Search

The relevance of this study is due to the lack of development of the problem of studying morphology based on the axiological approach and, as a result, the insufficient use of the value potential of morphology for the development of personal qualities of students, subject and meta-subject skills. The purpose of the work is to substantiate the expediency of using axiological linguistic methods in morphology lessons and, in particular, when studying the topic “Noun as a part of speech”. To achieve this goal, the following tasks were identified: firstly, to analyze the sources and substantiate the presence in the pedagogical and methodological literature of scientific prerequisites for the implementation of the axiological approach in the study of morphology; secondly, to prove the expediency of the axiological approach as a meta-approach that ensures the achievement of personal, meta-subject and subject goals in teaching the Russian (native) language; thirdly, to substantiate the axiological nature of linguistic knowledge on the topic “Noun as a part of speech” and the need to rely on it in the process of teaching the Russian (native) language. In the process of studying the problem posed, theoretical methods and analysis of empirically obtained data on the formation of students' morphological skills were used. The article proves the pedagogical and methodological expediency of updating the axiological linguistic methodology in the study of the morphology and axiological nature of morphological knowledge on the topic "Noun as a part of speech" for the development of the student's personality and the formation of meta-subject and subject skills.

The article summarizes the results of the implementation of measures to ensure the educational rights of students with disabilities and special educational needs. We present the results of the implementation of interdepartmental comprehensive plans (for 2015, 2016-2017, 2018-2020) approved by the Government of the Russian Federation . It was revealed that over 10 years, more than 8 thousand kindergartens and more than 10 thousand schools participated in the special events to create accessibility in educational organizations. It was a part of the state program “Accessible Environment.” In accordance with the federal statistical observation form OO-1, in the 2023/24 academic year, psychological and pedagogical support for students with disabilities in general educational organizations was provided by 32466 educational psychologists, 21703 speech therapists, 9530 special education teachers, and 8888 tutors. show that there were 3123 educational psychologist vacancies, 2378 speech therapist vacancies, 1740 special education teacher vacancies, and 1389 tutor vacancies in 2023 in the constituent entities of the Russian Federation. The article highlights th importance of the Complex of measures for the modernization of defectological education in the Russian Federation through 2030 (dated February 7, 2024, No. SK-1/07vn), and the all-Russian competition The Best Inclusive School in Russia. This article reflects the results of scientific research conducted by the Institute of Correctional Pedagogics, Moscow State University of Psychology and Education, Moscow State Pedagogical University, Russian State Pedagogical University named after A.I. Herzen. Based on the provisions of the Plan of the Main Events held within the framework of the Decade of Childhood for the period up to 2027, the main tool is a study of the subjective well-being of adolescents, including those with disabilities and special needs. We emphasize the high importance of the Interdepartmental Comprehensive Action Plan for the Development of Inclusive General and Additional Education, Children's Recreation, and the Creation of Special Conditions for Students with Disabilities and Limited Health Opportunities up to 2030. In this article we define the directions of the Russian methodology of inclusive education as the main basis for ensuring the rights and opportunities of any child.

The results of an empirical study of a comprehensive assessment of the professional training of future teachers of various specialties (preschool educators, primary school teachers, subject teachers, psychology teachers, social educators, speech pathologists) at higher education institutions in the Republic of Belarus are presented. The complexity of the assessment is ensured by the study of all components of professional teacher training (educational conditions, educational process, educational results) and the representativeness of the multi-subject groups of respondents (vice-rectors for academic affairs of institutions of higher education, teaching staff, graduate students and undergraduates). In order to obtain the research results, there were used author's checklists, 4 types of questionnaires correlated with the marker system (marker 1 – "educational conditions", marker 2 – "educational process", marker 3 – "educational results"), criteria, indicators. The study involved 8242 respondents, including the authority (10 vice-rectors for academic affairs), the teaching staff (1131 people), future teacher students of various specialties (7101 people). Mathematical and statistical data processing included the usee of Pearson's χ2 criterion (STATISTICA statistical package version 10.0). The study allowed us to see an important problem – "deficits" in the quality of university teaching staff training (especially its methodological component) that enables to solve problems of forming professional competencies in future teachers. The assessment of professional teacher training made it possible to determine the vectors of improvement of organizational and pedagogical conditions, content and methodological support of higher teacher-training education in the context of the implementation of the principle of inclusion, new methodological approaches to improving the quality of differentiated professional teacher training and to create a basis for making a number of managerial decisions.

The work is aimed at analyzing indicators for ensuring the continuity of the inclusive process in general and vocational education in Russia. The study was conducted in educational organizations in 82 regions of the country; 6377 heads of educational organizations, 60870 teachers, 92093 parents and 32039 students of secondary vocational education participated were recruited for this study. The main method was an online survey, the data analysis method is frequency. The article describes four indicators of the continuity of the inclusive process – ensuring the variability of educational programs, plans and organizational forms of education, psychological and pedagogical support for students with special needs and its staffing, ensuring the participation of all students and their parents in the educational process, the life of the educational organization, support in self-determination and choice of professional educational trajectory. The implementation of the principle of continuity, enshrined in the normative field of education, is reflected in the data of the article through indicators of the sustainability of the share of inclusion of a number of categories of students with special needs when moving from level to level. However, obstacles to the implementation of the principle of continuity are the insufficiency of mechanisms for the individualization of education, including the lack of institutionalization of the individual educational route, staffing shortages for psychological and pedagogical support of students, as well as the social and practical orientation of career guidance technologies.

The paper presents the results of the analysis of the empirical research of teachers' opinion about the status of inclusive education in the Russian Federation. The comparative analysis was focused on the answers of teachers of special (correctional) schools (N=192), teachers working in an inclusive format (N=210) to the questions of the author's questionnaire regarding professional training and work experience, ideas about the compliance of inclusive education with the special educational needs of schoolchildren with disabilities, existing problems in the implementation of the pedagogical process and ways to overcome them, the prospects for the implementation of inclusive education. It was revealed that the opinion of teachers working in educational organizations with different models of education for children with disabilities have both common positions and specific ones. Differences to a greater extent concern the expediency of spreading inclusive education for a number of psychological and pedagogical categories of children due to the presence of significant psychological difficulties and low performance of the educational process at high cost.

The article presents the results of a study where we tried to clarify the status of the category self-efficacy as a phenomenon that supposedly depends on a number of factors: the country of residence of teachers, the age and experience of their professional activities, indicators of mental burnout, and also (school teachers as a separate category of teachers) do they work with children with disabilities. 481 participants from Russia, the Republic of Belarus, the Republic of Kazakhstan, and the Kyrgyz Republic aged from 20 to 60+ years were recruited for this study, 96,7% of them were women. 182 participants were teachers, 110 of them were teachers of inclusive education. The following methods were used: the Professional Burnout technique, the General Self-Efficacy Scale, and statistical methods for processing the results. The results didn't show any difference in self-efficacy according to the country of residence. The age and associated work experience of teachers, working with children with disabilities also did not influence self-efficacy. Regression analysis showed a negative impact of the reduction of personal achievements on self-efficacy in all subgroups formed according to the country of residence. Based on the data obtained, it is concluded that the reduction of personal achievements has the greatest negative impact on teachers' self-efficacy; accordingly, it is assumed that work on the prevention of this component is effective when it is about forming teachers’ self-efficacy. We outline research prospects related to other possible self-efficacy factors.

An inclusion teacher is supposed to possess a range of personal and professional characteristics. The analysis of these characteristics, however, should not be limited to respective competencies alone. It should explore them in relation to the inclusion teacher’s professional dispositions. Ours is the first study to provide evidence-based insights into the nature of relationship between teachers’ professional dispositions and their inclusion competencies. The evidence was collected through two self-designed tools: a situational professional test of inclusion competencies and a questionnaire of professional dispositions. The sample included 758 practicing teachers. The results indicate that professional dispositions are not determinants but rather drivers for the formation and development of teachers’ inclusion competencies. Moreover, it is the focus on the student with disabilities rather than the organization of inclusive education that acts as a link between the inclusion component of professional dispositions and inclusion competencies.

This publication examines the features of the integration of universities into the system of scientific and methodological support for teaching and HR staff. The most significant areas of activity of scientific and methodological centers for supporting teaching staff, created on the basis of universities, are analyzed to improve the conditions for improving the professional skills of teaching and HR staff. The central issue of discussion is the definition of strategies for the activities of scientific and methodological centers oriented on solving problems within the framework of the formation of a unified educational space in the Russian Federation. Strategies for scientific and methodological support of teaching staff are considered based on the practical experience of universities in implementing educational and scientific projects in accordance with the criteria, which determines the increase of the innovative potential in organizations, the practical significance of the content and forms of scientific and methodological support, the formation of infrastructure for supporting teaching staff, problem specialization and expertise in the activities of scientific and methodological centers, as well as the development of the interaction with professional communities.

The article examines the trends in the development of the concept of "inclusive education" in the documents of international organizations, discussions in academic publications regarding this concept, its evolution and implementation. The prospects for the implementation of the highlighted trends in Russian education in the current socio-political context of Russia and taking into account the discourses of contextualization and decolonization of the concept of inclusive education are discussed. The contradictions between the global trends of inclusive education and the situation of development of Russian education and the state are revealed. The interpretations of the Russian case of the development of inclusive education are proposed as an example of the implementation of a global concept promoted by international organizations in specific socio-cultural and institutional conditions.

The work is aimed at identifying the attitude of teachers of general schools to inclusive education. The article presents the results of an empirical study obtained on a sample of teachers of Chelyabinsk (N=678). The study involved respondents aged 20 to 77 years, of which 94% were female and 6% male. The study included the study of three aspects of attitude: modality, character and position. A mass online survey was used, conducted using the Internet service “Yandex. Forms”. The results obtained allow us to say that teachers demonstrate a predominantly positive attitude towards inclusion (63,8%), regardless of their length of service and participation in the implementation of adapted educational programs. It is noted that the attitude towards inclusive education is characterized by the unwillingness of teachers to take a responsible position; weak desire to interact with parents; low readiness to improve their qualifications in matters of inclusion.

The work is aimed at studying the formation of language reflection and the peculiarities of awareness of the language norm by speech therapy students as an indicator of their readiness to work with children with disabilities. The research materials obtained from a sample of first-year students of the Faculty of Defectology of the Moscow State University (N=450; EG=100) are presented. The study was conducted in 2 stages, including the analysis of video recordings of samples of spontaneous speech and reading texts of varying complexity. The results obtained show the insufficient formation of language reflection and the difficulty of understanding the language norm by future speech therapists. The influence of the complexity of the text on the number and prevalence of errors in the reading test has been determined (with a significance of p

Introduction. In the context of globalisation and the intensification of international contacts, there is an increasing need to understand the intercultural differences and similarities between Russian and Chinese youth, particularly in significant areas such as family values. Aim. The present research aimed to identify and analyse the differences and similarities in the perception of family values among students from various cultural contexts. The methodology and research methods. The research methodological framework was grounded in the principles of cultural anthropology, sociology, pedagogy, and psychology, facilitating a multifaceted understanding of the phenomenon under investigation. The study involved 160 students from higher educational institutions in the city of Tyumen, representing both Russian and Chinese cultures. This comprehensive approach incorporated quantitative methods, enabling a visual representation of the cultural features and nuances in the perception of family values and their hierarchy among Chinese and Russian students in Tyumen higher educational institutions. Results. The results indicate that, despite existing cultural differences, Russian and Chinese students demonstrate a similar respect for the institution of family and are committed to preserving family traditions. Scientific novelty. The scientific novelty of this study lies in its reflection of current trends and changes in the perception of family values within the context of cultural exchange, making it significant in the framework of modernity. Practical significance. The practical significance highlights a deeper understanding of intercultural interactions and can serve as a foundation for further sociocultural research in the area of family values.

Introduction. The development of STEM competencies worldwide is a priority in contemporary scientific research. Despite its significance for modern advancements in this field, the factors influencing the formation of STEM competencies remain insufficiently explored and are only partially addressed in existing scientific literature. This gap underscores the relevance and timeliness of the current study. Aim. The present research aimed to systematise scientific concepts regarding STEM competencies and the conditions necessary for their development, which are essential for understanding the prospects of STEM advancement in vocational education. Methodology and research methods. The research is a review-analytical study that aims to reflect on both the theoretical and applied aspects of STEM education. This paper systematises scientific perspectives on the definitions and models for the development of STEM competencies. It analyses scientific articles published between 2005 and 2024, facilitating the construction of a system of factors that influence the development of STEM competencies within the context of vocational education in foreign countries. Results and scientific novelty. The authors systematically organised the factors and concepts related to the conditions necessary for the development of STEM competencies within the context of vocational training for the innovation economy. A comprehensive system of factors influencing STEM competencies was described, and the barriers that impede the advancement of this area have been identified. Practical significance. The findings of the study can be applied to the development of educational programmes for training specialists in critical and end-to-end technologies within the vocational training system.

Introduction. In the quest to enhance the training of future teachers, particular emphasis is placed on identifying the educational potential of new learning environments within pedagogical universities under the Ministry of Education of Russia. These institutions have undergone infrastructure updates as part of federal programs designed to support education. Aim. The aim of this study is to develop an original model for organising the project activities of student teachers, taking into account the contemporary infrastructural capabilities of pedagogical universities under the Ministry of Education of Russia. Methodology, methods and techniques. The methodological foundation of this research is grounded in the principles of community development pedagogy and the design of evolving educational systems. The integration of integrative, synergetic, environmental, and system-activity approaches facilitated the identification and development of components within the author’s model for organising project activities for future teachers in the context of pedagogical technoparks, such as “Quantorium”, and technoparks focused on universal pedagogical competencies in higher education institutions under the Ministry of Education of the Russian Federation. The validation of the developed model was conducted through expert assessments. Results. The authors developed the model for organising project activities for future teachers within the innovative infrastructure of pedagogical universities. The main components of the model are outlined, including integrative objectives and anticipated outcomes of students’ project activities, interdisciplinary project content, and a technological component that facilitates the transformation of interdisciplinary project content into personally meaningful experiences through the technology of collaborative distributed project activities. The study identifies and justifies the conditions necessary for the effective implementation of the developed model, focusing on the management of processes, resources, and participants involved in interdisciplinary project activities. Scientific novelty. Integrative processes, within the context of this study, are regarded as a pedagogical phenomenon that reflects the interconnections among the objects, processes, and subjects involved in project activities. Practical significance. The research materials can be utilised in the development of programmes aimed at enhancing the infrastructure of pedagogical universities. They can also assist in the refinement of educational curricula for training teaching staff, particularly in disciplines that prepare future educators to effectively organise project-based activities within contemporary educational environments.

Introduction. The development of technologies in the context of the formation of the sixth technological order provides new tools and methods for educational institutions, significantly simplifying the acquisition of knowledge by students. Aim. This study aimed to investigate teachers’ opinions on the challenges associated with the integration of new educational technologies into the educational process. Methodology and research methods. As the primary method, a quantitative approach using a descriptive questionnaire study was employed to investigate the issues related to teachers’ motivation and their proficiency in utilising new educational technologies in the educational process. The study involved a participant group of 144 teachers from Irbid, Jordan. Results. The results indicated that the technological competence of teachers did not significantly impact the efficiency of technology use. This is attributed to the fact that nearly all teachers have received adequate training, possess the necessary tools, and extensively apply technical knowledge in their work. Nevertheless, problems related to the state of educational institutions’ infrastructure persist. It has been established that educators are constantly striving to use innovative methods to create an ideal learning environment for their students. Their motivation serves as a driving force that determines their actions in the educational process and contributes to a targeted approach to task performance. At the same time, statistically significant gender differences were observed in favour of female teachers, as well as statistically significant differences in favour of teachers with a scientific specialisation and less than eight years of experience. The relevance of the study lies in its focus on teachers’ technological abilities and how modern technologies are utilised in the classroom. Scientific novelty. Approaches have been developed to create effective strategies and teaching methods for the active integration of new educational technologies in educational institutions in Jordan. Practical significance. The proposed solutions to enhance the utilisation of educational technologies by teachers can be adopted by educators from various countries to enhance their technological skills throughout the educational process.

Introduction. The article addresses the problem of diagnosing creativity as a complex and multifactor construct. Aim. The present article aimed to examine multifactor models of creativity and to reveal the structural and dynamic aspects of psychological assessment in order to identify relevant, less developed aspects of the psychological assessment of creativity. Methodology and research methods. Multifactor models of creativity were reviewed. A matrix of creativity research in different branches of psychology was modified and a matrix of methods for assessing different aspects of creativity was developed. Results and scientific novelty. The analysis of multifactor models of creativity (4P, 4C, 5A, 7C) identified five general structural factors of creativity (5T): creative person, creative process, creative product, creative environment, and co-creation. The 5T×4C matrix for creativity diagnostic methods, which includes structural (5T) and dynamic parameters (4C), was formed. Research areas with less developed tools of psychological assessment were identified: the creative process at the pro-C and big-C level; the creative environment at the mini-C level; and co-creation at all levels of creativity. Practical significance. The proposed 5T×4C matrix serves as the foundation for analysing the current aspects of creativity diagnostics development. The analysis of multifactor models and psychological assessment methods for creativity can be utilised in developing new approaches to studying the phenomenon of creativity.

Introduction. Physical culture and sports activities play a crucial role in the socialisation and personal development of individuals. Understanding students’ attitudes towards the social values of sports is essential for creating an effective system of physical education and social development at a university. Aim. The present research aimed to examine the relationship between university students’ attitudes towards various values of sports and their social responsibility, psychosocial well-being, commitment to moral norms, and social values as indicators of social development. Methodology and research methods. The study utilised various frameworks, including the psychology of sports concerning moral norms and values, the theory of physical education related to the social development of students through physical culture and sports, and social psychology focusing on indicators of social development. Psychodiagnostic methods employed included the Spirit of Sport (SOS) scale, Social Responsibility Scale, Portrait Value Questionnaire, Moral Foundations Questionnaire, and Subjective Well-Being Scale. The collected data were analysed using descriptive statistics, correlation and regression analysis, the Mann – Whitney U test, and the Friedman test. The research involved 323 university students aged 18 to 23 years. Results and scientific novelty. The research conducted has demonstrated that, in the realm of sports, students exhibit a greater commitment to the values of health, ethics, and respect for their opponents. The findings reveal that students’ orientation towards the sports values of respect and education serves as a predictor of their social development, which is manifested in the cultivation of social responsibility. This social responsibility is, in turn, influenced by various social values, including care, independence, safety, conformity, and self-affirmation, as well as moral norms. Furthermore, it has been established that the psychosocial well-being of students and their social responsibility are interdependent characteristics. Practical significance. The theoretical and empirical findings of this study can be beneficial for the development of courses in psychology, sports pedagogy, and social psychology.

Introduction. Communication skills are regarded as one of the most essential competencies for deaf and hard-of-hearing (DHH) students in a digital learning environment. This importance is attributed to the unique cognitive and learning characteristics of these students. Aim. The present research aimed to compare the ability of DHH students with their hearing peers to accept different perspectives during online discussions. Methodology and research method. The experiment involved 17 students, consisting of 8 Deaf and Hard of Hearing (DHH) students and 9 hearing students, who participated in online discussions via Telegram chats over a period of six weeks. Within the framework of the chosen qualimetric approach, methods of group expert assessments and a pedagogical council were employed, along with elements of quantitative content analysis. Results. The quality of online discussions and the level of perspective taking are significantly higher among hearing students compared to their DHH peers. When organising these discussions, it is important to consider certain characteristics: hearing students tend to be highly engaged and independent, while DHH students may provide uncompromising and emotional responses, exhibit frequent linguistic errors, and struggle with issues of plagiarism. In light of these observations, recommendations are provided for effectively organising and conducting online discussions with students who have hearing impairments. Scientific novelty. This study represents the first attempt to compare the development of communication skills between DHH students and hearing students in a digital environment. Considering the unique characteristics of the cognitive activities of DHH students, the method for quantitatively assessing these skills was adapted specifically for this group. Practical significance. The study found that online discussions significantly enhance the cognitive engagement of DHH students, potentially fostering the development of their communication skills in a digital environment. The authors recommend strategies for formulating discussion questions, assisting moderators in discussion chats, and establishing procedures for evaluating discussions. These recommendations can be utilised to assess students’ online discussions and their ability to consider alternative perspectives.

Nuclear medicine is rapidly advancing simultaneously in several areas, which include: developing and producing radiopharmaceuticals (RPs), manufacturing diagnostic equipment and creating related infrastructure, as well as modeling competences for specialists working with a complex category of patients. Due to the novelty and large scale of the tasks associated with the implementation of these advancements, which directly concern nuclear medicine doctors, there is a need to describe their professional profile as a key component of the entire system. The purpose of this work was to conduct a professional analysis of the current work tasks of nuclear medicine doctors to subsequently identify the degree of compliance between the actual activities carried out and existing regulatory requirements. To collect professional material, semi-structured interviews were conducted with doctors of various specialties in the field of nuclear medicine, which were supplemented by an analysis of personnel, information and reference, and administrative documentation of organizations. However, as it turns out, the documentation (professional standards) regulating the activities of nuclear medicine doctors is currently either in the process of development or approval, or simply missing. The documents that currently regulate the activities of doctors do not fully reflect the actual work tasks performed due to the fact that nuclear medicine employees are “interdisciplinary” specialists. The case study of radiologists shows that in order to carry out their work, they need to undergo a system of double certification of activities, and then subsequent training directly on the job under the supervision of an experienced physician mentor. The current situation in nuclear medicine highlights several problem areas related to: (1) determining the degree of adequacy of existing educational programs for the subsequent full implementation of their activities by doctors; (2) discussing the problem of additional burden on employers and, as a result, on employees acting as mentors; and (3) identifying specific additional labor functions and tasks associated with working with high-tech equipment (sophisticated medical devices or medical information systems), which for the most part are not unified and depend on the organization. The developed professiograms for a radiologist and a radiotherapist, taking into account real work tasks, which can be divided into several blocks, can become the basis for creating targeted training programs for specialists, monitor in real time the features of adaptation of specialists to the requirements of nuclear medicine and reasonably resolve issues of selecting doctors to the appropriate medical centers.

Currently, there is a high demand for IT specialists in the Russian economy. To build a long-term strategy for their selection and psychological support in a company, it is necessary to identify and understand the risks of developing stress syndromes (including burnout) in them, depending on the conditions of their professional activity, and make a comprehensive description of their professional profile. The article describes the features of the digitalization of society and their impact on the professional burnout of an IT specialist. The purpose of this study is to identify the profession-specific features of the activities of IT specialists in terms of the risks of burnout development. The study used (1) a semi-structured expert interview on the representation of IT-specialists about the features, requirements and conditions of their work (containing five groups of questions on technological and economic features, educational and medical requirements, and psychological aspects of professions in the IT field); and (2) a questionnaire survey in a Google form about the features of time management in different areas of life. The interview and the questionnaire covered 19 and 82 IT experts, respectively. Based on the analysis of the obtained data, the authors were able to determine: (1) the job duties of representatives of the professions of ‘programmer’, ‘analyst’ and ‘tester’; (2) the most common causes of professional errors in the IT sphere, as well as their consequences as risk factors for burnout; (3) the minimum level of training, educational requirements and criteria for success in activities; (4) the most common cognitive and social work operations of IT professions; (5) requirements for the level of health and working conditions, as well as possible occupational diseases; and (6) data on the imbalance of work and rest, work and personal life. The study revealed possible risk factors for emotional exhaustion, depersonalization, and reduction in personal achievements of IT specialists. Finally, conclusions are made that the digital environment significantly influences the information environment around an IT specialist, transforms the perception of time, space, information, methods of communication and self-presentation, and changes the motivational sensory-cognitive involvement in work.

The article is devoted to one of the topical problems of modern psychology - the development of self-awareness in children - as it is considered in the psychology of giftedness. The study was aimed at identifying ‘self-image’ features in creatively gifted senior preschool children. It was carried out in line with the scientific approach proposed by A.M. Matyushkin to the study of giftedness as a prerequisite for the development of a creative personality. The study involved 290 children aged 6-7 years ( M = 6.6; SD = 0.54; boys = 143, girls = 147) attending preschool educational institutions in Moscow. The creative potential of the participants (senior preschool children) was identified using Figural Form A of the Torrance Tests of Creative Thinking (TTCT), as well as on the basis of observations, surveys of teachers and parents, and expert assessments of the children’s creative works. The results made it possible to identify a group of gifted senior preschoolers with high creative potential ( N = 52, boys = 26, girls = 26) and a group of their peers, equal in quantitative composition and gender distribution, whose creative potential was lower. The child’s ‘self-image’ features were revealed during a conversation based on the Twenty Statements Test - TST (M. Kuhn and Th. McPartland, modified by T.V. Rumyantseva) and the Study of the System of Children’s Self-Characteristics (O.A. Belobrykina). The analysis of the obtained data showed the relationship between the results of the Torrance Test performed by the senior preschoolers and the number of their self-characteristics. The following differences between the groups were highlighted: the gifted children named more characteristics when describing themselves than their peers; this was especially true for such subcategories of answers as ‘gender’, ‘age’, ‘role in society’, ‘role in the family’, ‘physical qualities’, ‘communication’, ‘abilities’, and ‘general’. The analysis of the ‘self-image’ structural components revealed that the group of the gifted children, to a greater extent than the group of their peers, represented the indicators of the social, communicative, physical, active and reflexive components. All this indicates a greater volume and greater degree of cognitive complexity and differentiation of the ‘self-image’ in the gifted senior preschoolers compared to their peers. At the same time, the following ‘self-image’ aspects common to both groups were identified: the predominance of self-characteristics of the subjective category (personality traits, skills, etc.) and emotionally positive responses. A comparison of the ‘self-images’ between the gifted boys and gifted girls showed that the girls had more pronounced ‘emotional characteristics (cheerful)’, ‘description of appearance (beautiful)’ and ‘role in the family’. The results obtained can be used in creating programs aimed at the emotional and personal development of gifted preschoolers, as well as in the process of consultative work on the prevention/correction of difficulties in the upbringing of preschoolers.

Interpersonal synchrony is the process of alignment of participants in social interaction at the behavioral, physiological, or interbrain levels. This phenomenon is closely interrelated with the establishment of social contacts, the results of joint actions, the enhancement of relationships, and the development of social skills. Despite the popularity of studies of such attunement abroad, in Russian science, it is only beginning to appear. In the literature, a theoretical assumption has been made about the significance of the contribution of trait empathy to interpersonal synchrony. We understand trait empathy as the ability to experience the affective and cognitive states of another person while maintaining one’s own self. The present review is the first attempt to assess the extent to which foreign empirical studies of dyadic synchrony support the proposed hypothesis. The analysis of the literature allows us to note the heterogeneity of the studies in terms of the methods used to assess empathy and interpersonal synchrony, the experimental tasks used, and the interaction contexts studied. The results of the included works reflect contradictory results, which may be related to the mentioned heterogeneity of research designs. It has been shown that empathy can contribute to interpersonal synchrony, but this occurs primarily in dyads of previously familiar participants or in specific contexts that require the use of appropriate empathic skills. In some contexts, the level of empathy of only one of the dyad participants is more important. However, it should be noted that due to the small sample sizes and limited number of studies on the topic, conclusions about the validity of the hypothesis can only be preliminary. There is a need for more relevant studies with sample sizes reaching sufficient power, and unified experiment designs facilitate the possibility of comparing their results.

The social category ‘borrowers’ is heterogeneous in a number of indicators. The article raises the problem of differences in the psychological characteristics of borrowers who prefer formal loans and loans from private individuals. The purpose of the study is to analyze the psychological characteristics of consumers of various types of loans. Based on previous research, the authors identified for analysis variables such as time perspective and long-term orientation of the individual, consideration of the consequences of one’s behavior, level of generalized trust, moral foundations, social beliefs and attitudes towards debt, which were presumably associated with people’s preferred type of borrowing. The sample consisted of users of financial services with various types of loans ( N = 1974); they were divided into three groups, homogeneous by type of loans: (1) the respondents who had only loans received from relatives, friends or acquaintances ( N = 97), (2) the respondents who had only loans from microfinance organizations (MFO) ( N = 97), and (3) the respondents who had only consumer loans ( N = 103). The analysis was carried out using the following methods and techniques: The Moral Foundations Questionnaire (MFQ) by J. Haidt (adapted by O.A. Sychev), The Long-Term Orientation of Personality (LTOP) by T.A. Nestik, The Consideration for Future Consequences (CFC) by A. Strathman (adapted by T.A. Nestik), a short version of The Dual Process Model Scales by J. Duckitt (adapted by D.S. Grigoriev), a short version of The Zimbardo Time Perspective Inventory (ZTPI) , The World Value Survey (WVS) , The Personal Belief in a Just World Scale by K. Dalbert with two subscales: belief in the justice of the world and belief in the justice of the world in relation to oneself (adapted by S.K. Nartova-Bochaver), and The Debt Behavior Express Inventory . In each group of the respondents, significant differences were found in the structure of relationships among the studied parameters. The results showed that the respondents who had only non-institutional loans, in contrast to those who had exclusively bank or MFO loans, were less loyal to their group (low traditionalism), which in their perceptions was associated with reduced trust in (regional) authorities. This may indicate the autonomy of these borrowers in social terms. The limitations of the study were also noted. Finally, the prospects for further research were outlined and the possibilities of practical use of the results obtained were determined.

The insula is a brain region located on the lateral part of the brain. Previous findings show that the insula serves as a multimodal hub through which information is transmitted. In a recent group level analysis the insula, the anterior cingulate and the cingulate gyrus were found to be marked with prevalent clusters. In this study an attempt is made to confirm these findings and evaluate their significance by conducting a region of interest analysis (ROI). A group of 20 participants underwent an fMRI scan while solving mathematical problems of various degrees of difficulty. After the completion of each problem, they were asked to rate the difficulty of the current task from one to four (one corresponding to “very easy” and four corresponding to “very difficult”). The fMRI scanner was used to collect brain signal during the mathematical cognition and also the metacognition phase of the experiment. Signal corresponding to brain activation for each task was analyzed from various areas by conducting an ROI analysis and a t-test was used to determine the level of significance. Brain regions that were shown to be active in the group level analysis (right insula, left anterior cingulate and left/right middle frontal gyri) were confirmed to be active by the ROI analysis.

The article presents approaches to defining quality criteria for pedagogical experimental research. Particular attention is paid to the evidence-based approach in pedagogy. It is argued that pedagogical research today is an integral part of the educational process and dissertations on pedagogical sciences. However, it should be noted that there are problems with the quality of such studies, which constitute a significant share of the total number of defended dissertations, and this causes an urgent need to develop methodological principles and criteria for assessing their quality. But it is not every pedagogical research that is the subject of this paper: its focus is on the methodological foundations of experimental pedagogical research or simply experimental research in pedagogy, which often do not meet the requirements of the scientific method. The authors analyzed the main topics of pedagogical research in Russia and abroad. The key results and conclusions of the study are the complex requirements for dissertations as a scientific product and pedagogical research, which determine the algorithm for obtaining proven, reliable data used in science. It is concluded that experimental research in the field of pedagogy should be carried out in accordance with the requirements for all empirical research. In particular, special attention is paid to ethical issues of pedagogical research and procedures for implementing the experimental method.

The need to take into account cultural diversity in music education is recognized today in scientific communities of different countries. A relevant area of foreign research is the conceptualization of multicultural music education and the methodology for developing students’ intercultural competence. Despite the fact that the multicultural focus of music educational programs has been outlined at the international and national levels, the theoretical and methodological foundations for developing students’ intercultural competence through the study of music of different nations remain underdeveloped. Most foreign studies reveal either the conceptual focus of multicultural music education, or the experimental one, showing the developing potential of a multicultural approach to teaching music in individual cases. The accumulation of positive experience in intercultural interaction through ethnomusical dialogue in world practice necessitates its further theoretical and methodological understanding. The author of this article compares and generalizes foreign and domestic experience in using different methods for developing students’ intercultural competence by means of music, as well as to typologize the tested methods within the framework of four fundamental approaches, namely ethnomusicological (musical-cultural), subject-activity, anthropological (musical-psychological) and personality-oriented (humane-personal) ones. Considering that there are very few studies to date that demonstrate the effectiveness of these approaches in multicultural music education, the author also attempts to theoretically substantiate them based on foreign and domestic experience. In addition, the article offers a number of conceptual and theoretical justifications for the comprehensive application of these approaches in developing students’ intercultural competence by means of multicultural music practices. Systematization of international experience will make it possible to consider the construct of intercultural competence in an expanded, integrative dimension with regard to multicultural music education, which creates a basis for building theoretical and methodological relationships between educational categories of different levels: from conceptual and methodological approaches to methods of their implementation and the expected result, i.e., the development of various components of intercultural competence.

The problems of preserving social culture and ensuring social unity in the context of the special military operation and the integration of the Donetsk People’s Republic, the Lugansk People’s Republic, the Zaporizhzhia and Kherson Regions are of the utmost importance for the entire Russian society and the education system, including higher education. To solve them, it is necessary to provide methodological and humanitarian support for the process of studying and forming the sociality of the individual in new socio-cultural conditions. The purpose of this work is to methodologically substantiate the conceptual lines of forming the sociality of future teaching staff in the context of integration into the all-Russian educational space of new subjects of the Russian Federation. Based on reflection on the results of the complementary use of anthropological, axiological and praxeological approaches, as well as methodological procedures, the cognitive image of sociality was identified as having its essential features (as an integrative category) and conceptual development lines in culture and in the process of training future teaching staff (humanitarianism, psychological continuum of sociality, cultural identity and fundamental social constants, and some others). The interpretation of the essence of sociality as the personal ability to comprehend ideological, social and psychological knowledge and experience, to carry out responsible, innovative organization of social life in reasonable combination with individual interests, as well as the explication of significant characteristics expanded the traditional conceptual foundation of theories, principles, priorities and ideals of the movement towards social unity of people, towards the implementation of social activities of students in the context of integration into the all-Russian educational space. Through critical “selection” of strategies and technologies for the formation of sociality in future teaching staff, the “horizontality” of the value-semantic and humanitarian components of universal human culture has been supplemented, and their new understanding has been given in the context of the formation of traditional spiritual and moral values. The results of the study will form the basis for formatting educational programs and expert diagnostics, research projects, cultural, social and educational practices in universities of the new subjects of the Russian Federation, and can also be used in the process of studying the course “Fundamentals of Russian Statehood”. Further research should be directed towards finding constructive technologies for the psychological and pedagogical deployment of sociality in a new socio-cultural space that will bring future teaching staff as close as possible to practical reality in the context of the integration of new subjects into the educational space of Russia.

A quality therapeutic alliance, as a component of a successful psychotherapeutic process, provides a trusting relationship and effective collaboration between psychotherapist and client. This narrative review examines research that explores the relationship between psychophysiological measures of psychotherapy participants and their subjective perceptions of alliance quality. The results of 10 empirical articles, selected after a systematic literature search, are presented within several paragraphs. Each of the paragraphs analyzes and discusses studies using measures of the same human body system, followed by recommendations for further research in the conclusion. Thus, as a result of the analysis of the selected sources, the perceived quality of the alliance showed a positive relationship with the synchronization of brain activity indices, heart rate variability, heart rate, skin electrical activity, and breathing patterns between the participants in the process. However, the only study examined the contribution of participants' individual heart rate variability indices, which showed a relationship only for the client alliance. At the same time, the structure of interrelationships between alliance components and psychophysiological parameters differed depending on the number of participants: in dyadic, in family, in the presence of a supervisor or a second therapist. Recorded changes in physiological parameters may reflect both the patterns of participants' cognitive processes and their affective states - and together add to the understanding of the dynamic process of establishing and experiencing an alliance between participants in a psychotherapy session. Future research should unify the research design, continue to clarify the role of interpersonal synchronization in alliance experience, pay attention to differences in couples and group psychotherapy, and examine multiple psychophysiological variables simultaneously using a multilevel approach.

In the context of global challenges and changing geopolitical situations around the world, Russian organizations are increasingly facing the necessity of active cooperation with countries in the Far East, especially China. The purpose of this exploratory study was to identify how Russian business representatives perceive and manage this process, with special attention to expectations and perceptions of communication effectiveness. The study focused on two key aspects: firstly, the analysis of expectations of Russian representatives, which shape their approaches to negotiations, and secondly, the assessment of their perception of the dynamics and effectiveness of these negotiations. The study sample included 13 Russian employees of Russian companies who had experience in negotiations with Chinese partners. The study used semi-structured qualitative interviews. Qualitative content analysis was used to analyze the data. Further coding and analysis of the text were carried out in the Atlas.ti. As a result of the analysis of the interview, the main topics were identified that describe the perception of the negotiation process: expectations regarding the negotiation process, strategies for preparing for negotiations, behavior strategies in negotiations, perception of behavior strategies of partners in interaction, emotions in the negotiation process, perception of a communicative situation (characteristics), perception of oneself in the process of negotiations, the perception of a negotiating partner, the perception of the effectiveness of negotiations. The study showed that successful intercultural business communication requires a combination of professional and culturally oriented approaches. Attention to cultural features and specifics and consideration of their influence on communication contributes to more effective interaction. However, difficulties arise due to the indirect style of communication and differences in the manifestation of emotions, which can make negotiations difficult. In addition, situations that are threatening to the negotiator’s "face" may have an impact on professional and ethnic/ civil identity. As a result of the study, the features of Russian managers’perception of intercultural business communication with Chinese partners were identified, and recommendations were formulated regarding the preparation of Russian managers for international negotiations.

The aim of this small-scale pilot study was to identify students’ perceptions of an international learner-made video project as an EFL educational tool, and its effect on improving the learners’ intercultural communicative competence (ICC). In addition, the authors tried to ascertain students’ views of the effect of their participation in such a project on improving their language and digital skills. The authors also aimed to clarify whether the students experienced the sense of L2 enjoyment through the project. The sample of this study consisted of 81 undergraduate students from eighteen countries who took part in the yearly International Competition of Student-Made Videos in Foreign Languages “University is my Universe” in the Southern Federal University (SFedU), Russia. To assess the students’ perceptions, the authors adapted a 14-item quantitative Likert scale questionnaire originally created by Freiermuth and Huang to evaluate students’ ICC development through cultural exchanges. The results showed that the use of learner-made video projects in teaching and learning English as a foreign language motivates students and helps them not only to develop their ICC but also to improve their language and digital skills. These two points, however, need further research.

The article examines the features of preferences in spending leisure time among Russian teenagers at the stage of training in secondary and high school. 40,575 students in grades 7-11 of comprehensive schools from 17 regions of the Russian Federation took part in an anonymous questionnaire survey. In order to identify the features of teenagers’ involvement in art in the structure of leisure time and in the system of additional education, the indicators of inclusion in the system of additional artistic classes (“coverage”, preferences for types of art, and motivation for classes) were analyzed. The influence of gender, age and socio-stratification factors (educational and financial status of the family, etc.) on the activity of involving teenagers in artistic culture was also studied. It is shown that the styles of introducing teenagers to art differ significantly depending on the students’ involvement in the system of additional education, differentiating them by the level of activity in spending leisure time. A special analysis of responses in subsamples of students studying in the system of additional education with an artistic focus made it possible to characterize a number of trends in the motives that determine attendance of classes. It has been revealed that currently the use of new information technologies by schoolchildren is significantly replacing traditional forms of additional education for students in the field of art.

It is believed that bilingualism contributes to the enhancement of executive functions in bilingual individuals as they need to constantly control the simultaneous activation of two or more languages in their brains. However, decades of research have led to contradictory conclusions regarding the existence of bilingual advantage. One of the promising approaches to resolving these contradictions is a more detailed examination of bilingual language experience. The aim of this study was twofold. First is to empirically test the language entropy method as a way of measuring variability in bilingual language use in different interaction contexts. Second is to examine the relationship between bilinguals’ language entropy and executive functions (cognitive flexibility, goal maintenance, conflict monitoring). The study involved 111 bilinguals (mean age = 20.5 (2.97); 75.7% female), who are speakers of Adyghe-Russian and Tatar-Russian languages. The battery of instruments included a questionnaire on demographic and language experience, containing questions to calculate language entropy in four contexts (home, university, work, free time), a Color-shape switching task to measure executive functions (domains of cognitive flexibility, goal updating, conflict monitoring), and Cattell Culture Fair Intelligence Test to assess nonverbal intelligence. The results demonstrated that language entropy of the bilinguals from both regions did not exceed a score of 0.66 in all the contexts which indicates the use of predominantly one language in everyday communications. However, in the “university” context, bilinguals speaking Tatar and Russian used languages in a more balanced way than bilinguals speaking Adyghe and Russian languages. The results suggest that the language entropy method can be highly effective for characterizing bilingual language experience. The results also showed that there was no relationship between language entropy of the bilinguals in this study and their executive functions (domains of cognitive flexibility, goal updating, conflict monitoring). This is consistent with the predictions of the Adaptive Control Hypothesis.

In adults, the rate of stimuli presentation has been shown to play a critical role for the event related potentials (ERP): its components become larger as presentation rate decreases. But there are few works evaluating developmental changes of this ERP modulation that might provide insights into basic forms of learning. The current study aims to examine the developmental changes in the effect of the presentation rate on ERP. Participants (N = 48) of four age groups (2-7, 8-11, 12-17 and 18-35 years old) were presented with auditory tone (1000 Hz) at three different stimulus onset asynchrony (SOA): 0.9, 1.8, and 3.6 s. During stimuli presentation 28-channels electroencephalogram (EEG) was recorded. Amplitude of ERP components increased with SOA prolongation. However, this effect was differently pronounced in each of the age groups, depending on the component and cortical site. N1P1 amplitude was increased from 0.9 to 1.8 s SOA in two oldest groups (12-17 years old and adults) predominantly at fronto-central sites. Similar increase demonstrated P2N1 component but starting from younger group (8-11 years old). Only the adult group was characterized by a significant increase in N1P1 and P2N1 amplitudes with SOA increase from 1.8 to 3.6 s. Thus, the effect of presentation rate on ERP is not fully mature even at adolescence and depends on the component with P2N1 amplitude showing modulations at younger age.

The results of recent international studies within The Dynamic Attention Theory (DAT) have opened up great prospects for the development of therapeutic methods that use temporal patterns of rhythmic stimulation to model the attention facilitation effect (AFE) in cognitive and specialized language tasks. However, research within the DAT is developing in local directions and still remains less noticeable to a wide range of researchers. In particular, no systematic review and meta-analysis of behavioral and psychophysiological studies of AFE within the DAT have been conducted. This review examined the DAT, namely, its specificity, provisions, mechanisms of attention selectivity, and main research paradigms. We reviewed current research on AFE within the DAT. Studies within the correlational approach, as well as studies of AFE in rhythmic impact paradigms, were considered. Within the latter, we identified two blocks: general cognitive functions and language processes. In the first block, we examined studies of AFE on perception, as well as on perception and memory together, and in the second block, AFE on syntax and phonology. It was found that most studies focus on children and young adults, which limits the possibility of generalizing the results to other age groups. In addition, studies within the syntactic direction have shown contradictory data regarding the syntactic and modal specificity of AFE, and have also focused only on the study of the auditory modality of AFE. The review also showed the limitations of research in constructing an experimental paradigm, which is manifested in the choice of only one mechanism of attention selectivity described in the dynamic attention theory. Thus, this work emphasizes the need for further research to gain a deeper understanding of AFE, as well as to expand the age groups and modalities included in the studies.

The article is devoted to the centenary of Galina M. Andreeva (Doctor of Philosophy, full member of RAO, professor and founder of the Department of Social Psychology, Faculty of Psychology, Lomonosov Moscow State University). The author shares with the readers her memories of interaction with G.M. Andreeva during her studies and work at the Department of Social Psychology, Faculty of Psychology, Lomonosov Moscow State University.

The present paper is devoted to the search for successful experience and analysis of the problems of supporting students’ research work (R&D) and scientific mentoring in Russian universities. The relevance of the topic is due to the need to evaluate approaches to stimulating not only research and development, but also the activities of scientific mentors in terms of the sustainability and effectiveness of the impact of existing support measures on student involvement in science andteachers’ motivation to mentoring activities. Since the interaction of students and scientific mentors, implemented in the unique organizational conditions of each particular university, and a typical all-Russian context, forms an ecosystem, the article focuses on considering measures to support research and scientific mentoring in interrelation. The purpose of the article is to consider measures to support research and scientific mentoring in Russian universities. The results of an empirical study conducted in 2024 using the methods of traditional analysis of documents (normative legal acts on measures to support research and development at the federal, regional and local levels) and a semi-structured interview with scientific mentors from among academic staff of universities (n = 30) are presented. Main results: generalization of measures to support research and development at three levels (federal, regional and local) of higher education management. It is shown that, at the federal level, they are worded extremely broadly, allowing the regions and universities to specify and refine them.The uneven distribution of support measures by region and their emphasis on financial incentives are revealed. It is concluded that each university has a limited number of documents regulating the support of research and mentoring. The contradictions in the attitude of the academic staff to the measures of support for research and scientific mentoring were disclosed. The prospects for the development of a research programme to support research and scientific mentoring in universities are considered.

This work investigates the academic performance of students enrolled in the “Social Elevator” program at Higher School of Economics (HSE University), which operates under the principle of affirmative action and aims to assist those students who have lower chances of admission due to various social reasons in a highly competitive environment. Objective admissions in Russian universities and the high selectivity of the HSE University, discussed in this paper, do not confidently allow the application of conclusions from foreign studies to the Russian experience. The program had not been previously researched. It was assumed that students of the program would show higher performance than their peers admitted on a general basis – this assumption follows from qualitative research that found that students of this program possess a progressive narrative of overcoming inequality. Regression with dummy variables based on administrative data on student performance and survey data on the socio-economic status of students are used for the analysis. According to the regression analysis results, all else being equal, students of the “Social Elevator” program demonstrate lower performance than students admitted on budgetary places on general grounds, although they average grades at the “good” level and therefore have a chance to get a return to education and overcome inequality. Further research on the topic is required to separate the secondary effects of inequality, as well as to assess the actual social mobility of students participating in the program. The results can be useful in designing educational policy in the field of expanding access to higher education.

The paper presents the results of the search, systematization and analysis of independent higher education evaluation systems that have been developed in the country in the recent decade. The research has been carried out using standardised evaluation mechanisms that adhere to the criteria of mass scale, openness, and stability. The analysis of the independent evaluation of higher education’s present situation revealed certain inconsistencies between the legislative and regulatory framework and real practice. It should be emphasised that, while different processes have now been developed for this type of evaluation, they still require enhancement. The assessment mechanisms themselves need to undergo an external, independent evaluation to ensure their reliability, integrity, and trustworthy evidence. It has been indicated that independent evaluation procedures have jointly developed into a system: the institution of independent evaluation. This system is characterised by integrity, orderliness, and definite linkages. One may consider the aggregating technology of the aforementioned evalu-ations to be the synergistic outcome of the system’s establishment. In order to achieve a synergistic effect on the evaluation of all higher education institutions and educational programmes in the country, the authors suggest a method for aggregating the outcomes of the described evaluation procedures. The obtained research outcomes prove their applicability to the internal and external evaluation of a higher education institution’s performance and to the strategic planning of the development of both the institution and the higher education system.

The paper presents the results of an empirical analysis of the success factors in university technological entrepreneurial projects, based on a unique empirical dataset created with the support of the project office and the office for promoting the federal project «University Technological Entrepreneurship Platform». The dataset includes a ranking of over 1,000 university projects from 2023, each of which contains information on approximately 35 characteristics, both financial and non-financial. The success indicators selected for analysis are the «final ranking position» and «investment attractiveness of the project». Statistical methods, implemented through Python libraries, were used to examine the relationships between different forms of project support and the aforementioned characteristics. The results highlight the critical role of the university environment in supporting entrepreneurial projects, while also revealing that specific support measures can exhibit varying degrees of association with project success. Two key findings are noteworthy. First, there is no positive correlation between the project’s strong embeddedness in the university environment (e.g., a team assembled within the university or a project initially started as an academic exercise) and the project’s success. Second, among the support measures implemented within the current federal project «University Technological Entrepreneurship Platform», the strongest association with the success of entrepreneurial initiatives is found in participation in startup studios. Considering contemporary discussions on the need to seek new solutions to enhance the educational and life experiences of modern students, bringing them closer to the realities of a dynamically changing labor market, the university startup studio model may serve as a source for developing new models of university organization.

The research aim is to analyze how the tools for promoting export of Russian higher education as a service have changed (if they have) and identify the results of their application. The study is based on the analysis of Russian official and departmental documents regulating educational export, as well as statistical data on Russian higher education system. Literature analysis indicates growing research interest in educational export, but there is no common methodology for assessing its effectiveness. Using indicators elaborated by researchers and analysts, authors try to classify the specific instruments for higher education export and access their results at the country level and the National Research Tomsk State University (TSU). It is concluded that Russia uses three groups of tools to promote higher education export to generate income, attract talents and improve the living conditions of students. The effectiveness of these tools is relative due to external circumstances (COVID-2019 pandemic, the sanctions regime against Russia) and the higher education system itself, for which the interpretation of education as a service is relatively new. The case of TSU shows that provincial universities mainly educate students from the CIS countries, and they were able to relatively quickly reorient their activities. At the same time, Russia faces increased competition with other countries in the CIS, and the high cost of education export instruments (the creation of branches, joint educational programs) forces them to make additional efforts to recruit students even at traditional directions of education export.

The article proposes an approach to analyzing the spatial organization of the Russian higher education system. Methodologically, the study relies on the theory of structural functionalism. In order to solve the stated research problems, the authors used comparative historical and economic-statistical analyses, as well as the quick survey method. The study characterizes the specifics of the Russian system of single-industry towns and justifies the role of a single-industry town as an integral and essential element of the settlement system. The study also reveals structural and functional changes inthe Russian system of higher education that significantly limit the possibility of preserving universities and/or their branches in single-industry towns. It was proved that the functions of higher education institutions in a single-industry town are multifaceted, complex in nature, and not limited only to the sphere of education. In spite of this, the higher education system in single-industry towns downsizes at a significantly faster rate than in the country as a whole. The performed analysis shows that the persisting trend toward increasing territorial concentration in the country’s system of higher education can create a set of negative effects that have a disruptive impact on the national settlement system, the continuity of complex value chains, and the social stability of local communities in single-industry towns. A conclusion is made about the need for comprehensive solutions regarding the development of higher education in single-industry towns that combine both national mechanisms for achieving national goals and the toolkits of regional, industrial, educational, and corporate policies.

The article explores the level of involvement of scientific and pedagogical professionals in various social activities for professional development compared to other employee groups. It argues that obtaining additional professional training can be a valuable tool for career growth. The author sees professional development as an integral part of academic growth for scientific and educational workers, along with personal and career development. The findings are based on a combination of theoretical and empirical research conducted by domestic and international scholars, as well as official statistical data and the results of an original sociological study. The study involved a questionnaire survey of scientific and educational professionals (n = 223), as well as other employee groups (n = 833), in the Tyumen and Sverdlovsk regions. As a result, it was found that scientific and pedagogical workers are more likely to engage in professional development activities compared to other categories of the employed population. Continuing professional education programs appear to be the most common form of professional growth. Due to their specialized activities, academic staff tend to develop digital skills more often, while other groups develop personal skills to a greater degree. Based on the level of involvement in professional development, we identified five groups of respondents: “active and engaged”, “achieving the desired level or feeling disappointed”, “questioning or confused”, “recognizing the importance of professional development”, and “rejecting professional development”. The theoretical and empirical findings led to the development of potential strategies to enhance the engagement of scientific and educational professionals in ongoing skill development and acquisition of new competencies. This article is aimed at university management responsible for professional development of academic staff. The findings presented here may have practical implications for the development of personnel strategies at universities with the goal of increasing human capital and professional competence among academic staff, as well as motivating them to engage in continuous learning. The results of this study could be beneficial for participants in the academic community, as well as for specialists involved in developing educational programs and planning the future of universities strategically. The material presented in this paper is relevant not only for academic staff, but also for graduate students who are focused on their continuous professional growth within the academic sector.

Introduction. The research relevance is determined by the needs of Russian societal development in attracting active and talented youth to various spheres of economic and social activities. Aim. The present research aimed to identify the factors that contribute to the formation of creative student teams capable of effectively engaging in activities within the creative industry, research, scientific-technological projects, and socially significant projects. Methodology and research methods. The empirical basis of the article was the results of a sociological study on university students’ creativity using a questionnaire survey method. Through factor analysis, five groups of students were identified with conventional names: optimists, populists, versatile, disciplined, and outsiders. Results. The analysis of the research results allowed the authors to define the main parameters and present a typology of students based on their attitudes towards different types of activities, involvement in scientific and social university life, evaluations of the conditions of scientific, educational, and social activities at the university, engagement in social networks, and identification of the most crucial components of life success. Scientific novelty. On the basis of the authors’ methodology of sociological research on the creativity of university students, approaches to forming creative student teams are proposed. Practical significance. The practical significance of the article lies in the potential utilisation of the proposed methodology and the study results by teachers and specialists at universities involved in engaging students in research, creative endeavors, and socially significant projects.

Introduction. The article discusses the main approaches to the study of psychological well-being, gives a general idea of self-organisation and educational motivation as components of the leading educational and professional activity of students. Aim. The present research aimed to examine the levels of psychological well-being and their relationship with the motivation and self-organisation of students’ educational and professional activities. Methodology and research methods. The following methods were employed in the empirical study: Psychological Well-Being Scale developed by C. Ryff (adapted by N. N. Lepeshinsky), Self-Organisation of Activity (SOA) questionnaire by E. Y. Mandrikova, Style of Self-Regulation of Behaviour – SSRB-98 questionnaire by V. I. Morosanova, Motivation to Learn in Higher Education questionnaire by T. I. Ilyina, and Scale of Academic Motivation by T. O. Gordeeva, O. A. Sychev, and E. N. Osin. The Mann-Whitney U-test and the Spearman correlation coefficient (rs) were utilised to analyse the data. Results. Most undergraduate students exhibit an average level of psychological well-being, both on individual scales and in terms of the overall integral indicator. Low and high levels of well-being are characteristic of only a small portion of the sample. More than 90% of respondents demonstrate medium to high levels of self-organisation and self-regulation. Students are characterised by cognitive motivation, as well as motivation for self-development and achievement. External motivation, introjected motivation, and amotivation are minimally expressed among students. Scientific novelty. The study examines the features of motivation and self-organisation in the educational and professional activities of students with varying levels of psychological well-being. It also explores the relationship between psychological well-being and the self-organisation and motivation of students in their educational and professional pursuits. Practical significance. The results of the study offer valuable insights into modern students, which can be utilised to enhance the organisation of university education during the adaptation period and to implement a more individualised approach to student engagement.

Introduction. The research problem pertains to the entire system of vocational education; however, it is illustrated through the example of higher education. The job-education mismatch effect refers to the phenomenon where university graduates, regardless of whether they hold a bachelor’s or master’s degree, choose jobs that do not align with their level of education. Aim. The present article aimed to provide a theoretical conceptualisation and empirical analysis of the job-education mismatch effect at various stages of the transition from university to the labour market (six months, one year, and 7–10 years). During these stages, university graduates can evaluate how their university experiences have influenced their career choices. Methodology and research methods. The empirical sample comprised monitoring surveys of university graduates from a large Russian university conducted between 2017 and 2022, six months after graduation (n = 7,706). Additionally, semi-structured interviews were carried out with respondents in 2021 (n = 10). This information was further supplemented by semi-structured interviews with middle-aged workers conducted 7 to 10 years after graduation (n = 10) and by monitoring the effectiveness of Russian universities based on the number of enterprises serving as practical training bases under agreements established with universities from 2020 to 2022. Results. The results of the study reveal differences in the selection of initial professional trajectories among university graduates with varying educational backgrounds. The typology of these choices categorises graduates into four groups: achievers, indifferentists, rationalists, and self-realisers. The findings, derived from a quantitative assessment of the university-business partnership network, raise concerns about how this network is managed by universities, especially within federal universities and those adhering to the industrial leadership track outlined in the programme Priority-2030. Scientific novelty. The research materials contribute to the development of scientific insights into the behaviour patterns of young people as they make professional choices in the context of labour market variability. Practical significance. The reduction of the job-education mismatch can be enhanced through project-based learning, which fosters direct interaction between industry partners and students. This engagement increases interest in the cultivation and early recruitment of proactive students for the development of high-tech industries and intellectual services.

Introduction. The article is devoted to the study of the relationship between conflict resolution culture and the personal characteristics of future doctors. Aim. The present research aimed to examine the relationship between the conflict resolution culture of medical university graduates and the key personality traits that influence a doctor’s professional activities: trust and aggressiveness. Methodology and research methods. The testing method employed various psychological tools, including O. I. Shcherbakova’s methodology for assessing the level of conflict resolution culture in individuals, J. B. Rotter’s Interpersonal Trust Scale, and the Bass-Darkey test, a standardised questionnaire designed to measure aggressive and hostile reactions developed by A. Bass and A. Darkey. Descriptive statistics, correlation analysis, regression analysis, and factor analysis were utilised to process the data. The study sample consisted of 300 graduates from the medical faculty of Sechenov University, aged between 22 and 28 years. Results. Graduates exhibit an average level of conflict resolution culture (46.6), an average level of interpersonal trust (78.6), and elevated indices of hostility (52.73) and aggressiveness (53.09), along with a high level of resentment (59.58). Correlation analysis of the study data identified 14 statistically significant relationships between the components of conflict resolution culture and various forms of aggression; however, no statistically significant relationships were found with the level of interpersonal trust. The multiple regression model developed by the authors indicated that 22.8% of the high level of conflict resolution culture can be attributed to the low levels of physical aggression and suspicion. Practical significance. A significant contribution of this study is the identification of the relationship between conflict resolution culture and the personal characteristics of medical university graduates, such as trust and aggressiveness. This research lays the groundwork for developing programmes aimed at enhancing the professionally important personality traits of future doctors. It emphasises the prevention of aggressive behaviour, the cultivation of conflict resolution skills, and the promotion of effective communication with patients and colleagues, ultimately leading to an improvement in the quality of medical care.

Introduction. The quality and reliability of data regarding changes in regional labour markets, as well as the quantitative and qualitative characteristics of the demand for workers and mid-level specialists, alongside an assessment of the potential for modernising secondary vocational education and the vocational training system, represent significant challenges for medium- and long-term planning in this field. Addressing these challenges largely relies on forecasting techniques that integrate data on labour market development prospects with information on the capabilities of personnel training systems. Aim. The present research aimed to explore the concept of “predictive analytics” as the foundation of a data-driven management methodology and to examine the potential application of this methodology in vocational education. Methodology and research methods. The applied research was conducted using a comprehensive scientific methodology. Various methods were employed, including generalisation, theoretical analysis, empirical analysis, cluster analysis, synthesis, and conceptualisation. Results and their scientific novelty. The authors view predictive analytics as a tool for implementing data-driven management methodologies in vocational education and they substantiate the concept of delayed educational outcomes as the central focus of predictive analytics within the education management system. Practical significance. Four groups of parameters are proposed to facilitate the development of various predictive analytics models, applicable at both the level of an educational organisation and within the regional vocational education system.

Introduction. The development of human potential is an important direction of the state policy of the Republic of Kazakhstan in the field of ensuring the economic security of the country. In this regard, special attention is paid to the growth of human potential and its responsibility for the self-development and self-realisation of a new generation of citizens. Aim. The present research aimed to present innovative practices of the formation of students’ subjectivity during the educational process through the use of special diagnostic and correctional-developmental tools. Methodology and research methods. The research was based on systemic, subjective, activity-based, and axiological approaches. The study extensively utilised methods for modelling the educational process. Results. It has been determined that the use of interactive technologies in the implementation of innovative practices contributes to the active formation of subjectivity of students during the educational process. Scientific novelty. Based on systemic, subjective, activity-based, and axiological approaches, the authors have developed a system for forming students’ subjectivity during the educational process by actively utilising interactive technologies. Practical significance. The proposed system can be used by college and university teachers in practice to establish interaction with students.

Introduction. The ongoing academic discourse regarding strategies to enhance academic research highlights the dual impact of different management practices on the quantity and quality of research in higher education. Aim. The article is devoted to analysing the dynamics of academic research results at regional universities, focusing on the opportunities and limitations of stimulating individual scientific productivity. Methodology and research methods. The study widely used a combined approach to gather an array of data on the results of academic research. This systematic approach involves managing the results in combination with statistical, sociological, and comparative research methods. The empirical basis for this study was the data on higher education from 2012 to 2022. The data was sourced from the Federal State Statistics Service of the Russian Federation, which monitors the effectiveness of universities under the Ministry of Science and Higher Education of Russia. Additionally, data was gathered from the Scientific Electronic Library of the Russian Federation, international citation databases, and the results of an online survey conducted among scientific and pedagogical staff at universities in the Russian Federation. Results. In the studied period, universities in the Primorsky Krai of the Russian Federation have shown an increase in visibility within the national scientific community in terms of R&D volume and publication numbers. However, there has been a decline in the academic environment for scientific and pedagogical staff due to increased teaching loads, reduced incentive opportunities compared to the regional standard, and the risk of short-term employment. The heightened intensity and uncertainty have become limiting factors affecting the quality of academic research at individual universities, particularly in terms of the impact factor of the journals where the research results are published. A sociological survey conducted among employees revealed a relatively low level of confidence in the system designed to promote individual scientific productivity. Scientific novelty. The scientific novelty of the study lies in the development of organisational and methodological foundations for managing and assessing academic research within the framework of incentive-based outcomes. Practical significance. The practical significance of the results lies in highlighting trends in the dynamics of academic research at the regional level, illustrating tools to reduce information asymmetry regarding their results. This is achieved by using variables that help identify the limitations of incentives of individual research productivity for its development.