Vyacheslav V. Utemov

The central challenges of modern pedagogical education relate not only to the professional training of preservice teachers but also to ensuring their sustainable psychological well-being in the context of high emotional stress, social responsibility, and systemic, constant changes in their field of work—education. Under these conditions, the development of consciousness in learning—students' ability to reflectively understand their own learning activities, select educational content, and consciously manage their educational process—is particularly important. Personal development relies on the development of consciousness of actions, which determines the subject's social position. According to the contextual approach, consciousness is a recursive process in which all phenomena—from the choice of a method for solving a problem to the evaluation of one's own performance—acquire meaning and significance depending on the context in which they are interpreted: in relation to oneself; the surrounding reality; and other people. The development of consciousness in learning, therefore, acts as a purposeful expansion of the student's field of awareness, a transition from perceiving learning as the fulfillment of external requirements to understanding it as a project for personal and professional development. This process is of fundamental importance for student teachers. The teaching profession makes high demands on the ability to act as the subject of one's own learning and continuous development. Psychological well-being in this profession is directly linked to the extent to which student teachers can fully understand their educational activities in broader contexts. This conscious position helps develop intrinsic motivation, a sense of meaning, and resilience to academic and, later, professional stress. However, traditional models of teaching student teachers are often limited to developing competences within the subject and methodological context, without emphasizing the importance of developing a reflective position and awareness of one's own educational process. This leads to a gap between external demands and students' internal resources, increasing the risk of burnout early in their professional careers. The aim of this article is to substantiate the need to develop consciousness in the education of student teachers as a predictor of their psychological well-being. The research methods used included analysis and synthesis of scientific literature on the development of consciousness in learning and the establishment of psychological well-being; a contextual approach to data interpretation; modeling of educational conditions conducive to the development of consciousness; and a pedagogical experiment to identify the relationship between the level of consciousness in learning activities and indicators of psychological well-being in student teachers. The study analyzed the works of Russian and international scholars in the field of developing consciousness in learning, the formation of psychological well-being in student teachers, and a contextual approach to understanding consciousness. The findings may be of scientific and practical interest to educational program developers, methodologists, and instructors at pedagogical universities focused on the personal and professional development of students. The results of the study can form the basis for improving training models for preservice teachers, including those through the implementation of individual educational trajectories for teacher training, tested in the practice of Vyatka State University.

In a rapidly changing world characterized by dynamically developing technologies and increasing information overload, the task of preparing schoolchildren capable of independent, critical and creative thinking comes to the fore. Traditional approaches to learning, focused on the reproductive assimilation of knowledge, are insufficient for the formation of competences necessary for successful adaptation and implementation in the future. In this regard, there is a pressing need to develop the personal potential of each student, to form a stable motivation for learning. The experience of cognition, including the skills of observation, analysis, synthesis, hypotheses, experimentation and interpretation of results, allows students not only to assimilate knowledge, but also to actively participate in the process of its construction. It is the experience of cognition that provides the opportunity for critical assessment of information, an independent search for solutions and adaptation to changing conditions. Within the framework of our research approaches, the process of cognition is considered as a reflection of reality in thinking, creative activity aimed at creating knowledge about the world. The key element in the formation of cognitive experience is the use of tasks of the third type – the tasks that the student is not yet able to solve independently, but which stimulate his cognitive activity. The proposed technology is based on the systematic use of scientific cognition methods (empirical, theoretical and universal) in solving problems of the third type. The research methodology includes analysis and synthesis of literary sources, modeling and design of the structure of teaching technology. As a result of the theoretical study, the works of domestic and foreign researchers in the field of formation of cognitive experience in schoolchildren were analyzed. The authors propose the theoretical development of the technology of teaching preservice teachers aimed at fostering the experience of cognition in schoolchildren through the use of tasks of the third type and methods of scientific cognition. The article is of theoretical interest to methodologists and teachers dealing with the issues of cognitive experience development. The obtained results can become the basis for updating specific subject methods and working out practical materials for developing students’ experience of cognition.

The modern sphere of education in Russia is aimed at strengthening traditional spiritual and moral values. According to the Decree of the President of the Russian Federation of November 9, 2022 No. 809, a special place among them take such values as citizenship, high moral ideals and historical memory. They form the basis for schoolchildren to realize their belonging to the civil community and the cultural basis of the country - the basis of their civic identity. But the experience of the existence of the state-administrative system of Russian general education demonstrates the need for a methodological development of conditions for the implementation of a schoolchild's civic identity. These conditions should support the student's activities, when the child not only develops an idea of values but also appropriates them. The aim of the article is to describe the technology of designing board games with students as a condition for the development of their civic identity. The leading approach to designing board games with students is the idea of a person as a social unit and a unique personality with the ability to identify and seclude oneself. The authors of the article distinguish four interrelated blocks in the described technology: a block of forming opportunities for the implementation of their civic identity by schoolchildren; a block describing the stages and guidelines in designing board games with students; a board game model; an evaluative and demonstrative block. To confirm the effectiveness of the proposed technology, the project "Vyatka through the eyes of children" was implemented from the 2023 to 2024 academic year. As a result of the study, the authors found a positive relationship between the activity of designing board games with students and the development of their civic identity. The theoretical significance of the article stems from the authors' contribution to the development of scientific ideas about the conditions for the development of schoolchildren's civic identity. Practical application of the technology of designing board games with students in education allow us to achieve the most effective results in the development of the civic identity of schoolchildren.

Social problems, rapid development of science and changing needs of society bring significant changes in the educational sphere of the modern world. New requirements for teachers include the development of students' skills in searching and analyzing information. Future professionals should be capable of non-standard approaches, logical conclusions, search for solutions and critical understanding of information supported by evidence-based arguments. The actual solution to these problems is the introduction of interdisciplinary content of education, presented abroad in the form of interdisciplinary cross-curricular topics in the curriculum, research and projects, STEM-programs and others. Ideas and ways of cognition extracted from different disciplines and subjects are combined in the interdisciplinary content of education to create a more complete explanation of phenomena. The use of interdisciplinary content in general education is widely supported abroad because of its potential to develop critical thinking in students. This approach allows students to compare data, ideas, concepts, and notions from different areas of knowledge. The comparison of data, ideas, concepts, and ideas from different areas of knowledge becomes possible through the use of this approach. Therefore, the purpose of this article is related to structuring the model of interdisciplinary learning task and highlighting the differences and peculiarities in the application of educational and interdisciplinary learning tasks in the educational process. Analysis and synthesis, including the study of literature on the topic of research, modeling and designing the structure of the model of interdisciplinary learning task were used as methods of research. As a result of theoretical research, the works of domestic and foreign researchers in the field of development of interdisciplinary paradigm of education were analyzed. The article may be of theoretical interest for teachers of general educational organizations and other researchers of this issue.

Currently, the relevance of high-quality cognitive development of children, starting from preschool age, has increased significantly. If previously there was an accumulated demand for the quality of cognitive development among certain groups of the population, now this norm is enshrined in the Russian education system. Due to the complexity of cognitive processes development, technologized means, including cognitive classes, become the most significant in practice. There are different tools for working with cognitive phenomena, processes and research. However, there are now only scattered studies in the pedagogical field which reveal some aspects of the development of cognitive activities. The basis here is most often the most famous cognitive-taxonomic theory of B. Bloom, which reveals the main levels of development of cognitive activity that contribute to the achievement of educational goals. At the moment, the problem of selecting the most effective forms, methods and techniques, teaching aids, including for conducting cognitive classes for the development of cognitive activity of older preschool children remains unresolved. This article achieves the goal of formulating the basic requirements for the development of learning tasks for older preschoolers, which can be used at different stages of cognitive training. Analysis and synthesis were used as research methods, including when studying literature on the research topic, survey, questionnaire, and mathematical methods for processing empirical data. As a result of theoretical research, the works of domestic and foreign researchers in the field of developing a cognitive paradigm of education, as well as studying the process of development of children's cognitive activity, were analyzed. The practical significance of the study lies in testing a number of formulations of learning tasks at different stages of a cognitive lesson for the further creation of a constructor for compiling such tasks on any topic. The article may be of practical interest for teachers of preschool organizations and other researchers of this issue.