№ 03 (March)

The problem of social and psychological maladjustment in adolescents is relevant and significant in modern pedagogy and educational psychology. Adolescence is characterized by intense physiological, psychological, and social changes that influence the formation of personality and the establishment of a system of relationships with the surrounding world. The timely identification of adolescents with signs of maladjustment creates the basis for the development of effective programs for psychological and pedagogical support for behavioral disorders. The aim of the study was to identify adolescents with social and psychological maladjustment, to study the relationship between maladjustment and value orientations and self-esteem, and to develop and test a psychological and pedagogical support program. The study involved 40 adolescents aged 12–14. Methods of pedagogical observation (D. Stott's chart), psychodiagnostic techniques for studying value orientations (I.D. Egoricheva, L.N. Silantyeva, M. Rokich) and self-esteem (Dembo-Rubinstein) were used. The experimental study included a diagnostic stage and a formative stage with the implementation of a correctional program and final diagnostics. Spearman's r-test, regression analysis, and Mann-Whitney's U-test were used for statistical processing. Results. Statistically significant correlations were found between maladjustment and value orientations (self-confidence, sensitivity, level of aspirations). Regression analysis showed that 61.2% of the variance in maladjustment is explained by the influence of the values of social recognition, sensitivity, self-confidence, and pleasure. The program developed included seven 1.5-2 hour sessions aimed at developing self-awareness, communication skills, and emotional regulation. In the experimental group, the maladjustment coefficient decreased by 34.2% (from 28.4 to 18.7 points), while in the control group the changes were insignificant. Statistical analysis revealed significant differences between the groups (U=98.5; p<0.01). The program can be used in the psychological and pedagogical support system of educational organizations and in the training of educational psychologists to work with maladjusted adolescents.

The relevance of the study is determined by the large-scale digital transformation of the Russian education system, reflected in the federal project "Digital Educational Environment" and the updated Federal State Educational Standards (FSES). These changes necessitate not only the technical re-equipment of schools but also fundamental pedagogical reassessment. The development of students' creative potential and creative thinking as key competences of the 21st century is of particular importance. A school student must be not only a consumer but also a creator of digital content. In this context, the integration of programming and visual arts seems to be an extremely promising field. The aim of the work is to identify, justify, and test the pedagogical conditions and methods of using the Scratch graphical programming language for the formation and development of the creative potential of school students in the context of the digital transformation of education. The key mechanism for achieving this goal is the integration of programming with the solution of creative tasks in the field of fine arts. The choice of Scratch is due to its visual block interface, accessibility, and clarity, which makes it an ideal environment for combining algorithm logic and artistic expression. The leading method was a pedagogical experiment, within which a set of complementary methods was used: project-based activities, expert evaluation of creative products according to the criteria of originality, expressiveness, and algorithm complexity, as well as statistical data processing. The assessment of the methodology showed a stable positive dynamic. A significant increase in the level of algorithmic thinking was noted: the average score in the experimental group was 8.4 against 6.1 in the control group. Students demonstrated the development of creativity, variability and non-standard approaches to visualization. A high level of motivation was recorded: 88% of students noted an increased interest in classes, linking it with the opportunity to see a spectacular result of their actions. The theoretical significance of the work lies in the systematization of approaches to the integration of programming and artistic creativity and in deepening the understanding of their relationship. The practical value consists in the development of educational tasks, project cases, and methodological recommendations for teachers. These developments can be implemented in classroom activities and the system of additional education, contributing to the development of a holistic worldview among schoolchildren, where technology serves as a tool for creativity and self-expression.

Students majoring in Physical Education are prepared for their future professional careers using programs developed in accordance with the professional standard "Head of an Organization (Department of an Organization) Operating in the Field of Physical Education and Sports." This standard includes aspects related to resource management, commercial management, and knowledge of economics, labor law, and finance. Therefore, a modern sports manager must possess well-developed economic and managerial competencies. To improve student learning outcomes, it is proposed to develop a system of pedagogical conditions. An analysis of scientific works by domestic and international researchers confirms the need to improve student learning focusing on the development of their professional competencies (related to economics and management) through the integration of digital technologies into the educational process. The aim of this study is to develop, validate, and test the effectiveness of a system of pedagogical conditions for developing students' economic and managerial competencies. Current research shows a decline in student preparedness. For the successful socioeconomic development of the country, it is necessary to update the educational process focusing on the development of economic and managerial competencies. The study utilized theoretical methods such as analysis and synthesis of data from domestic and international researchers, as well as empirical methods such as comparison, experimentation, and mathematical analysis. The key result was the experimentally confirmed effectiveness of the developed system of pedagogical conditions for developing students' economic and managerial competencies. The results of the study are applicable to the training of students majoring in "Sports Management," "Management of Physical Education and Sports," and "Economics of Enterprises and Organizations in Physical Education and Sports." The theoretical significance of the study lies in creating a foundation for improving the skills of students in various fields of study and profiles, with the aim of enhancing their level of preparedness. The practical significance lies in the implementation of the developed system of pedagogical conditions in the educational process of students majoring in "Physical Education" at Lobachevsky State University of Nizhny Novgorod.

The article is devoted to the theoretical conceptualization of the process of transforming teachers’ professional identity in the conditions of inclusive education. The relevance of the study is determined by the fact that the success of implementing inclusive practices critically depends on teachers’ readiness for a profound reconstruction of their professional self-awareness; however, the processes of this transformation remain insufficiently conceptualized in the scholarly literature. The aim of the research is to develop an integrative model of the transformation of teachers’ professional identity based on a systematic analysis of foreign and Russian studies. The methodological foundation comprises socio-constructivist, systemic, activity-based, and reflexive approaches; the primary method is theoretical analysis of scholarly literature using comparative analysis and conceptual modeling. The main research results include the identification of structural components of professional identity (cognitive, emotional, value-based, behavioral), transformation mechanisms (reflexive, adaptive, integrative), a typology of developmental trajectories of the process (constructive, adaptive, crisis, regressive), systematization of factors, barriers, and resources of transformation, as well as the development of an integrative model reflecting the multilevel and dynamic nature of the process. The scientific novelty lies in the holistic conceptualization of the transformation of professional identity as a non-linear process determined by the synergistic interaction of internal and external factors, and in the identification of culturally specific features of the Russian context. The theoretical significance consists in the systematization of contemporary scholarly perspectives and the creation of a conceptual framework for further research. The practical significance is determined by the possibility of using the model to develop professional training programs, systems of psychological-pedagogical support, and the creation of a supportive organizational environment in educational institutions.

Work programs in mathematics and natural science disciplines at all levels of education from basic general to higher use such sections of algebra as the study of functions, solving equations, solving inequalities, solving systems of equations and inequalities, plotting and analyzing graphs. At the same time, the potential of a tabular processor is being studied within the framework of the subject "Computer Science". However, the requirements and recommendations of the federal state educational standards do not integrate spreadsheets and classroom math classes. The aim of this study is to develop a methodological approach to using the LibreOffice Calc spreadsheet software to solve algebraic problems that require calculating the value of a function and providing its graphical interpretation. Publications by domestic and foreign authors devoted to modern trends in mathematical education and the development of the field of using spreadsheets were studied in the course of the work. Based on textbooks and work programs in algebra, a selection of lesson topics was made from thematic plans, which the author suggests conducting not only in the form of a traditional lesson, but also with the use of a computer. Such lessons can be combined into a computer math workshop. The article provides examples of performing exercises using LibreOffice Calc tools on the following topics: "Calculating function values by formula", "Graph of a function", "Algebraic and graphical methods for solving systems of equations" and "Simplest trigonometric equations". The pedagogical experiment was conducted on the basis of the Moscow Academy of Jazz, where two groups of students were tested: the first group studied without using spreadsheets, the second group with their use. A comparative analysis of the obtained performance indicators demonstrates a significant increase in the second group compared to the first. The theoretical significance of the research is as follows: the elements of thematic planning of work programs are identified, where it is possible to increase the degree of clarity of the learning process; a way is shown to strengthen the interdisciplinary links between mathematics and computer science through a tabular processor. The practical significance of the study is determined by the fact that the approach proposed by the author can be used in the development of new algebra classes at a higher level of digitalization.

The relevance of the study is determined by the need to create effective conditions for the full personal, intellectual, and social development of students in modern schools. This problem is particularly significant in rural educational institutions, which functioning is complicated by small number of students in class, limited material and technical resources, and a shortage of qualified teaching and psychological-pedagogical staff. These factors significantly complicate the organization of the educational process and require teachers to be highly professional and ready to provide psychological and pedagogical support to students. The aim of the article is to develop a model for the organization of psychological and pedagogical support for students in grades 5-9 of rural schools focused on improving the quality of education in rural schools through a rational distribution of functions among teachers, and the development of their psychological and pedagogical competence in conditions of personnel and resource shortages. The methodological foundation of the study comprises systemic activity-oriented, functional, and personality-oriented approaches, allowing us to consider psychological and pedagogical support as an integrated, manageable system. The main result of the study is the development and justification of the author's original model for organizing psychological and pedagogical support for students in grades 5–9 of rural schools, which includes methodological, motivational and goal-oriented content as well as activity-oriented, and result assessment blocks. The article defines the goals, objectives, and principles of psychological and pedagogical support, as well as the main activities of specialists involved in this process. The authors reveal the theoretical and practical aspects of organizing support and clarify the concepts of “management of psychological and pedagogical support” and “model of organization of psychological and pedagogical support”. The theoretical significance of the work lies in the development of the provisions of the theory of pedagogical management in terms of managing psychological and pedagogical support for students in rural schools. The practical significance lies in the possibility of using the proposed model in the activities of rural educational organizations to improve the effectiveness of support and the quality of the educational process.

The article addresses a methodological problem related to the use of generative artificial intelligence (GAI) in the system of continuing professional education (CPE), which has become particularly acute under conditions of hybrid learning and in the context of foreign language teaching. The expansion of GAI-based practices in education is accompanied by growing methodological fragmentation, when digital tools are applied without reliance on a coherent logic of pedagogical design. As a result, GAI is used primarily as a means of generating instructional content, leading to the substitution of pedagogical thinking with technical operations and to a loss of coherence in learning activities. The aim of the study is to develop and empirically validate a model of pedagogical task design involving GAI that ensures alignment between educational goals, learning actions, and learning outcomes within CPE. The methodological framework of the study is based on systemic and activity-based approaches, principles of andragogy, and UNESCO framework documents on AI competences for teachers and learners. The empirical basis includes data from pre- and post-course surveys of foreign language teachers, as well as a content analysis of instructional tasks developed by participants during an author-designed professional development program implemented in a hybrid format. The analysis revealed persistent methodological contradictions in the integration of GAI and substantiated the need for a structural model of pedagogical design. As a result, the CROPS model (Concept of the goal, Resource, Operation, Proof, Scenario) is proposed as a reproducible structure for designing learning tasks with the involvement of generative AI. The findings demonstrate that the application of the model reduces methodological fragmentation, restores the pedagogical logic of learning activities, and preserves the teacher’s subject role in an AI-enriched educational environment. The theoretical significance of the study lies in clarifying the role of structural pedagogical design models under conditions of digital transformation in CPE. The practical significance is determined by the applicability of the CROPS model in professional development and professionally oriented training programs, including hybrid and online formats.

The relevance of the research is due to the increased attention of the government to the development of information technology, as well as the growing demand of the labor market for competent IT specialists. A modern IT specialist should have not only professional skills, but also be able to work in a team, meet deadlines, adapt to the changing requirements of the project, present the results of the work and interact with other members of the development team. The training of such a specialist, in addition to traditional teaching methods, requires the use of active and interactive methods, including the method of project-based learning. The aim of the article is to develop and test the technology of project-based learning, used to build up the professional competences of IT specialists. To do this, an analysis of the international and domestic experience in the implementation of project–based learning was made at the initial stage. It showed that universities have two strategies for its application: an integrated approach with interdisciplinary projects throughout the entire period of study and an individual approach within individual disciplines. Training of IT specialists was implemented on the basis of the Kuzbass Humanitarian and Pedagogical Institute of the Kemerovo State University, the methodological basis of which was competency–based and activity-based approaches. Teams of developers were formed of 2-nd – 4-th year students, who work in realistic conditions (competency-based approach), and who were given tasks to develop a specific software product (activity-based approach). As a result of applying this approach, 68 projects were implemented during period 2022-2025, in which 450 students participated. During the self-reflection, 89% of all project participants noted the acquisition of new skills, including skills in working with new technologies and teamwork experience, planning their time to meet deadlines for developing and presenting the results of their work. The theoretical significance of the research lies in substantiating the conditions for the implementation of project-based training for modern IT specialists based on the "Training Company" technology and taking into account the specifics of their training. The practical significance lies in the proposed recommendations on the organization of project-based training for IT students, tested on 450 students: the way of teambuilding, the distribution of roles, and the algorithm for evaluating projects. The results of the study are applicable to other universities that provide training for IT specialists.

The article examines the evolution of the concept of internationalization of higher education, from the first normative formulations of the mid-20th century to modern complex interpretations. The aim of the study is to trace the transformation of the understanding of internationalization in domestic and foreign science, identify key approaches and determine the essential characteristics of the phenomenon. The methodology is based on the analysis of scientific literature, inductive generalization and comparative analysis of definitions proposed by leading scholars. Main results: three conceptual approaches to understanding internationalization are identified, the dynamics of interpretations are shown: from a narrow focus on academic mobility and international exchange (1960s–1980s) to a systemic concept; the key directions of modern internationalization are identified: joint educational programs, internal internationalization; the characteristics of the domestic interpretation of the phenomenon are analyzed, the key concept of research is defined (internationalization of higher education). The prospects of the research are related to the study of the effectiveness of internal internationalization models, the impact of digitalization and mechanisms for adapting international standards. The theoretical significance of the article lies in systematizing the evolutionary range of interpretations of higher education internationalization, highlighting three conceptual approaches to internationalization: comparing foreign and domestic definitions; giving the authors’ definition of higher education internationalization concept; clarifying the essential characteristics of internationalization as a systemic element of the university's strategy, rather than episodic activity; justifying the need to shift the emphasis from quantitative indicators (the number of international students, English-language courses) to high-quality results (development of global competences, integration of international standards). The proposed areas of internationalization (joint programs, internal internationalization, multilingual environment, etc.) can serve as a basis for working out university development strategies; understanding the evolution of the concept helps to consciously choose tools; analysis of best practices (networking, cross-border research) provides guidance for the design of educational programs and research projects. The conclusions of the article can be used in shaping state policy in the field of internationalization (for example, in developing programs to support the export of educational services).

The article addresses the pressing issue of leveraging the potential of full-day education to develop learners’ media literacy and to foster a culture of conscious media consumption in the context of constant access to digital devices. Intensified interaction of university students and schoolchildren with digital media throughout the day increases the risks of uncontrolled content consumption, media addiction, ubiquitous multitasking, and rivalry between educational materials and entertainment media streams. This makes the creation of a safe digital environment and the development of critical thinking priority pedagogical challenges. The study aims to examine the pedagogical potential of the full-day model for preventing destructive patterns of media behavior and to test educational technologies that support a shift from spontaneous content consumption to conscious auditing, goal setting, and planning of media development. The research is grounded in the theory of media behavior as meaning-making, the digital didactics model, and the concept of a polymodal developmental environment. The empirical study included a survey of 200 first-year students using an author-designed instrument (five blocks: social networks, video games, video/streams, multitasking, and usage characteristics), as well as the implementation of reflective media-consumption maps over one semester within the “Media Literacy” course, followed by data analysis and qualitative analysis of self-reports. The results reveal stable problematic patterns of media behavior: high engagement with social networks accompanied by overuse beyond planned time, a tendency toward procrastination while watching video content, constant gadget-based multitasking, and turning to media for compensatory purposes. A key outcome is the confirmed effectiveness of reflective media-consumption maps as a pedagogical support tool: most participants demonstrated a shift toward conscious selection and filtering of content, aligning media practices with educational and personal goals, and improving attention quality. At the same time, limitations of the method were identified (difficulty of comprehensive content logging, irregular completion, and fatigue from self-monitoring). The theoretical contribution lies in refining the understanding of media behavior as a meaning-making practice amenable to pedagogical influence in a specially organized full-day environment; the practical contribution is the development and testing of reflective media-mapping tools.

In the context of modern higher education, the issues of optimizing students' physical fitness are of particular importance. Pedagogical control over the physical fitness of students - track and field athletes is a key factor influencing the effectiveness of their athletic training and general physical development. The assessment of physical fitness consists of separate assessments of various indicators: strength, speed, endurance, flexibility. The introduction of innovative methods of pedagogical control is especially relevant now, when there is a fundamental revision of many educational programs. The aim of the study is to analyze methods and approaches of pedagogical control over the physical fitness of students - track and field athletes with the use of innovative and digital technologies, as well as to develop recommendations for improving the effectiveness of the training process using modern AI technologies. As part of the work, a study of current trends in athletics was conducted, and the results of similar scientific developments were examined. Additionally, an experiment was conducted in which the participants were divided into two groups: one was trained within the framework of a standard program, the second with additional digital technology methods. As a result of the experiment, the most effective methods of pedagogical control over the physical fitness of students - track and field athletes were identified, recommendations for optimizing the training process were developed, and criteria for assessing the level of physical fitness were determined, taking into account the use of digital technologies. The theoretical significance of the research contributes to the development of methods for training athletes using digital technologies as the most effective analogue to existing programs. The practical significance lies in the possibility of introducing new recommendations into the educational process for coaches and teachers not only in athletics, but also for all specialists in this industry, in order to increase the effectiveness of training and achieve high sports results.

Student athletes often face hypokinesia - limitation of motor activity caused by high academic workload, injuries, or periods of intensive exam preparation. This leads to a decrease in physical performance, which negatively affects both athletic achievements and academic performance. In this regard, it is particularly important to develop effective pedagogical conditions that minimize the effects of hypokinesia and accelerate the recovery of athletes in a university setting. The aim of the study is to substantiate a combination of pedagogical conditions for restoring the physical performance of student athletes after a prolonged hypokinetic regime. To achieve this goal, a set of methods was used: the analysis of scientific literature on the problems of hypokinesia and recovery of athletes was made; a pedagogical experiment was organized with the participation of student athletes; mathematical processing was performed and a comparative analysis of the data obtained was made. In the course of the research, the works of domestic and foreign scientists devoted to the consequences of restriction of motor activity and ways to reduce the negative effects of hypokinesia were systematized and analyzed. The experiment showed that including physical activity in the recovery period significantly improves performance. The most effective combination was a program that combined moderate physical activity with elements of balneotherapy and massage treatments. The experimental group showed significant progress compared to the control group, although it was not possible to achieve full recovery of working capacity even among experienced athletes. The study confirmed that systematic physical exercises act as a key component of recovery, while the emphasis in rehabilitation measures may vary depending on the nature and duration of hypokinesia. The theoretical significance of the work lies in the extension of scientific ideas about the pedagogical conditions for restoring the physical performance of student athletes after a period of hypokinesia. The study contributes to the theory of sports pedagogy, clarifying the optimal combinations of restorative methods, the role of step-by-step dosing of loads and the relationship between the causes of hypokinesia and the selection of rehabilitation measures. The practical significance of the study is determined by the possibility of implementing the developed recovery program in various areas of sports and educational activities. The program can be integrated into the work of university sports departments, used in the preparation of individual recovery plans for student athletes, and also included in methodological recommendations for coaches and physical education teachers.

The relevance of the study is due to the contradiction between the complex, dynamic nature of students' professional identity (PI) in the unstable modern world and the fragmented, static tools for its diagnosis. Traditional methods, which only capture a snapshot of identity, fail to capture its processual nature, nonlinear dynamics and deep, unconscious layers, which limits the ability to predict and manage professional development. The aim of the article is to provide a theoretical basis and conceptual design of an integrative three-level model for diagnosing students' professional identity based on the principles of the synergetic approach. The leading approach to the study was the synergetic approach, which views PI as an open, self-organizing system. The methodological synthesis included the structural-functional (similar to ethnic identity), temporal (narrative), and processual-dynamic approaches, which allowed us to overcome the fragmentation in the study of the phenomenon. As a result of theoretical analysis and systematization of methodological approaches, the necessity of integrative diagnostics has been proved. The main results of the work are presented in the form of an analytical integrative three-level model of PI diagnostics that combines cognitive, emotional, and behavioral components at three interrelated levels: 1) pre-cognitive (unconscious values, affects, and narratives), which is diagnosed primarily using projective and narrative methods; 2) current (conscious structure of identity in the here-and-now), which is studied using a combination of quantitative and qualitative methods; 3) projective (development potential, career narratives), which is assessed using scenario and reflective techniques. The model systematizes a wide range of diagnostic tools (questionnaires, repertoire grids, interviews, case analysis, etc.) into a single complex aimed at obtaining a holistic, volumetric picture of the PI genesis. The theoretical significance of the study lies in overcoming the methodological gap through the synergistic synthesis of various scientific traditions and substantiation of a multidimensional understanding of PI. The practical significance lies in providing universities with a structured diagnostic toolkit for managing students' individual career trajectories, timely identification of crisis states, and improving the efficiency of the educational process through the purposeful development of professional identity.

The relevance of the problem is determined by the existing gap between the multicomponent nature of discursive competence (DC) and the insufficient development of tools for its objective assessment at the B1–B2 levels in teaching Russian as a foreign language. Traditional assessment methods often focus on linguistic skills, failing to encompass integrative qualities of speech activity such as coherence, genre adequacy, and pragmatic appropriateness, which complicates the correction and planning of instruction. The aim of the article is to provide a theoretical foundation and develop a structure for a criteria-based assessment matrix for the comprehensive diagnosis of the development of discursive competence among international students. This tool is designed to outline the components of DC, propose a system of detailed descriptors for assessment, ensure unified approaches to testing, and serve as a basis for creating diagnostic tasks. The leading research approaches include the integrative approach and the criterion-referenced approach. The methodological framework synthesizes achievements from both domestic and foreign language pedagogy. The main results of the article are presented as a holistic diagnostic system comprising: a) a theoretical model of DC, structured into four skill groups (analytical-interpretive, productive-genre, interactive-strategic, metalinguistic and regulatory); b) a typology of communicative tasks simulating real student needs; c) a criteria-based assessment matrix with detailed descriptors for each skill; d) a scheme for interpreting the final score to determine the level of DC development. The theoretical and practical significance of the work lies in structuring the theoretical model of DC and creating a diagnostic tool that links theory with the practice of pedagogical measurement. The practical value of the matrix consists in enabling a shift from determining a general language proficiency level to a targeted diagnosis of each learner's strengths and weaknesses, which allows for the individualization of instruction, remedial work, and the development of self- and peer-assessment skills. The tool can be used for formative and summative assessment, and serve as a basis for developing digital diagnostic environments.

In the context of the complexity of law enforcement practice and the growing requirements for the professional competency of lawyers, the development of a comprehensive, psychologically grounded approach to solving professional tasks becomes particularly relevant for future specialists. The study of the process of formation and development of the discipline "Legal Psychology" in Russia allows not only to reconstruct the historical and pedagogical experience, but also to identify the key trends that determine the current requirements for the psychological training of legal professionals. The aim of this article is to provide a historical and pedagogical reconstruction of the transformation of the goals, content, and methodology of teaching legal psychology in order to identify the patterns of its evolution and promising areas of development. The methodology is based on a systematic and historical-genetic approach, which allowed for the periodization of this process, highlighting five qualitatively distinct stages. An analysis of pedagogical practices, curricula, and scholarly discourse in the context of each era has revealed a shift in educational paradigms from academic enlightenment to a modern, competency-based model focused on practical skills. The results of the study allowed us to systematize the historical path of the discipline, characterizing each stage with a specific combination of pedagogical tasks, the content of the course, and its place in the system of professional training. The work pays special attention to the critical analysis of persistent methodological and didactic problems: the search for the discipline's identity at the intersection of sciences, and the overcoming of the gap between theoretical knowledge and practical application. A steady trend towards the transition from the reproductive assimilation of information to the active development of practical skills, professional thinking, and psychological culture among students has been identified. The theoretical significance of this work lies in deepening the understanding of the patterns of pedagogical development in the field of legal education. The practical significance of the study lies in the fact that its findings and identified trends can be used to modernize educational programs, develop new methodological complexes, and justify the further expansion of the practice-oriented component in education. The prospects for the development of the discipline lie in the deepening of interdisciplinary integration and the large-scale introduction of experimental, simulation, and training technologies into the educational process, which ultimately aims to improve the quality of law enforcement and the professionalization of the entire legal community.

The modern standardization of education, the strengthening of managerial control, and the growing substantive heterogeneity of educational practices increase the need for methodologies that allow for the reconstruction of how the learning situation is presented to the subject of learning in the forms of experience and meaning self-determination. This article presents a theoretical and methodological desk study and is based on an analysis of published methodological works devoted to the phenomenological study of educational and life experience. The study was conducted in the period September–December 2025 by a research group consisting of L. S. Unatlokova (Kabardino-Balkarian State University named after Kh. M. Berbekov, Department of Kabardino-Circassian Language and Literature, Nalchik), Z. A. Nasurova (A. A. Kadyrov Chechen State University, Department of Pedagogy and Psychology, Grozny), and N. A. Danilova (V. N. Tatishchev Astrakhan State University, Department of Mathematics, Astrakhan). It was implemented in the format of analytical work with texts without involving respondents and empirical data collection. The aim of the study is a theoretical and methodological reconstruction and comparison of the phenomenological analysis procedures in the works of A. van Kaam, A. Giorgi, P. Colaizzi, K. Moustakas and M. van Manen and the identification of their potential and limitations in humanitarian and pedagogical research. Monographs and articles by the above-mentioned authors describing the logic and steps of phenomenological analysis served as the material for the study. The methodological foundation comprises phenomenological and hermeneutic approaches; the researchers used conceptual reconstruction, theoretical and comparative analysis, eidetic variation, and thematization analysis of the authors' descriptions of the procedures. The course of the study included the following successive stages: (1) selection and systematization of sources; (2) reconstruction of the analysis procedures in each approach; (3) construction of a comparative matrix of key parameters (unit of analysis, type of reduction, thematization mode, methods of verification and forms of the result presentation); (4) identification of the procedural invariant and lines of divergence; (5) formulation of criteria of humanitarian validity and risks of methodological reduction. It is shown that despite differences in philosophical emphases, all the approaches considered share a common procedural invariant: adoption of a phenomenological stance, holistic reading of descriptions of experience, identification of semantic units, their analytical transformation, thematization and essential synthesis. Two complementary lines are distinguished – descriptive-reductive (van Kaam, Giorgi, Colaizzi) and hermeneutic-practical (Moustakas, van Manen), which put, respectively, an emphasis on identifying invariants of experience and on revealing pedagogical meaning as eventfulness. The criteria for the humanitarian validity of phenomenological analysis (phenomenal adequacy, procedural traceability, variability, intersubjective verifiability, reflexive responsibility) have been clarified, and typical risks of methodological reduction (psychologization, naturalistic reduction, normative-moralizing substitution) have been systematized. The theoretical significance of the work lies in the explication of phenomenological methodology as a discipline of accurate qualitative analysis of pedagogical experience; the practical significance lies in setting guidelines for the design of phenomenologically grounded studies of educational everyday life, professional development, and the microdynamics of educational subjectivity within the logic of humanities-based assessment of the education quality.

The study of the historical aspects of the development of gymnastics is highly relevant today and provides insight into both the positive experiences and the difficulties of its establishment at the national and regional levels. In the article, the authors attempted to consider the development of gymnastics as a means of physical education for the Crimean population in the 1930s. Based on systemic and regional approaches, the work used a complex of general theoretical and historical-pedagogical methods (analysis and synthesis of scientific and methodological literature, systemic historical analysis, historical-retrospective, comparative methods). The main sources for studying this issue are the documents of the Republican Committee for Physical Culture and Sports under the Council of People's Commissars of the Crimean Autonomous Soviet Socialist Republic from 1930 to 1941, which were first introduced into scientific circulation. The results of the conducted study have shown that the 1930s were a turning point in the development of gymnastics, establishing its leading role in the system of Soviet physical education, both nationwide and in individual regions. Gymnastics became popular among young people and adults in the cities and villages of Crimea. The organization and holding of gymnastic competitions of various scales in Crimean schools, technical schools, universities, voluntary sports societies, and units of the Red Army and the Black Sea Fleet are of utmost importance. By the end of the 1930s and the beginning of the 1940s, gymnastics had become the most popular sport in the Crimean Autonomous Soviet Socialist Republic and the foundation of the physical education system. Crimean athletes performed well at various competitions. The theoretical significance of this work lies in obtaining previously unknown data on the specific features of using gymnastics in the physical education of the population in the Crimean ASSR in the 1930s. The practical significance of the work is due to the possibility of further critical reflection and borrowing of positive experiences in the development of gymnastics during the studied period and its use in modern conditions.

The relevance of this research topic stems from the fact that students in engineering fields, in addition to knowledge of the mathematical methods of computational mathematics, must understand their applied significance and be able to develop software to solve applied problems, implementing the methods studied in the form of computer programs. Currently, there is a transition from software provided to educational institutions by foreign companies to domestic products, which requires training preservice engineering students with the use of domestic software. The aim of this article is to describe the authors' original approach to organizing a laboratory practical course on numerical methods. This approach allows students to more deeply understand the essence of methods, realize their interrelationships, and master the elements of functional-object programming as well as the Algozit software environment. The research methods used include numerical methods for solving basic mathematical problems in algebra, analysis, and other fields, as well as functional-object programming. The result is an approach developed by the authors for organizing laboratory work on numerical methods for students majoring in engineering. This approach is based on the development of an innovative programming paradigm and the domestic software product for engineering calculations, the Algozit Functional-Object Programming Environment. This approach includes studying the analytical foundations of numerical methods and retention of this knowledge by solving simple tasks without developing computer programs, as well as developing programs in the Algozit environment for a more in-depth study of the methods and their application to solving applied problems. The theoretical significance of this work lies in the generalization and systematization of materials for laboratory practical training using the developed approach. The practical significance lies in the fact that the presented approach can be used in laboratory practical training in the disciplines "Numerical Methods" and "Computational Mathematics" for students majoring in engineering.

Studying the historical experience of church charity in the field of orphan care in pre-revolutionary Russia is of considerable interest both from the point of view of recreating a holistic picture of social policy and for finding effective ways of interaction between the government, society and religious organizations in modern social work. The aim of the article is to examine the formats of the Russian Orthodox Church's participation in the care for orphans and children left without parental care in Russia in the last third of the 19th and early 20th centuries. The methodological foundations of the research were the problem-chronological and historical-contextual approaches, as well as the concept of humanistic pedagogy. As a result of the study based on the analysis of a wide range of archival documents, statistical materials and periodicals, it was found that the church's contribution was realized both through the direct establishment of orphanages and other educational institutions and through indirect participation in the activities of secular children's institutions. An analysis of the all-Russian statistics showed the key role of the largest charitable societies, such as the Romanov Committee, in coordinating the network of orphanages that actively interacted with church parishes. Using the example of Moscow, the article analyzes the integration role of the Elizabethan Charitable Society, which united 230 parishes, and the multifaceted activities of the Novodevichy Monastery, which organized a vocational school, orphanages and a school on its basis. It is shown that the financing of church initiatives was largely (up to 74%) based on private donations. The theoretical significance of the work lies in the concretization of the historical, pedagogical and social aspects of the church's participation in charitable activities for the care of orphaned children, which deepens the understanding of the role of the Russian Orthodox Church in the social policy of the Russian Empire. The practical significance lies in the possibility of adapting the identified historical approaches to the interaction of the church, the state and society, the implementation of the experience of using private donations in the organization of parish care for children in the development of modern social programs to support children left without parental care.

Government education policy determines the development vectors for primary, basic, and secondary general education, defines a range of new pedagogical competences and functions, and necessitates teacher training in continuing professional education institutions. Acquiring new pedagogical competences and functions by teachers largely depends on their professional subjectivity —a personal characteristic that facilitates the organization and management of their professional agency and their educational activities during professional development. Studying teachers’ professional subjectivity in continuing professional education requires identifying and examining its key characteristics, revealing the teachers’ attitudes toward their future educational activities, their understanding of the importance and necessity of continuous professional development, their appreciation of the close connection between professional development and improving the quality of professional agency, etc. The aim of this article is to present the characteristics of the professional subjectivity of a teacher implementing educational activities in an educational institution of the continuing professional education system in order to compensate for the deficiencies of professional agency. The basic approaches in our research were the review of literary sources on the selected problem and the analytical definition of the main properties of professional subjectivity. The result of the article is the presentation of the main characteristics of the professional subjectivity of a teacher implementing educational activities in an institution of the continuing professional education system: 1 – the teacher's understanding of himself/herself as the initiator of the study in an educational institution of the continuing professional education system; 2 – the teacher's understanding of himself/herself as an active participant in the educational activity of an institution of the continuing professional education system; 3 – the teacher's understanding of himself/herself as a regulator of his/her own studies in an educational institution of the continuing professional education system. The theoretical significance of this article lies in its examination of significant works by Russian, British, and American scholars on the study of the characteristics of teacher subjectivity and professional agency in continuing education (advanced training) in the system of continuing professional education. Its practical significance lies in identification of the specific characteristics of teacher professional agency as manifested in the educational activities of continuing professional education and in description of these characteristics.

The relevance of the research is due to the presence of clip-based thinking among the modern generation of school students. This type of thinking is characterized by a superficial and fragmentary perception of information. Moreover, the linguistic picture of the world for modern schoolchildren is changing as a result of the digital transformation taking place in society. All this makes it particularly important to form a holistic view of language as a single system in which linguistic units of different levels function. The aim of the study is to determine the methodological potentials of using a new type of tables in Russian language lessons in high school – comparative categorical–level tables (CCLT), worked out in line with the ideas of M.T. Baranov for the practical implementation of the approach "from extra–linguistic realities to linguistic means" with generalizing repetition. The paper analyzes the views of scientists (philosophers, psychologists and educators) on the role of categorization in the process of cognition. A set of analytical methods was applied: analysis of scientific literature, analysis of regulatory and legal documentation (Federal State Educational Standard for General Education) and definitional analysis. It has been established that CCLTs have a triple function: they serve to compare language categories and identify dyadic relationships between them, clearly demonstrate a wide range of linguistic manifestations of each category at different levels of the language system, and also reflect the general level structure of the language, visualizing its stratification organization. This makes them an effective tool for systematizing knowledge at the final stage of schooling. Specific examples of tables are presented, as well as a set of tasks developed on their basis that enhance their methodological value. The theoretical significance of the research lies in the systematization of ideas about categorization in relation to the method of generalizing repetition in Russian language lessons in high school. The practical significance is confirmed by the compliance of the comparative categorical-level tables with the requirements of the Federal State Educational Standard for General Education and methodological recommendations based on the analysis of the results of the State Final Certification of previous years, as well as the provision of convenient didactic tools, including tables of this type and a set of tasks developed on their basis for the implementation of generalizing repetition.

At the current stage of educational development, the educational process is multidimensional in nature. Interest in the use of a multidimensional approach in education is growing worldwide; its practical modeling and implementation has been presented in 26 countries on different continents over the past 100 years. To identify new pedagogical constructs, it is necessary to develop historical and theoretical understanding of the multidimensional approach in education. This understanding can overcome the contradiction: between the transition to a new educational paradigm, driven by changes in methodology and the search for new approaches; the use of typological methods for obtaining information about the educational process and simultaneously considering all "dimensions" ("vectors") to determine a holistic picture of the educational process; the ever-growing volume of knowledge and analysis of the educational situation as a whole. Objective of the study: to reveal the methodological foundations of a multidimensional approach in education in Russia and abroad. The criteria for using theoretical research methods were: the publication period of scientific papers describing "multidimensionality" and the "multidimensional approach"; and the parameters for implementing the multidimensional approach by Russian and foreign authors. An analysis of the concept of "multidimensional approach" revealed the ambiguity of its definition and identified the various "vectors" inherent in this approach: the educational process itself, which is implemented at different levels of education and is structured as a multi-stage system; approaches characterized by "multidimensionality," which allows for a more in-depth study of the effectiveness of implementing approaches in education; the educational environment of the institution; participants in the educational process; organizational forms of work in educational institutions. The theoretical significance of this work lies in the identification of the "dimensions" ("vectors") of the multidimensional approach in foreign and Russian scientific schools: approaches that implement multidimensionality, educational content, educational programs, the educational environment, differentiated assessment of educational outcomes, organizational forms and participants in the educational process. This forms the methodological foundation of the article and the basis for constructing a multidimensional education model that influences the quality of education.

Modern language education is being transformed due to the transition to digital didactics. The primary vector is the introduction of multimedia tools for the development of competences in the field of professional communication. The integration of resources is relevant, among which virtual and augmented reality (VR/AR) technologies play a key role. Despite the interest of the scientific community, a number of issues remain controversial. There is a problem of methodological uncertainty in the use of immersive tools in independent work. The concepts of artificial intelligence and VR/AR are often mixed up, which blurs the subject area boundaries. There is no clear definition of autonomous learning: whether it is independent or involves supervision. Technical and pedagogical barriers hinder the implementation of innovations. The aim of the study is to examine the practice of using VR/AR technologies in the autonomous teaching foreign languages to graduate students in the field of professional communication. A number of tasks has been solved: analysis of sources to identify the status of the problem; classification of VR/AR platforms for training; development of methods for using immersive environments (virtual travel, simulation of situations, gamified quests); experimental testing at universities using questionnaires and statistical analysis. The results demonstrate the effectiveness of the approach. The quality of learning in the VR/AR using group was 24% higher than in the traditional format. The survey revealed that 92% of students positively assessed the use of immersive technologies, noting an increase in motivation and a decrease in the psychological barrier. Visual support contributed to a reduction in cognitive load and a better understanding of tasks. The authenticity of the context and the security of the virtual environment have reduced learning anxiety. The theoretical significance of the work lies in the systematization of knowledge about the didactic potential of VR/AR and clarifying the concept of autonomous learning. The practical significance lies in the development of ways to introduce virtual and augmented reality technologies into the training of graduate students. The proposed methods make it possible to create scenarios for foreign language communication and prepare specialists to work in a global environment without changing location. This is especially important in the context of limited resources. Integration will require the training for teachers and the improvement of curricula.

This article addresses the issue of developing soft skills in students of various majors—humanities (creative) fields, engineering (technical) specialties, and IT disciplines. The relevance of this research is driven by the need to prepare competitive professionals who are capable not only of creating high-quality creative output but also of presenting it effectively, engaging in dialogue with colleagues and clients, and feeling confident in public spaces and foreign language environments. The aim of this work is to identify the level of awareness and proficiency in soft skills among students of different majors, to pinpoint gaps in their understanding of the structure and content of soft skills, and to justify the necessity of integrating these skills into higher education curricula across various fields. The article includes an analysis of scientific literature and an experimental study conducted together with students majoring in humanities, engineering and IT fields in the form of a survey during foreign (English) language classes. This provided extensive material for further developing a foreign language curriculum that incorporates soft skills into the learning process. The results confirm the authors' hypothesis regarding the insufficient level of soft skills proficiency among students, primarily those majoring in engineering fields. The study revealed significant differences in the perception of the importance of soft skills depending on the areas of training. Humanities majors demonstrate the highest level of such awareness and acknowledge the necessity of developing both skill categories (hard and soft). IT specialists take up an intermediate position, recognizing the significance of both categories. Technical specialists show the most pronounced focus on hard skills, reflecting the entrenched paradigm in technical education that prioritizes subject-specific knowledge. An important finding of the study was the identification of a systemic deficit in understanding the structure of soft skills: students exhibit an insufficiently complete and often distorted perception of their content. The research holds high theoretical significance, as the latest studies, including those by scholars, labor market researchers, and employers, indicate a critical decline in the level of soft skills among graduates of Russian universities. The practical significance of the study lies in the fact that the obtained data can be used to design curricula for various majors in accordance with the needs of the learners.

The relevance of the study is due to the persistence of early marriage practice in Indonesia. This happens despite legislative prohibitions and the proven negative impact of early marriages on the reproductive health, educational outcomes and social well-being of adolescents, especially girls. The purpose of this study is to identify, based on the analysis of literature, the cultural, medical-social and psychological-pedagogical factors that shape and support this practice, and to determine the directions of pedagogical influence for prevention. A systematic review of scientific articles, statistical data, and regulatory documents for the period 2015-2025 was used as the leading approach in the study. The main results of the study include: 1) identification of key cultural attitudes (religious norms, traditions, gender stereotypes) and socio-economic conditions (poverty, limited access to education) that contribute to early marriage; 2) analysis of the medical consequences for the health of adolescent mothers and their children, including the risks of maternal and infant mortality, complicated pregnancies and childbirth; 3) assessment of gaps in the agency of the Indonesian educational system in the field of prevention, in particular, insufficient education in the field of reproductive health and the lack of systematic interaction between the school, the family and local communities. The theoretical significance of the work lies in a comprehensive, interdisciplinary consideration of the phenomenon of early marriage through the prism of a medical-psychological-pedagogical approach that integrates cultural, medical and educational aspects. The practical significance lies in the development of guidelines for a comprehensive pedagogical impact strategy. This strategy includes cultural, educational, medical, psychological and educational activities aimed at reducing the prevalence of early marriage through the activation of the school's role as a coordinating center for collaboration with the family, the health-care system and society.

The development of rhetorical speech in Russian as a foreign language among Chinese students is relevant, since effective communication in the country of residence is a key skill in various areas of life. Rhetoric, as the science of the art of persuasion, helps foreign students improve their argumentation, speech construction and peer interaction skills. With insufficient intensification of the educational process in this direction, one of the methodological tools can be a photomontage digital collage aimed at developing rhetorical speech in the Russian language as a foreign language among Chinese students. It contributes to: improving communication skills; improving efficiency in future professional activities; strengthening interpersonal relations with Russian students; developing critical thinking; improving public speaking in the country of residence; initiation into the cultural heritage of Russia. The aim of the study is to analyze the theory and practice of developing rhetorical speech in Russian as a foreign language among Chinese students based on a photomontage digital collage. A complex of research methods was used in the work: theoretical methods; empirical methods; formative; mathematical statistics methods. The main results of the study: the linguistic and didactic properties of rhetorical speech in the Russian language as a foreign language among Chinese students were characterized; the place of photomontage digital collage in the development of rhetorical speech in Russian as a foreign language by Chinese students was clarified; the relevant methodological conditions were considered and the practice of organizing experimental work was described; an analysis of its results was presented. New formats of tasks have been worked out for the development of rhetorical speech in the Russian language as a foreign language among Chinese students based on a photomontage digital collage and research prospects have been determined. The theoretical significance of the work lies in the justification of the need to develop rhetorical speech in Russian as a foreign language among Chinese students on the basis of a photomontage digital collage in the context of Russian higher education. The practical significance of the work lies in the creation and implementation of new formats of tasks for the development of rhetorical speech in Russian as a foreign language among Chinese students based on a photomontage digital collage.

The article is devoted to the study of the level of musical development among preschool-age children with autism spectrum disorders (hereinafter – ASD) using the original diagnostic tools. The relevance of the study is determined by the demand for unified diagnostic tools for identifying the level of musical development in preschool-age children with ASD in accordance with the educational targets "Artistic and Aesthetic Development" enshrined in the federal state educational standard of preschool education and the federal adapted basic program. The aim of the study was to analyze and determine the effectiveness of methods for diagnosing the level of musical development in the context of implementing an individual educational program for a child with ASD in a preschool educational institution. The study used methods of theoretical analysis, generalization and systematization of scientific approaches to diagnosis, development of socialization and communication of children with ASD using musical means. The diagnostic tools for identifying the level of musical development of preschool-age children with ASD described in the article are based on modern, complementary diagnostic approaches – function-oriented and integrative (specialized). The theoretical significance of this study lies in the analysis of modern diagnostic approaches and methods for assessing the musical development of children with ASD. These methods have significant transformative potential in the implementation of individualized educational programs, creating the preconditions for establishing contact, dialogue, and collaborative activities. Testing this toolkit revealed a slow progression rate among children from one developmental level to another, which is explained by the developmental characteristics of children with ASD. The developed diagnostic tools have practical significance, as they serve as a foundation for assessing the musical development of children with ASD in special-education preschools, compensatory groups, and organizations practicing inclusion. It will assist professionals who work in the field of special education in developing individualized educational trajectories.

The relevance of this study stems from interest in autobiographical memory as a resource for identity formation and socialization. Its structural and emotional analysis helps understand the mechanisms of children's personal development. The aim of the article is to identify the relationships between autobiographical memory characteristics and levels of socialization in primary school children. It was found that the total number of memories, their positive focus, and high emotional amplitude are significantly associated with higher rates of social adaptation, autonomy, and morality.