Alfiya R. Gaisina

The relevance of the research is determined by the growing need to prepare young people to solve global problems of sustainable development and green economy in the context of accelerating environmental crises. International commitments enshrined in the United Nations Sustainable Development Goals and UNESCO recommendations require a fundamental rethinking of educational policy and practice. However, the Russian education system experiences a significant gap between stated goals and the actual practice of implementing education for sustainable development, which necessitates theoretical contemplation of this problem. The aim of the article is to systematize and critically analyze pedagogical approaches, methods, and conditions for developing competences in sustainable development based on domestic and foreign literature from the period 2020–2025, as well as to develop practical recommendations for educational policy. The leading methodological approaches are the systemic approach, competency-based approach, contextual approach, and hermeneutic approach. The main methods of theoretical research include: analysis and synthesis of scientific literature, comparative analysis of domestic and foreign approaches, content analysis of educational programs, structural-functional analysis of competences, and pedagogical modeling. The main results include: identification of a multi-level structure of sustainable development competences with cognitive, affective, and behavioral components; identification of diverse pedagogical approaches; determination of a system of interdependent pedagogical conditions; description of five implementation models; identification of a complex of normative, methodological, personnel, and cultural barriers to implementation. Theoretical significance consists in developing theoretical understanding of sustainable development competences, systematizing pedagogical approaches, and integrating international experience with consideration of the Russian context. Practical significance is determined by the possibility of using results in the development of educational programs, training of pedagogical personnel, and development of educational policy at the federal and regional levels. Scientific novelty lies in comprehensive critical analysis of approaches for the period 2020–2025, development of an operationalized competences model, identification of a system of pedagogical conditions, and analysis of barriers to implementing education for sustainable development in the Russian education system.

The relevance of the research stems from the increasing demand for skilled entrepreneurial talent in the knowledge economy and the ineffectiveness of existing educational programs in meeting this need. In the context of the ongoing transformation of economic systems worldwide, entrepreneurial education has become increasingly important for sustainable development. Current research is characterized by fragmented approaches and lack of unified understanding of entrepreneurial competences structure. The aim of the article is to provide theoretical justification for the system of entrepreneurial competences development in the educational process based on integration of modern pedagogical approaches and entrepreneurial practice. Research methodology includes systemic, activity-based, competency-based, and culturological approaches. The methodological foundation comprises general scientific methods of analysis, synthesis, comparison, as well as special methods of content analysis, conceptual modeling, and structural-functional analysis. The main results include: development of an integrated model of entrepreneurial competences incorporating cognitive, functional, personal, and social blocks; creation of a multi-level competence development model (basic, advanced, expert levels); substantiation of pedagogical principles system (practice-orientation, problem-based learning, individualization); development of a methodological system integrating interactive teaching methods, project-based technologies, and experiential learning. Theoretical significance lies in systematization of entrepreneurial education concepts, development of a comprehensive conceptual model of competency development, and substantiation of methodological foundations for educational process organization. Practical significance is determined by the possibility of using the results to improve educational programs, develop new pedagogical technologies, and enhance the effectiveness of entrepreneurial personnel training in higher and continuing professional education systems. Scientific novelty consists in theoretical substantiation of an integrated approach to entrepreneurial competences development, combining various methodological approaches and considering the specificity of entrepreneurial activity as a complex socio-economic phenomenon.

The relevance of the studied problem is determined by the global aspiration of society to ensure equal rights and opportunities in education for all children, regardless of their physical, intellectual, social, or cultural characteristics. Inclusive education has become a key direction in the modernization of educational systems worldwide, as enshrined in international documents, including the UN Convention on the Rights of Persons with Disabilities. Nevertheless, despite normative support, the practical implementation of inclusion faces a number of challenges related to insufficient teacher training, weak resource capacity, and persistent stereotypes, which necessitates an in-depth theoretical analysis of its foundations and models of functioning. The aim of this article is to systematize the theoretical foundations of inclusive education and analyze the principal models of its implementation in international and national practices. The study is based on theoretical approaches, including L.S. Vygotsky’s sociocultural theory, Universal Design for Learning (UDL), Howard Gardner’s theory of multiple intelligences, and the social model of disability, as well as content analysis, comparative analysis, and synthesis of scientific literature. The main findings include the identification of key principles of inclusive education – accessibility, individualization, participation, and respect for diversity; classification of international models (Finnish, American, British) and their comparison with Russian practice; and the identification of effectiveness factors such as government support, professional teacher training, and the development of an inclusive school culture. The study shows that the success of inclusion depends less on the availability of special programs and more on a systemic approach integrating legislation, human resources, and shifts in value orientations. The theoretical significance of the study lies in the comprehensive conceptualization of inclusive education as a pedagogical philosophy rather than merely an organizational form. The practical significance consists in developing recommendations for adapting best international practices within the context of the Russian education system. The scientific novelty is reflected in the integration of diverse theoretical concepts into a unified analytical framework and in making a detailed comparative analysis of inclusion models with emphasis on transferable elements for countries with transitional education systems.

The modern system of higher education places increasingly high demands on the level of graduate training, especially in the context of globalization and growing mobility of professional personnel. In this regard, the development of sustainable self-learning skills among students becomes particularly relevant and an integral part of professional education. One of the priority areas is the development of foreign language professional competence as a means of integration into the international professional community. Foreign language competence is regarded not only as proficiency in a foreign language, but also as a complex category that includes the ability to use the language in professional and intercultural communication. The aim of this study is to analyze the conceptual foundations of the independent development of foreign language competence among students, as well as to explore methodological approaches aimed at its enhancement in the context of higher education. Special attention is paid to students’ independent learning activities, which contribute not only to the development of language skills but also to the formation of universal competences such as critical thinking, information literacy, and self-organization. The study employs theoretical methods, including the analysis of scientific and educational literature, as well as comparative, systemic, and structural-functional approaches. As a result, key structural components of foreign language competence have been identified—linguistic, communicative, pragmatic, and sociocultural. The study presents the levels of competence formation and practice-oriented recommendations for its development. The theoretical significance of the research lies in clarifying the structure of foreign language competence and identifying its components in the context of professional training. The practical significance consists in the development of recommendations for promoting students’ autonomous learning activities. The scientific novelty lies in a comprehensive approach to the analysis of self-educational strategies for developing foreign language competence, taking into account the current requirements for pedagogical training.