to monitor the student’s activity, identify individual gaps and adjust the educational trajectory, which makes them a weak substitute for a teacher or tutor. The optimal strategy for integrating AI into the educational process is to combine the capabilities of neural networks with proven tools based on programmable algorithms. The teacher, adjusting and checking the results of the AI, can increase the effectiveness of the educational process, while maintaining the reliability and quality of the formation of knowledge and skills. Keywords: neural networks, artificial intelligence, programmable algorithms, teaching mathematics, computational skills, generation of educational content, Unified State Exam, Basic State Exam, mind maps, computer simulators | 878 | |||||
| 1259 | The relevance of the study of formation of patriotic feelings in students of secondary vocational educational institutions through fiction is conditioned by a number of important socio-pedagogical factors and modern challenges. In the conditions of globalization and information society, the issue of preserving the national identity and patriotic consciousness of the young generation is particularly acute. Modern students of secondary vocational education are in that age period when the worldview is actively formed, the formation of civic position and values is taking place. It is in this period it is extremely important to create a solid foundation of patriotic education. Art literature is a unique tool of patriotic education, because through artistic images, emotional impact and deep understanding of historical events, not just knowledge about the motherland, but true love for it is formed. In the modern educational process there is an insufficient use of the potential of fiction in patriotic education, which makes this study particularly significant. The article presents a comprehensive study of the theoretical foundations of the formation of patriotic feelings in students of secondary vocational educational institutions through fiction. On the basis of analyzing the psychological characteristics of vocational education students, the specifics of their age and socio-psychological development, the pedagogical model of patriotic feelings development taking into account the professional orientation of training is developed and theoretically substantiated. Specific methodological approaches and practical recommendations for the integration of fiction into the educational process of vocational education and training. The results of diagnostics of the level of patriotic feelings formation among vocational education and training students are presented, and the criteria for the effectiveness of educational work in this direction are substantiated. Keywords: patriotic education, fiction, secondary vocational education, civic identity, educational process, patriotic feelings, vocational education students, methods of education, pedagogical technologies, literary education | 871 | |||||
| 1260 | The article considers an interdisciplinary approach to understanding video games as a pedagogical tool, based on the synthesis of philosophical and psychological research. The authors shows that the philosophy of video games allows us to interpret them as a cultural phenomenon that shapes identity, value systems, and social narratives, while psychology reveals the influence of game mechanics and plots on cognitive processes, communication skills, and the emotional state of students. The theoretical significance of the study lies in the comprehensive analysis of video games as a socio-cultural phenomenon that can act not only as a means of leisure, but also as an educational and training tool that influences the formation of critical thinking, creativity, empathy, and interaction skills. The practical significance of the work is expressed in the development of recommendations for the pedagogically appropriate use of video games. In particular, it is proposed to take into account the plot-narrative and game mechanics of video games, their availability for group activities, the ability to form moral guidelines and social roles, as well as the need for age differentiation and control of gaming activity. The authors emphasizes that even video games with destructive elements can have didactic potential with proper pedagogical interpretation and support. The conducted analysis confirms that the integration of video games into the educational process contributes to the development of meta-subject and personal competencies, the formation of stable ethical attitudes and skills of joint activities. The need for pedagogical and parental control aimed at minimizing negative effects – gaming addiction, aggressive behavior, substitution of real gaming practices with virtual analogues – is revealed. An interdisciplinary analysis of philosophical and psychological sources demonstrated that the didactic understanding of video games opens up prospects for updating the methodology of teaching and education, includes modern digital practices and technologies in the pedagogical process. The work is addressed to teachers, psychologists, philosophers of education and researchers interested in finding forms of using digital technologies in teaching, and lays the foundation for further scientific discussions on the phenomenology of video games and their pedagogical potential. Keywords: video game, computer game, interdisciplinary approach, psychology of video games, philosophy of video games, video games and pedagogy, game pedagogy, edutainment | 869 | |||||
| 1261 | Modern society is characterized by dynamic changes in the socio-cultural environment, which has a significant impact on the formation of cultural values and communicative behavior of adolescents. Adolescence is a critical stage in personality development, when basic values and norms of behavior are laid down that determine further social adaptation and interaction with others. The study of gender differences in the cultural and value sphere of adolescents and the peculiarities of their communicative behavior is relevant, since understanding these differences allows us to develop approaches to improve interaction between boys and girls, which contributes to the harmonization of the social environment. The analysis of studies devoted to the study of the cultural and value sphere of adolescents indicates the presence of intersex differences in the formation and content of the cultural and value sphere. In addition, psychological, economic and socio-cultural factors have a significant impact on this area. Despite the large number of both theoretical and empirical studies devoted to this issue, there is a lack of comprehensive research on the intersex analysis of the characteristics of cultural and value spheres of adolescents. In addition, to date, insufficient attention has been paid to the relationship between the features of the cultural and value sphere and the communicative behavior of adolescents. It seems that in today’s world, where there are more and more ways to communicate with representatives of different cultures, the issue of the influence of cultural and value orientations on communicative behavior is becoming more relevant. The article presents an empirical study devoted to the analysis of the links between indicators of cultural values and communicative behavior in boys and girls. The study involved 202 respondents, high school students aged 14 to 17, including 83 boys and 119 girls. The study used the “Value Orientations” questionnaire by M. Rokich and the “Cultural and Value Orientations Test” by L.G. Pochebut. The diagnostics of communicative behavior features was carried out using V. Stefanson’s “Q-sorting” technique and V.V. Boyko’s “Diagnostics of Communicative Obstacles in Establishing Emotional Contacts” technique. Multiple correlations between the studied indicators were revealed, both in boys and girls. The results obtained are analyzed and compared with the results of previous empirical studies. Keywords: cultural and value factors, communication, communicative behavior, gender differences, adolescence | 864 | |||||
| 1262 | In a rapidly changing world, the role of interdisciplinary research is growing, and there is an increasing demand for high-quality human capital, which means that the traditional understanding of research competencies as a set of stable skills and abilities is no longer sufficient. Moreover, as the research agenda changes, so does the role of the researcher. This article attempts to trace the evolutionary changes in the interpretation of the concept of ‘research competencies’ in the humanities through an analysis of the transformation of the figure of the researcher in a historical and cultural context. A typology of researchers is presented, including the images of the medieval empiricist, the classical scholar of the modern era, the Soviet-era researcher, and the contemporary researcher—the coordinator of work with big data. The article shows how the content of research activity and the corresponding competencies have changed depending on the scientific paradigm and the social function of science. Particular attention is paid to the change in the researcher's subjective position, moving from the model of a detached observer to a subject acting in a digital and organisationally complex environment. The analysis presented may be useful in understanding the goals and content of researcher training in the higher education system and in refining the components of students' research competence. Keywords: research competencies, research subject, higher education, humanities, methodology of humanities | 857 | |||||
| 1263 | The strategic direction for the development of the modern higher education system in Russia is to train highly qualified future specialists who are capable of making independent decisions, critically analyzing professional and educational realities, and rationally using various resource and information bases in order to increase their personal competitiveness in the labor market. In the context of digitalization and rapid changes in the educational environment, it is particularly important to develop students’ ability to self-educate, self-monitor, self-assess, and self-develop. The subject of the study is students’ readiness for independent work, as well as the identification of the characteristics of its formation and development in various pedagogical conditions. The article reveals the theoretical and methodological foundations of the concept of readiness for independent work and considers the approaches of domestic and foreign researchers to its structural components. The results of the implementation of innovative educational technologies that promote the development of students’ independence are presented, including project and research activities, problem-based learning, and the use of digital educational resources. Particular attention is paid to the potential of benchmarking technology as a modern tool for pedagogical interaction, ensuring the development of students’ skills in analyzing, comparing, and adapting best practices. The monitoring results demonstrated that the application of benchmarking technology in the educational process has a comprehensive impact on student personal development and improves the quality of educational outcomes. This technology not only contributes to increasing students’ readiness for independent work, but also to the formation of sustainable internal motivation to learn, a desire for self-development, and professional self-improvement. During the application of benchmarking, students demonstrate the development of analytical, critical, and reflective thinking, as well as the ability to make informed choices about the most appropriate ways to solve academic and professional tasks. In this way, benchmarking technology is an innovative approach that facilitates the transition of higher education to a model of active, conscious, and independent learning focused on results, the practical significance of knowledge, and increasing the competitiveness of future specialists. Keywords: active technologies, benchmarking technology, interactive tools, independent work of students | 852 | |||||
| 1264 | In modern professional education, one of the priority indicators of the quality of the educational process and the competencies acquired by students is the level of their readiness for scientific activity. The issue of finding ways to organize the educational process that ensures the development of students’ research potential at all stages of education is relevant. Special attention is paid to the preparation of postgraduate students and young researchers for research activities. The purpose of this research is to develop scientific and methodological foundations for a differentiated approach to enhancing students’ research and motivational resources, which has led to the scientific novelty of the presented material: the development of a framework model for pedagogical support of young researchers. The framework model is presented in the form of an algorithm, i.e., a specific sequence of stages that have the nature of qualitative iterative changes (in our case, the development of students’ research potential). As a result of the research, in addition to the framework model, a cognitive technology is presented as the basis for implementing the pedagogical idea of developing students’ research potential, based on a differentiated approach to organizing the learning process. In the context of the problem under consideration, the concept of “activity” is defined, and the possibility of applying general scientific principles of the systemic-synergetic approach to pedagogical issues is demonstrated. The article also describes the specific scientific principles (potential and actual, and the principle of scaffolding, evaluation regulation) for constructing a cognitive technology. The results obtained can be used as methodological foundations for organizing the educational process in preparing students, postgraduate students, and young researchers for research activities. Keywords: differentiated approach, postgraduate students and young researchers, a framework model for developing students’ research potential, cognitive technology, and the principle of actual and potential | 844 | |||||
| 1265 | The historical experience of developing reforms in the process of establishing the Russian education system at the beginning of the 20th century has great potential for understanding the development features and specifics of the modern Russian school. I.S. Klyuzhev had a distinguished career as a teacher and, as an experienced practitioner who deeply understood the challenges of school education, attained a respected social position and the right to represent the interests of the Samara province in the Russian parliament. One of the brightest representatives of this galaxy of public and pedagogical figures was Ivan Semenovich Klyuzhev, who made a significant contribution to the development of a whole series of bills on the organization of schools, submitted for discussion in the State Duma of Russia. I.S. Klyuzhev made a brilliant career as a teacher and, being an experienced practitioner who understood the problems of school education well, achieved a social position and the right to represent the interests of the Samara province in the Russian parliament. He became an active participant in the sections and committees of the Duma dealing with issues of Russian education, where he sought to implement ideas that, in his opinion, contributed to the solution of key issues of the state’s educational policy. Klyuzhev co-authored the most important bills on universal education in Russia, on the reform of teacher training institutes and a number of other laws that contributed to the development of schooling in the country. After the February Revolution of 1917, he joined the Special Committee under the Ministry of Public Education to work on similar laws under the Russian Provisional Government. He was the head of the department of the Ministry of Public Education of the Kolchak government, where he also participated in resolving the most important issues of education in the territories under his jurisdiction and was engaged in organizing a broad discussion of the new school legislation. The article is written on a broad, previously unused source base, revealing key aspects and supplementing little-known facts in the biography of I.S. Klyuzhev. Keywords: Ivan Semenovich Klyuzhev, reforms of Russian education at the beginning of the 20th century, introduction of universal primary education, State Duma bills, teacher training | 840 | |||||
| 1266 | The article is devoted to the study of the possibilities of introducing storytelling as a unique pedagogical tool in the process of teaching Russian as a foreign language to Chinese-Russian bilinguals, the fundamental concepts and advantages of this approach in the educational process are analyzed. The concretization of the methodological aspect in relation to the traditional type of storytelling is presented on the example of foreign students mastering the complex grammatical theme “Conjugation of Russian verbs”. The stages of development and presentation of the narrative described in this article contribute to the effective formation of communicative competence among foreign students, which allows them to freely express thoughts in the studied language in various communication situations. Storytelling helps to develop vocabulary and grammar, improve pronunciation and listening comprehension, activate students’ creative abilities, and motivate them to learn Russian and its culture. Storytelling makes classes exciting and productive, fostering interest in learning Russian and successful integration of students into the Russian-speaking environment. The practical significance of the material is due to the growing interest in the latest pedagogical solutions that contribute to the integration of theory and practice, the development of motivation and an increase in the level of foreign language proficiency among Chinese students, which helps to intensify thought processes and accelerate the acquisition of the necessary competencies. The development of innovative approaches based on the integrated application of knowledge from various scientific fields will improve the quality of teacher training and create conditions for successful language acquisition by foreign students. Keywords: storytelling, methods of teaching Russian as a Foreign Language, Russian as a foreign language, education, communication competence | 838 | |||||
| 1267 | The article provides an overview of various psychological approaches to the scientific interpretation and understanding of the phenomenon of emotional intelligence. The structural components of the four-factor model of emotional intelligence are discussed. The scientific studies are outlined, which show that emotional skills demonstrate a relationship with indicators of verbal (verbal) intelligence. The results of a ascertaining experiment aimed at studying the level of development of emotional intelligence in literarily gifted individuals who actively demonstrate the presence of actualized literary abilities are presented. It is shown that there is a relationship between the level of development of emotional intelligence and verbal intelligence in literarily gifted individuals. The results of empirical verifi cation of the manifestations of emotional intelligence in persons professionally engaged in literary and artistic creativity are presented. The levels of diagnostic data on the scales of the questionnaire “Emotional intelligence” by D.V. Lyusin in individuals with verbal abilities are described. The results of the ascertaining experiment, which demonstrated the relationship between emotional intelligence and literary abilities, are discussed. A qualitative and quantitative analysis of diagnostic data supports the assumption of a relationship between emotional intelligence and literary abilities. The data presented in the empirical study are consistent with the assumption that emotional intelligence is interrelated with verbal intelligence. This result proves that emotional intelligence is one of the factors in the formation of literary abilities. Keywords: psychology of literary creativity, emotional intelligence, abilities, literary giftedness, literary abilities, giftedness, personality of the writer, literary and artistic activity | 831 | |||||
| 1268 | This article explores the evolution of concepts related to tactile interaction as a fundamental element of human embodiment, perception, and communication. It investigates how touch has been interpreted across historical periods—from a basic physiological function to a complex process deeply embedded in emotional regulation, personal identity, and social integration. The analysis incorporates philosophical perspectives on bodily experience, psychological theories that examine the role of tactile stimuli in human development, and recent neuroscientific findings on the functioning of sensory systems involved in touch. Emphasis is placed on the transformative nature of tactile contact in building a sense of safety, empathy, and interpersonal trust. The study addresses how cultural practices and social norms shape tactile behavior and how the reduction of physical contact in the digital era affects human interaction. As communication increasingly occurs in virtual environments, the loss of real touch raises critical concerns about emotional isolation and sensory deprivation. The article underscores the necessity of preserving embodied experience and rethinking the function of tactile interactions in education, therapy, and everyday social life. The shift toward digital and technologically mediated relationships makes the human body more abstract and potentially disconnected from authentic sensory feedback. Through an interdisciplinary lens combining philosophy, psychology, neuroscience, and cultural studies, the article argues for the ongoing relevance of tactile engagement in maintaining psychological well-being and fostering meaningful human connection. The conclusion is made about the need to preserve bodily experience as an important factor in emotional and social regulation in changing technological conditions. Keywords: tactile interaction, corporeality, touch, philosophy, psychology, phenomenology, attachment theory | 830 | |||||
| 1269 | One of the fundamental methodological challenges in developing core educational programs for higher education, which has yet to be adequately addressed, is the formulation of these programs. The situation is further complicated by the fact that the current Federal State Educational Standards do not include a list of professional competencies that educational institutions are required to define independently. The diversity of approaches currently employed by different universities to address this issue has resulted in unwarranted discrepancies in the structure and content of training for specialists with the same profile, as well as the inability to conduct centralized and objective assessment of the quality of such training. Ultimately, this has led to a disruption of the integrity of the educational space. The present article proposes and illustrates, using the example of a bachelor’s program in direction 26.03.02 “Shipbuilding, Ocean Engineering, and Systems Engineering of Marine Infrastructure Objects”, a systematic approach that enables the design of educational programs to address not only state requirements but also the interests of both universities and employers. The foundation of this approach lies in the analysis and utilization of relevant professional standards. Additionally, the paper provides recommendations for situations where professional standards corresponding to the program’s focus are unavailable. This ensures a comprehensive framework for aligning educational outcomes with both existing regulatory frameworks and practical industry needs. Particular attention in the paper is devoted to an issue closely related to the main topic of the article, namely: the meticulous formulation of learning outcomes based on the Bloom-Anderson taxonomy. The proposed approach was developed at the Saint Petersburg State Marine Technical University in 2020, piloted, and has been successfully utilized over the past five years in the design of educational programs across all levels of higher education. This article may be of particular interest to program directors, department heads, and staff members of university academic affairs offices responsible for the development of higher education programs Keywords: educational programme, professional competences, indicators, professional standards, labour functions | 828 | |||||
| 1270 | The substantiation and development of the educational topic “Methods of application of methods for developing types of strength abilities of elderly men” is presented. This topic has been introduced into the educational process of the disciplines “Theory and methodology of restorative and preventive measures”, “Restorative and preventive activities in physical education” taught at the Institute of Physical Culture and Sports of TSPU. The developed methodology for applying methods of developing strength abilities includes the following elements: a set of strength training methods – concentric, eccentric and isometric methods, consistency and combination of their implementation; types of strength abilities – dynamic strength, strength endurance, static strength endurance; target muscle groups – abdominal, pelvis, pelvic floor, back and limbs. The technique is an integral part of the structure of physical education and recreation activities for older men, based on strength exercises with their own weight and optimal load parameters. The effectiveness of the developed methodology for applying methods of strength abilities was proved during a five-year pedagogical experiment, the participants of which were men in the age range from 60–64 to 65–69 years. Keywords: methodology, educational topic, students, physical education and wellness classes, methods of developing strength abilities, elderly men | 812 | |||||
| 1271 | The relevance of the research lies in the implementation of a comparative and cross-cultural analysis of the specifics of the organization of the musical learning process in the People’s Republic of China, aimed at developing aesthetic perception abilities. The novelty of the research lies in the identification and structured description of the music education system in Chinese schools as a special means of aesthetic education of students, in clarifying the possibilities and resources of music in the concept of personal development of students. The central research idea has been put forward and justified by the idea of considering the problem of aesthetic education, taking into account not only general civilizational positions, but also national traditions and views, which makes it possible to include cross-cultural components at the substantive level of musical education, forming students not only the skill to see in different unique national and common, but also to develop personal qualities, including This includes a unique emotional experience of perceiving different types of art, including music. The formulated concepts made it possible to describe music education in Chinese elementary and secondary schools as a system based on cultural traditions and taking into account the processes of internationalization of modern music education, considering music education itself as a special form of aesthetic education. The materials of the article describe and illustrate from the point of view of the value for providing high-quality music education certain unique methods of educational practice: integration of music with other disciplines, comparative analysis of interpretations, aesthetic comparison, expansion of aesthetic perspective, integrated artistic and aesthetic perception. The identified and described techniques of China’s national educational practice in the field of music education have adaptive potential, allowing it to be considered as an effective educational practice. Keywords: aesthetic education, musical education, emotional experience of perception, methods of educational practice | 796 | |||||
| 1272 | The system of higher and secondary specialized education in the USSR was rightfully considered one of the largest and most effective in the world, providing training for highly qualified specialists in various sectors of the economy and science. In 1975, 4.8 million students studied at universities in the Soviet Union, and the annual graduation rate reached 700,000 graduates. The modern Russian educational system is based on the principles of integrating theoretical knowledge and practical skills. However, the introduction of foreign learning models often faces difficulties in adapting to Russian conditions, so the legacy of the Soviet school with a three-level training system is of particular importance. Modernization of the basic principles of the Russian educational system is required, namely the introduction of practiceoriented training programs, the development of applied skills and the creation of a unified educational ecosystem. The study is devoted to an overview of the fundamental elements of the Soviet system of higher and secondary specialized education. A comprehensive analysis of education in the USSR has been carried out, as well as expert analytical reports on the Soviet and Bologna systems. Historical examples, references and facts that had a positive impact on the training of specialists in the country are given. The problems of the modern Russian education system, including the difficulties of adapting foreign educational models, are considered. Special attention is paid to the need to modernize educational principles through the development of applied skills and the creation of a unified ecosystem. The traditional features of the Soviet higher education system are revealed. The special importance of resuming the three-level personnel training system in Russia was emphasized. Keywords: the three-level training system of the USSR, training of profile personnel, mentoring, Bologna system, Uniform state exam (USE), succession programme, practice-oriented training | 791 | |||||
| 1273 | The article examines the features of perception and understanding of information in children with disabilities. It analyzes the main problems these children face in the process of receiving and processing information and proposes ways to address them. Special attention is given to the integration of pedagogical and speech therapy strategies for more effective development of communication skills and improved text comprehension in students. This approach allows combining teaching methods with corrective techniques, contributing to a more comprehensive and individualized development of speech and cognitive processes. The authors argue that when working with textual material, children with disabilities need to use techniques based not only on active reading methods, such as highlighting key words and phrases, formulating content-related questions, and creating diagrams and tables to structure information, but also on linguistic, non-linguistic, cultural, pragmatic, and inclusive approaches to text adaptation. These approaches help improve cognitive processes related to perception and information processing, as well as enhance the level of communicative and analytical skills in students with learning difficulties. This article presents the results of an empirical study examining the cognitive and perceptual characteristics of text comprehension in preschool and primary school-aged children in educational institutions in Tomsk (Tomsk Oblast, Russian Federation) and Grodno (Republic of Belarus). The experimental study included a comprehensive analysis of the mechanisms of adaptation to text stimuli, with an emphasis on identifying specific deficits due to individual differences in cognitive development and language skills. The authors systematized the identified deficits, classifying them into categories (e.g., phonemic, semantic, and pragmatic impairments), and proposed adaptive techniques for perceiving text information that take into account the specific perceptual processes of the study group. Keywords: text adaptation, text perception, children with mental retardation, children with speech disorders, integration of pedagogical and speech therapy strategies | 790 | |||||
| 1274 | The study is aimed at studying the issues of psychological safety and preventing the risk of professional-emotional burnout of teachers-curators of student groups of the university. Attention is paid to the influence of the psychological climate, professional well-being of the teaching staff on the safety of the educational environment. As hypotheses, it is suggested that the academic and educational environment of the university, in general, meets the safety requirements in terms of the psychological well-being of teachers and curators, while some curators may need psychological support; there is a link between measures of psychological well-being and job satisfaction. The study involved 93 curators of student groups of a pedagogical university, of which: 79 women, 14 men, age range 22-66 years. The safety of the educational environment was assessed through the criteria: satisfaction with work, professional burnout, psychological health of the curators of student groups. Diagnostic tools: Symptom Checklist-90 (SCL-90), «Integral Index of Job Satisfaction», «Professional Burnout Diagnosis» (C. Maslach, S. Jackson, adapted by N.E. Vodopyanova). It has been established that, in general, the academic and educational environment of the university meets the safety requirements in terms of the psychological well-being of teachers and curators, while some curators experience certain manifestations of psychological distress, they require psychological assistance. Weak correlations between the symptoms of burnout and general satisfaction with the profession were identified, demonstrating the complex dynamics of factors affecting the psychological health of teachers. The work emphasizes the need for an integrated approach to ensuring the psychological well-being of the teacher, especially given the influence of curators to create a safe space for students. These conclusions can be used in the implementation of the educational process in universities and help develop programs to support university employees. Keywords: psychological safety, educational environment, risk assessment, educational work, psychological well-being of curators | 790 | |||||
| 1275 | In the context of the large-scale digital transformation of teacher education, there is a need to rethink and develop a new paradigm for teacher training based on the integration of ecosystem and praxeological approaches. This integration provides a comprehensive, systemic vision of mechanisms for enhancing the professional competence of future teachers and adapting their educational activities to modern requirements. The methodological basis of the study is a comprehensive theoretical analysis of key pedagogical concepts, as well as a SWOT analysis of the factors determining the successful development of teacher education in a digital context. This approach allows us to identify internal and external resources, barriers, and opportunities that influence the effectiveness of teacher training. The study results demonstrate that the ecosystem approach interprets the educational environment as a dynamic, open sociopedagogical system uniting diverse actors and resources. The praxeological approach enhances the functional viability of pedagogical activity by developing teachers’ skills in systemic analysis, precise planning, rational resource allocation, monitoring, and reflective self-assessment, taking into account their developed digital competence. The research’s scientific novelty lies in the development of methodological strategies for the comprehensive integration of ecosystem and praxeological approaches, which constitutes the conceptual foundation of a new paradigm for teacher training in the digital age. Its theoretical significance lies in expanding the methodological foundations of modern pedagogy, taking into account current sociocultural and technological challenges. Its practical significance lies in the development of specific recommendations aimed at enhancing teachers’ professional positions in educational ecosystems and developing competencies that ensure high-quality teaching in the digital environment. Keywords: digital education, teacher training, ecosystem approach, praxeological approach, digital competence, reflective practice, educational digital transformation, digital educational ecosystem | 786 | |||||
| 1276 | The formation of financial literacy among the population of the country is considered as a priority area of the educational policy of the Russian Federation, reflected in a number of regulatory documents, in particular, the Strategy for Improving Financial Literacy until 2030. In this regard, the importance of professional training of future teachers capable of effectively implementing the tasks of financial education in primary schools is increasing. The article presents a theoretical analysis of the conceptual framework related to the problem under study. Various interpretations of the concept of “financial literacy” in modern scientific literature are considered. The article is devoted to the analysis of the effectiveness of the implementation of the special course “Methods of formation of financial literacy of younger schoolchildren”, introduced into the educational process of preparing students in the direction 44.03.05 “Pedagogical education (with two training profiles)”, the focus “Preschool and primary education”. The purpose of the course was to form the components of professional readiness: cognitive, orientation, operational and experience. The methodological base of the study included input and final diagnostics conducted on a sample of 100 students using a set of validated methods: testing, analysis of pedagogical cases, practice-oriented and project tasks. A special course focused on the development of professional knowledge, methodological skills and reflexive competence was introduced into the experimental group. The results of the comparative analysis showed a significant increase in the number of students who reached an advanced level of readiness in the experimental group compared with the control group. Thus, the testing of the course confirmed its effectiveness and practical significance in the system of professional training of future teachers for the formation of financial literacy of primary school children. Keywords: financial literacy, future teachers, educational process, special course, primary school students | 785 | |||||
| 1277 | The article systematizes the experience of Mudanjiang Medical University in the field of personnel training for the domestic healthcare system, which can be used in the educational activities of medical universities in other countries, primarily Russia. The result of the generalization is a competency-based model for training qualified doctors who are able to demonstrate effective and innovative approaches to solving professional problems, taking into account the specifics of the current situation. The study is based on the results of an analysis of current problems in the training of doctors for medical institutions in the northeastern regions of China bordering Russia. The situations common to Russia and China in the work of medical institutions are noted, related to the shortage of personnel in basic medical institutions, the aging of medical personnel, and the low level of professional competencies. These factors determine the need to develop new solutions. As an option for such a solution, it is proposed to introduce an innovative model of graduate training at a modern medical university, which is being implemented at Mudanjiang Medical University. The model is based on the integration of 3 types and 3 specializations in the training of medical personnel: applied, innovative, complex types of training and such areas of specialization of training as intellectualization, versatility, adaptation to elderly patients (abbreviated as “three types and three specializations”). The article substantiates the choice of appropriate pedagogical strategies, tactics and technologies in the form of restructuring curricula, creating intelligent practical platforms and developing ways and mechanisms of social support for professional personnel. The described model integrates achievements in the field of technological support, the introduction of innovative educational technologies, the implementation of scientific and applied content and social support for students of medical universities. It solves the problem of improving the efficiency of medical care, including primary health care, in border regions and optimizes the work of national medical services, in accordance with the government’s “China’s Health” strategy. This educational initiative and the experience gained as a result of its implementation in the learning process of medical students can be considered as a development option by Russian medical universities. Keywords: medical personnel training model, competence model of a graduate of a medical university, pedagogical technologies in the field of higher medical education, innovative approaches in the field of higher medical education, China’s experience in training personnel for national health systems | 779 | |||||
| 1278 | The article analyzes the possibilities of using the experience of spiritual and moral education of the Old Believers in education. The material for analysis is the basic principles of spiritual and moral education developed by the religious denomination, as well as the experience of representing the Old Believer culture in the educational environment of a modern pedagogical university. The most important principles of spiritual and moral education in the Old Believer community are respect for the child’s personal freedom, the absence of coercion, and the use of personal example. The knowledge about religious culture that the child receives is adapted to their age and capabilities. These approaches to education are in line with modern pedagogical approaches and technologies, making them suitable for use in modern education. However, experience in working with the confession shows that the translation of the principles of spiritual and moral education into the modern educational environment is associated with a number of problems. Among them, we can mention the change in the target audience: instead of representatives of the confession, it is made up of people who are “spiritually alien” to them. In addition, when working with a secular audience, the goal is not to integrate into the confession, but to gain knowledge about it. All of this necessitates the adaptation of existing methods and approaches to the new situation. Another problem is the long-term isolation of the denomination, which leads to the perception of the non-denominational audience as “foreign” and complicates the presentation of the culture, as was established during the attempt by representatives of the denomination to present the Old Believer culture at the exhibition-seminar “Tomsk Old Believers: History and Modernity”. However, the audience was most interested in learning about the everyday elements of the denomination, the environment in which the upbringing of the denomination takes place. Keywords: spiritual and moral education, foundations of Orthodox culture, Orthodoxy, Old Believers, and pedagogical experience | 777 | |||||
| 1279 | The article considers the principles and features of the implementation of project-research activities of students studying mathematics (in non-mathematical specialties). The article is based on the concept of theoretical-empirical dualism in education, which is understood as the unity of abstract-theoretical and experimental-experimental cognitive activity of students. Professionally oriented research activities of students in teaching mathematics solves two closely related problems. The first of them is that abstract mathematical concepts are filled with content related to the student's future profession. The second problem is the translation of professional problems into the language of mathematical modeling. Various examples of organizing project-based research activities are presented (from educational illustrations to serious scientific developments). In particular, approaches to illustrating the relationship between the graph of a function and the graph of its derivative (antiderivative) are outlined; A list of scientific and technical applications of differential equations is provided (depending on the students' area of training); the content of the educational project, covering a large part of probability theory, is presented. Using correlation and regression analysis as an example, it is shown that one of the most important educational tasks – activating students' cognitive abilities – should be solved by assigning students to independently develop and analyze models with extensive use of information resources and computational tools. The creation by students of a data classification method is described, which can be used as a practical tool for identifying or verifying a person based on handwritten text. Keywords: mathematics, students’ research activities, project method, mathematical modeling, mathematization of professional tasks | 771 | |||||
| 1280 | The relevance of considering the issue of psychological and pedagogical support for parents raising children with disabilities is due to the constant increase in the number of children with disabilities in the country as a whole, as well as in various regions of the Russian Federation. In this regard, society as a whole and psychological and pedagogical services in particular face the task of organizing favorable conditions for such children to receive education, treatment, upbringing, correction, and most importantly, to form an adaptation to life in society. An important role in its solution is played by the psychological state and stability of parents, their willingness to take a full part in this process. The issue of psychological and pedagogical support for parents raising children with disabilities is becoming an increasingly popular tool for effective assistance to parents. The organization of an effective system of psychological and pedagogical support implies well-coordinated work, effective communication mechanisms and common agreed goals for all key participants in the process: parents, children and helping specialists. The article considers the experience of providing psychological and pedagogical support to parents raising children with disabilities using remote technologies of the Association “Union of Parents of Children with Disabilities, children with disabilities” in Tomsk. It is shown that the remote format has a number of advantages of psychological support for parents of special children. The specifics of the remote format are outlined, the components of psychological and pedagogical support are given: information and educational direction, independent work with the possibility of receiving feedback, therapeutic unit with group and individual work for parents. The active introduction of new forms of psychological assistance, therapy and support using remote interaction formats significantly increases the reach of parents who will be able to receive psychological assistance. For many families raising children with disabilities, the format of receiving online help is not only convenient and is the only one available due to the difficulties in organizing face-to-face visits to a psychologist, but also the most psychologically comfortable. Keywords: psychological and pedagogical support, children with disabilities, limited health opportunities, parents, remote technologies | 741 | |||||
| 1281 | This article presents a comprehensive analysis of the current state of the system of professional training of future English teachers for work with gifted children in India in the context of educational reforms. The research aimed to identify main trends, problems and prospects of this process. The study employed methods of system analysis, including system-element, system-structural and systemfunctional approaches, as well as comparative analysis and content analysis of regulatory documents and scientific publications. Based on the analysis of the National Education Policy 2020 (NEP-2020) and programs of leading educational centers, four basic models of integrating the component of work with gifted students were identified: certification, integration, project-research and network models. Special attention is paid to the “Certificate Course in Education of Gifted and Talented Students” program of the University of Delhi and the activities of the National Institute of Advanced Studies (NIAS). The research revealed systemic challenges hindering the effective integration of this direction into India’s pedagogical education, including historical lack of national policy, socio-economic inequality, high class sizes, exam-centered curriculum and shortage of qualified staff. Content-related challenges were identified, such as the dominance of Western models of giftedness, poor development of subject-specific methods for English teachers, and the conflict between the traditional role of the teacher and the needs of gifted children. The theoretical significance of the research lies in the systematization of modern approaches to teacher training for work with gifted children in the Indian educational context. The practical value consists in developing recommendations for the Russian system of pedagogical education, including creating a flexible multi-level training system, adapting effective tools for identifying giftedness and developing competencies for tutorial support. Keywords: India, gifted children, teacher training, English language, educational policy, pedagogical education, challenges, prospects | 741 | |||||
| 1282 | The article explores the key aspects of designing individualized educational routes in teaching oral foreign language communication to Master’s degree students. The technology of designing an individual educational route in teaching oral foreign language communication is defined, which includes content planning, resource selection and organization of both student’s and teacher’s activities. For the implementation of an individual educational route we suggest a structured, multi-faceted approach, based on a variable practice in oral foreign language communication, a modular course design, and use of blended learning technologies. The peculiarities of basic-invariant (essential for all learners), differentiated (tailored to individual learners’ needs), and variant-developmental components (focused on advancing professional skills) of individual educational routes are considered. The study identifies potential communicative barriers (linguistic, didactic, evaluative and self-management) and proposes strategies to overcome them. The design process is revealed by two algorithms of activities: for a teacher and a student. The teacher’s design algorithm consists of five stages: diagnostic, projective-reflexive, motivational, organizational-activity and resultant-reflexive; the student’s algorithm consists of organizationalmotivative, activity and resultant-reflexive. The article describes the possibilities of the proposed designing technology that allow building trajectory of individualized alignment of students’ foreign language skills and speech abilities, necessary for creating equal opportunities for their participation in foreign language communication. The didactic potential of the designed algorithm for individualizing the process of Master’s degree students teaching foreign language communication skills manifests itself in expanding research-oriented foreign language experience and varying degree of learner autonomy and specialization. Keywords: individualized foreign communicative activity, individualized educational routes, communicative barriers, algorithm of activity, designing technology of individualized educational routes | 739 | |||||
| 1283 | Pozdeeva S.I. . Pedagogical Review. 2026. Issue 1 (65). P. 7-7 | 733 | |||||
| 1284 | Dynamic processes in all spheres of modern human life, caused by technological progress, require rapid changes. However, the key criterion of such transformations in the educational environment remains the quality of interaction between the subjects of the educational process, which has a significant impact on the level of student involvement in the educational space of the university. We consider involvement from the point of view of systemic anthropological psychology as a state that arises under the condition of compliance between a person and the environment, accompanied by a set of positive experiences. The article presents the results of an empirical study of involvement and experiences in student activities when organizing educational classes in various formats (face-to-face lectures and seminars; e-courses involving independent study of material, completing assignments and receiving delayed feedback from the teacher). Personal time disruptors were considered as a factor reducing involvement. The following hypotheses were put forward: 1) the level of actual student involvement in classes implemented in various formats varies, which is due to their subjective difficulty for students, the degree of their activity and the degree of interaction with the teacher; 2) classes organized in different formats evoke different dominant experiences in students; 3) the relationships between the components of actual involvement, experiences in the activity, and personal time disorganizers in classes organized in different formats vary. Objective: To study the characteristics of students’ actual involvement and the accompanying experiences in activities when organizing educational classes in different formats. It was found that the level of student involvement, as well as its components (vigor, dedication, absorption), is statistically significantly higher in seminars; lectures surpass e-learning courses only in the level of dedication. Students perceive lectures and seminars as meaningful, derive the greatest pleasure from seminars, and experiences of effort and emptiness arise to a greater extent when taking e-learning courses. The leading time disorganizers for students are emotional tension and emotional apathy. Systemic connections between the phenomena under consideration are observed mainly when assessing them in the context of seminars. The obtained data can be significantly supplemented by studying other options for organizing e-learning. Keywords: involvement, student, educational space, experiences in activity, personal time disorganizers, e-learning | 728 | |||||
| 1285 | The article is devoted to the study of the phenomenon of modeling situations in the organization of educational environments. The situation is considered as a means of creating pedagogically appropriate conditions for the formation, development and practical application of knowledge, skills, functional and personal qualities by students; It is a necessary prerequisite in the organization of education for students to gain personal experience in solving subject problems in self-assessment of ambiguous situational contexts, independent search for solutions in the changing reality of life and activity, free creative interaction with the environment in proactive and responsible activities. A typology of situations is proposed, developed on the basis of the methodology of personality-oriented (V.V. Serikov) and situational-environmental (N.V. Khodyakova) approaches: a strictly regulated situation; a situation of objective-activity certainty; a situation of value-semantic certainty; a situation of uncertainty. Each of the presented types of situations has its own appropriate incentives for subjective activity, procedural opportunities for mastering the environment and situation, and meaningful sources for organizing activities and gaining new experience. The chosen research perspective allows us to determine the innovative role of modeling real situations in the organization of education and shift the focus in the teacher's activities from the translation of the knowledge component to the management of environmental factors, from stimulating cognitive activity to supporting subjective activity in solving situational problems. The role of the student is also being transformed and involves not only finding a solution to a situational problem, but also showing full independence in this process. Keywords: educational environment, design of educational environments, management of the educational environment, situational modeling, personal development situation, personal functions, personal development | 723 | |||||
| 1286 | The relevance of the research is determined by the need to create an effective system for supporting the professional development of young teachers of technical universities in the context of intensive digital transformation of higher education. Novice teachers who come to a technical university without basic pedagogical education experience significant difficulties in the process of adapting to professional activities, which negatively affects the quality of the educational process and the consolidation of young staff in the higher education system. The novelty of the research lies in a comprehensive analysis of the process of professional adaptation of novice teachers of a technical university, considering modern requirements for the training of engineering personnel and the specifics of the educational environment of a technical university. The article analyzes theoretical approaches to the study of the problem of professional adaptation of teachers in psychological and pedagogical literature, highlights the features of this process in relation to novice teachers of technical universities. The structure of professional adaptation is defined, which includes four interrelated stages: preliminary, primary, adaptive and stabilization, each of which is characterized by specific tasks, the content of detail and expected results. The main groups of problems faced by novice teachers of technical universities are identified: psychological difficulties associated with lack of confidence in their own professional competence and a high level of anxiety.; methodological problems, including insufficient knowledge of modern pedagogical technologies and difficulties in organizing the educational process; communication difficulties in interacting with students and colleagues; organizational difficulties associated with adapting to the specifics of teaching at a technical university. It is proved that the system of pedagogical conditions, including personalized mentoring, methodological support and institutional support, contributes to the successful professional adaptation of novice teachers. The developed system of pedagogical conditions ensures a reduction in the level of professional anxiety, helps to build confidence in one’s own pedagogical competence, the development of methodological teachings and skills of effective interaction with subjects of the educational process. The data obtained can be used by the administration of technical universities to design adaptation programs for young teachers, organize a mentoring system, and develop strategies to support the professional development of teaching staff. Keywords: professional adaptation, novice teachers, adaptation stages, pedagogical conditions, mentoring, professional-pedagogical competence | 714 | |||||
| 1287 | Based on the author’s model of existentially oriented counseling, represented by three levels (the level of life strategies, the level of “self-care” and the level of “construction of being”), the idea of using the psychosemantic potential of the client’s personal stories is argued and developed in order to detect points of misalignment with oneself on the path of life (“points of self-confusion”, “bifurcatios”, episodes of “self-repression of authenticity”) and clarify (untangle) the subsequent chains of experienced and semantically amplified life events that lead the subject away from his authenticity. Existential counseling is considered as a form of mutual philosophical and hermeneutic practice designed to transform the person himself and the intentions of his life path, as well as to construct some new relationships with reality (“adduction to lucidity” his being, allowing him to answer the question “why am I doing what I do?”). The article presents a number of consultative and therapeutic techniques (“Autobiography”, “The Butterfly Effect”, “My Current Self →My Different Self”, “Fly, fly, petal”) proposed for use in the investigation of personal stories. A variant of the consistent construction of the topics of sessions for the analysis of personal stories in the paradigm of the author’s model of existentially oriented counseling is proposed. Keywords: existentially oriented counseling, personal stories, life path, sense, authenticity, inauthenticity, self-care | 713 | |||||
| 1288 | The article presents an empirical study aimed at identifying the factors influencing the development of cognitive and regulatory universal learning actions (ULAs) when using the case-study method in environmental education. The research was conducted during extracurricular environmental classes with eighth-grade students at Moryakovskaya Secondary School in the Tomsk District (n = 28). The diagnostic tools included the “Self-Regulation Style of Behavior – SRB-98” questionnaire by V.I. Morosanova and an author’s methodology for assessing cognitive ULAs based on the approaches of L.V. Shkerina and A.I. Gazeikina. The results demonstrate that systematic implementation of the case-study method significantly enhances both cognitive and regulatory ULAs: the proportion of students with a high level of self-regulation increased from 10 to 53 %, and those with a high level of cognitive ULAs – from 11 to 50 %. The most influential factors identified were the practical relevance of environmental cases, group-based collaboration, problem-oriented and exploratory tasks, and the inclusion of a structured reflection phase. The theoretical significance of the study lies in clarifying the complex of pedagogical, psychological, and organizational factors determining the development of cross-disciplinary results in environmental education. The practical value consists in demonstrating the effectiveness of the case-study method as a tool for fostering cognitive and regulatory skills, and for integrating environmental content with activity-based learning approaches. The findings confirm that the case-study method serves as an effective pedagogical technology for implementing the Federal State Educational Standard (FSES) requirements and for promoting students’ environmental awareness and responsible behavior. Keywords: case study, environmental education, universal learning actions, cognitive universal learning actions, regulatory universal learning actions, meta-subject results, environmental culture | 710 | |||||
| 1289 | Based on the analysis of scientific publications, the paper outlines the relationships between emotional intelligence (EI) and reflection identified in individual studies, as well as the generally low level of research on the effectiveness of public psychological education, both in this specific area and overall. The presented study aimed to test the hypothesis that students who engage more with psychoeducational materials have more developed EI and systemic reflection, demonstrate greater accuracy in their self-assessment of these traits, and that the manifestations of these phenomena are interrelated. The research employed D.V. Lyusin’s “Emotional Intelligence” questionnaire, D.A. Leontiev and E.N. Osin’s “Differential Type of Reflection” questionnaire, and an author-developed survey designed to identify respondents’ experience with psychological educational materials. The sample consisted of 66 students from VGSPU aged 17 to 29. Significant positive correlations were found between systemic reflection and most EI indicators, while significant negative correlations were identified for introspection. Comparing questionnaire and survey data revealed that students more interested in self-developing their EI and reflection demonstrated significantly higher scores on scales related to understanding emotions and systemic reflection. Groups of students with medium-low and high interest in developing EI and reflection were identified; the latter group showed stronger correlations between direct self-assessments of these qualities and the scales of the diagnostic questionnaires. Specific correlations were found between the reported frequency of using publications on open internet resources and books and the questionnaire scales, leading to conclusions about the potential contribution of these particular educational resources to the development of EI and systemic reflection. The absence of differences in the diagnostic questionnaire scores between students from different years and fields of study, along with the lack of correlations with subjective assessments of the contribution of university classes to the development of EI and reflection, did not reveal any influence of the university learning experience on this process. Keywords: emotional intelligence, reflection, psychoeducation, effectiveness, university students | 707 | |||||
| 1290 | This article examines the quality of student training in the “Pedagogical Education” program across various psychology majors (section “General Psychology”). It notes that both foreign and Russian educators and psychologists are concerned about the fact that students learn basic psychological concepts pro forma, and that they typically use everyday, rather than scientific, psychological knowledge in their future professions. Western and Russian experience in using various forms of testing in the educational process at universities to improve and monitor learning quality is analyzed. Four main types of testing tools are identified: a control test, an educational test, an educational case test, and educational test tasks. An empirical study identified the advantages of using educational test tasks to improve the acquisition of basic general psychological concepts: sensation, perception, attention, memory, thinking, emotions, and will. Sixty first-year students from Yelets State University participated in the study. Two groups were formed. One of the groups (the control group) was trained using traditional academic tests, which simply required recall of theoretical material. The other (the experimental group) solved academic test problems during training. The results of the empirical study showed that the quality of material learned in the experimental group was significantly higher. The criterion for assessing the quality of mastery of general psychological categories was the ability to provide competent examples (illustrations) of the manifestation of memory, attention, thinking, emotions, etc. in real life, which is traditionally used for such purposes. Students in the experimental group were more successful in this area: they cited examples from both academic test problems and from their own lives or mass media. Students in the control group were more likely to be unable to provide acceptable examples or to provide examples that were inconsistent with the material being learned. It has been shown that test problems, with their clear practical focus, also allow for a better understanding of the theoretical essence of psychological categories. Keywords: educational tasks, test tasks, acquisition of psychological knowledge, learning effectiveness | 689 | |||||
| 1291 | The article presents the results of an empirical study investigating the psychological characteristics of pedagogical thinking among young lecturers in higher education institutions, a crucial area given the ongoing transformations in higher education that demand enhanced pedagogical capabilities. The study was conducted on a sample of 102 lecturers from Samara region universities, possessing varied lengths of service, academic positions, and degrees. Four main parameters of pedagogical thinking were meticulously examined using specially adapted diagnostic methodologies creativity, reflexivity, criticality, and flexibility. Subsequent statistical analysis revealed statistically significant differences in these pedagogical thinking parameters when lecturers were grouped by length of service, position, and academic degree. Notably, it was established that young lecturers with up to three years of experience demonstrate lower levels of creativity and reflexivity in their pedagogical thinking compared to their more experienced colleagues. Furthermore, seemingly paradoxical patterns emerged in the distribution of reflexivity among groups with different academic degrees and positions, suggesting complex interactions between academic seniority and self-assessment tendencies in teaching. For instance, those with the highest academic credentials did not always exhibit the highest reflexivity. These research results contribute substantially to the understanding of the psychological mechanisms underpinning the nuanced trajectory of professional development for higher education lecturers. The findings are of considerable practical value and can be directly utilized for the design and implementation of more effective and targeted professional development programs for academic staff, tailored to address specific needs at different career stages and thereby fostering a more adaptive and innovative teaching workforce. Keywords: pedagogical thinking, young lecturers, higher education, creativity, reflexivity, criticality, flexibility, professional development | 686 | |||||
| 1292 | The article addresses the issue of developing a health-saving model of behavior. The problem of preserving health remains relevant. Classical models describing a person’s subjective attitude towards their own health status do not explain why people choose non-constructive ways of reacting to illness. In this regard, a pilot study was conducted on the specifics of attitudes towards illness among parents and their adult children. For the study, family dyads (mother and daughter) were selected. A set of methods aimed at diagnosing the levels of the internal picture of illness was used: for diagnosing the sensory level (the GH scale – General Health in the “SF-36 Health Status Survey”), for the emotional level (heart rate variability was recorded and assessed using the “Omega-M” computer program, the SCL-90-R questionnaire, and a method for diagnosing coping behavior in stressful situations), for the intellectual level (inhibitory control was assessed using the reflexometric method “ReBOS” (developed by E.G. Vergunov), the “Level of Subjective Control” method), and for the motivational level (the TOBOL method). Analysis of the transgenerational aspect allowed us to conclude that the most common type in the sample is the ergopathic type, identified in representatives of both age groups (both adult children and their parents). This indicates a possible transgenerational transmission of this specific strategy for coping with illness. The obtained results empirically confirm the hypothesis of the transgenerational transmission of specific psychological and cognitive patterns in families with chronic illnesses. The most pronounced similarity is observed in areas related to affective regulation, cognitive control, and the system of health beliefs. These findings underscore the need for a family-systemic approach in researching and correcting the internal picture of illness, as its formation in a young person occurs in close connection with the established functioning patterns of the parental system. Keywords: transgenerational transmission, health, attitude towards illness, health preservation, internal picture of illness, IPI | 685 | |||||
| 1293 | This article problematizes and conceptualizes the phenomenon of the “knowledge event.” It analyzes the contexts of knowledge consideration in contemporary interdisciplinary discourse, revealing its substantive properties from the perspective of non-classical epistemology. Drawing on an existential-phenomenological approach and the ideas of intuitionist philosophers, it substantiates the proposition that effective and “living” knowledge (as an affective-intellectual integral of human educational experience) is derived from the event of knowledge and the event-related aspects of thought and educational practices. These practices are indispensably accompanied by selftranscendence and self-transformation of the subject of knowledge. Knowledge, embodying the synthetic unity of thought and experience, is viewed as the ideal of humanities education, the realization of which presupposes bridging the gap between human modes of life and cognition. It is shown that such knowledge, which has become an affective-intellectual integral part of a person’s meaningful and personalized educational experience, is a consequence of the event of knowledge. The phenomenology of the experiences and states of a person involved event-wise in the experience of comprehending knowledge at the level of an existential attitude toward thinking and education is revealed. The event of knowledge is experienced as a harbinger and phenomenological marker of a qualitatively new, intense, and personally significant educational experience, presupposing the transcendence of the person as a subject of knowledge beyond the boundaries of established methods of conceptualizing and understanding reality. The conditions necessary for the actualization of the event of knowledge in educational practice are considered, such as the affective-semantic connection of educational subjects with the subject of knowledge, participatory engagement in joint thought activity and educational dialogue, as significant contexts of one’s own lifeworld. The properties of the “knowledge event” phenomenon are described: non-disjunctiveness, dialogicity, chronotopicity, and autobiographical nature. Attempts to incorporate event-based education ideas into the discourse of the competency-based approach are critiqued. This is done by revealing the fundamental differences in the philosophical foundations of these educational doctrines. The trends toward the devaluation and loss of event-based components of education in modern humanities universities are analyzed. It is shown how these trends manifest themselves in the transformation of educational communication, students’ attitudes toward knowledge, and the quality of their textual activity. Keywords: education, knowledge, event, event of knowledge, thinking | 680 | |||||
| 1294 | Today, in the context of progressive pedagogization and the human-centered focus of educational theory and practice, a number of pressing and interconnected debates naturally arise. Is everything labeled pedagogization truly so? How valuable is widespread pedagogization? How can it be implemented in real social practices, rather than merely at the level of declarations and slogans? In any case, it is absolutely clear that pedagogization is one of the essential and natural factors, triggering the growth of different types of pedagogy. This review article is polemical in nature and aims to summarize definitions and clarify the essence of “pedagogization” as a contemporary trend, the progression of which entails a growth in the variety of pedagogy (their multiplication). Similarities are found between the views of Russian and European researchers regarding the emergence of the term “pedagogization” in academic discussions in Russia and Europe and its more active use in recent years. Examples of several definitions of pedagogization (in Russian and English) are provided, considered in both the broad and narrow senses. A review of Russian and foreign scientific works that include the terms “pedagogization”, “pedgogisation”, “die Pädagogisierung”, and “die Pädagogisierungen” in their titles and content was conducted. This review identified the objects and subjects whose involvement in pedagogization processes is substantiated by the authors of these scientific works. It was established that the term “educationalization” (“educational adaptation”) is a synonym for the English-language term “pedagogization”, and in some foreign-language interpretations, pedagogization is equated with educational approaches. In a number of Russian publications, “pedagogization” appears only in the title and abstract, but the content does not reveal either its essence or implementation mechanisms. The viewpoints of researchers explaining and substantiating the pattern of pedagogization trends, substantiating the opportunities and risks to which it can lead, which together reveal the influence of pedagogization on the multiplication of types of pedagogy. Keywords: pedagogy, pedagogization, progressing pedagogicalization, diversity of types of pedagogy | 677 | |||||
| 1295 | Recently, many modernization changes have been carried out in the rural schools in Russia. All of them are aimed at improving the quality and accessibility of the rural education, making it competitive through testing, and thereby identifying the effective models for organizing both the general and secondary education in all rural municipalities. The problem of our research is to identify the main pedagogical conditions for the professional development of young teachers in the rural education. The purpose of the study is to provide the scientific substantiation and identify the main technologies that contribute to the formation of the young teachers in the context of the rural school cohesion, and to develop and implement a program aimed at the sustainable development of the rural education. The following methods were used in our work: the analysis of the philosophical, pedagogical, psychological and methodological literature, the analysis of the statistical data, the sociometric research, which used a variety of the questionnaires, tests, surveys, interviews, and various types of the expert assessments. In addition, the researcher conducted the direct and indirect observation, and applied the mathematical statistics. To achieve this goal, we actively developed and used the competence-based, systemic, personal-activity and technological approaches that contribute to the formation of the teachers in the rural areas, as our task was to implement a program aimed at the rural development. A special program has been developed aimed at the professional development of the young foreign language teachers in the rural schools. The purpose of this program is to provide the teachers with the necessary pedagogical conditions so that they can develop many practical skills that are so important for the professional work. This program helps young teachers to assert themselves and self-actualize in a new collective environment. As a result of the survey of the young specialists, it turned out that the level of the professional competence and professionalism among the foreign language teachers has significantly increased. They were ready and successfully passed the professional development certification for their position. Keywords: foreign language, rural school, modernization of the education, young teacher, professionalism, professional activity, becoming a teacher | 667 | |||||
| 1296 | The article discusses the methodology of working with children who have severe speech disorders through the use of an animation studio. The research is based on data studied by the authors about children with severe speech impairments, as well as a synthesis of scientific and methodological practices related to the use of animation studio resources in preschool educational institutions. The inclusive potential of animation studios is revealed through the integration of educational domains, types of children’s activities, and the use of modern productive technologies for children with different levels of speech development. The conceptual foundations for designing an integrated educational environment in a children’s animation studio include axiological, personality-oriented, differentiated, and activity-based approaches. The article describes methodological conditions for designing an educational environment that fosters speech development in children with severe speech disorders during the process of creating animated films. The authors outline the stages of an animation week: reading a story and identifying characters, writing a script, step-by-step filming, voice acting according to roles and script, editing, and viewing the completed film. Examples of techniques used to develop the lexical and grammatical structure of speech in children with varying levels of speech development through the creation of an animated film based on a specific literary work are provided. Methodological techniques for introducing children to traditional Russian spiritual and moral values are also presented. The authors outline methodological aspects of developing speech in preschool children with severe speech disorders within an animation studio, in accordance with the content of the Federal Preschool Education Program and the Federal Adapted Preschool Education Program. This approach highlights the unique potential of animation in inclusive education. Within a system of comprehensive correctional and pedagogical work, a children’s animation studio can help achieve the key objectives of adapted preschool education programs for learners with severe speech disorders, both in the mandatory part and the section shaped by participants in educational relationships. The methodological recommendations presented are also relevant for educators working with children with disabilities in supplementary education and social protection systems. Keywords: children with severe speech disorders, general speech underdevelopment, integrated educational environment, axiological approach, personality-oriented approach, activity-based approach, differentiated approach, animation, animation studio, correctional and developmental work | 663 | |||||
| 1297 | Professional readiness, as an integral personality characteristic, significantly influences the effectiveness of a university graduate’s professional development in their chosen field, including foreign language teaching. In this article, the authors examine the problem of developing pre-service teachers’ professional readiness using the example of the foreign language teachers training at Novosibirsk State Technical University. The “Professional Portfolio” technology, implemented on NSTU’s DiSpace digital educational platform, was chosen as a means of developing professional readiness among final-year students studying the “Foreign Language Teachers’ Professional Development” course. The portfolio structure included three sections: reflective-diagnostic, work-based, and demonstration, which were completed by students throughout the course. The learning activities resulted in portfolios that were presented and discussed by all students upon completion of the course. Through student activity observation and content analysis it was discovered that reflective-diagnostic procedures enabled students to focus on goal-setting and detail the stages of goal achievement; the “working portfolio” facilitated the development of strategies for achieving professional development goals, taking into account existing limitations due to personal qualities and ways to overcome them; and the “demonstration portfolio” helped students to structure information about their achievements for potential employers. While working on the portfolios students developed an ideal model of the foreign language teacher, which can serve as a guide for professional development during the initial stage of professionalization after graduation. The results of the research proved an increase in professional motivation among students. According to the authors, the “Professional Portfolio” technology allows graduates to assess the level of their professional competencies based on existing reflective skills using the proposed set of diagnostics, it provides an opportunity to clearly present personal and professional achievements by the time of graduation, and also determine the vector of further professional development. Keywords: pre-service teachers’ professional readiness development, language teacher, vocationally-oriented technologies, professional portfolio | 650 | |||||
| 1298 | The relevance of this study stems from the regulatory environment allowing full-time students to combine work with study, and the insufficient study of the impact of this legislative innovation on the development of a significant psychologically new stratum of full-time working students. Academician V.T. Lisovsky previously described a special type of student, dubbed the “Athlete”, in his works. This type was characteristic of both the Soviet period of higher education, as well as the perestroika and post-perestroika periods. This type was most often characterized as skipping classes and being uninclined to research. Currently, a significant number of full-time students, across various fields and specializations, legally miss classes due to work. The aim of the study was to identify and describe the specific characteristics of the “Athlete” student type in the modern context of full-time education. The study hypothesis was that the very fact of systematically skipping classes during full-time study is the main reason, neutralizing other typological differences among students by specialization. The research method used was active interviewing. Participants in the comparative study were full-time students majoring in Teacher Education (N = 40) who combined study and work. Of these, 20 were studying Physical Education and 20 were studying History. The nonparametric χ2 test was used to analyze the results. It was found that working full-time students studying in different fields of study do not fundamentally differ as student types. The study focused on two typological characteristics of students: study motives and attitudes toward university education. Nearly identical motives for missing classes were identified, due to both objective and subjective reasons. No significant differences were found for the second typological characteristic. It was concluded that the “Athlete” student type was relevant for the 1990s and the beginning of the 21st century, when student athletes most often studied in specialties not related to their sports activities. Keywords: student personality, student type, athlete, V.T. Lisovsky typology, working student | 646 | |||||
| 1299 | Dorfman L.Y. Personality and creativity. Pedagogical Review. 2026. Issue 2 (66). P. 153-161 The article outlines the prospect of combining research on personality and creativity. These concepts, although distinct, are related and complementary. Personality and creativity are viewed as multiple constructs. This perspective leads to the concept of the creative personality, which synthesizes and integrates these constructs in a cross-theoretical manner. Personality theories that influence creativity are termed “donor theories.” Their ideas merge with those of creativity theories and modify them, creating hybrid effects. Central to a creative personality is divergence, along with its parallel features of alternatives and complements. This system includes the individual’s self-concept, needs (intrinsic and extrinsic motivation), attitudes, and goals. Creativity itself is a cognitive construct with divergent and plural qualities, making the creative personality both divergent and integrative. A new classification of creative personalities emerges, overlapping with existing personality typologies. Three pathways of personality traits focus on creativity. They may represent a single trait, multiple traits, or a profile that includes polarities of their traits. Personality as a single trait regards a fundamental aspect of personality rather than a cognitive skill. Many authors agree that creativity is a common personality trait, although they disagree on its precise nature. A number of personality traits deliver partly their resource and potential to creativity. These include independence, broad interests, openness to new experiences, flexibility, and a propensity for risk. A personality trait profile is not only a quantity of traits, but also their relationships, including polarities. The concept of creative personality views it along three axes: personality traits, their transfer to creativity, and the changes of creativity itself. Combining these axes yields their integration and the creative personality appears. It includes personality traits as donors and modification of creativity in the form of hybrids. In conclusion, the theoretical study of creative personality yields significant insights. Keywords: personality, creativity, creative personality, divergence, structure, integration | 622 | |||||
| 1300 | The current stage of development of the national society is characterized by constant active changes affecting modernization with the subsequent development and improvement of higher and post-higher education, pre-education with the simultaneous development and improvement of the unified educational space in the process of implementing current federal state educational standards. This makes it necessary to review both approaches to foreign language education as a whole and the pedagogical conditions for its implementation using the example of individual academic disciplines, in particular, the issues of effective language training for future doctors. The demands of society and the order of the state in the training of future doctors who are capable and ready to communicate in a foreign language in the field of solving communicative tasks in the professional field of activity sharpen our attention to the design and implementation of pedagogical support for the formation of foreign language professional communication skills among future doctors. The purpose of this work is to select and develop material for the organization of pedagogical support for the formation of foreign language professional communication skills among future doctors. The normative documents in the field of education and science are analyzed, the domestic and foreign pedagogical experience of the educational process in a foreign language is studied. The basic components of pedagogical support for the formation of foreign language professional communication skills among future doctors (normative, didactic, technological, resource-based) are revealed and the didactic one is disclosed. The theoretical significance of the research lies in enriching the theory and methodology of teaching a foreign language by arguing the use of various types of exercises as a fundamental element of the didactic component of pedagogical support for the formation of foreign language professional communication skills among future doctors. The scientific novelty and significance of the research consists in the systematization of methods of actions organized into preparatory, reproductive and productive types of exercises for the assimilation of communicative and linguistic material in the formation of skills of foreign-language professional communication among future doctors. The work is illustrated by the author’s examples. The obtained research results may be in demand among people whose research interests are focused on the field of popularization and teaching of foreign-language professional communication as a tool of cognition and education during the period of language training of future doctors at the university, in particular, in the development and conduct of lecture courses, practical classes on the methodology of teaching a foreign language. Keywords: pedagogical support, formation of skills of professional communication in a foreign language, future doctors, exercises | 606 | |||||
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