YelenaYu. Lukyanova

The relevance of the study is determined by the need to develop effective mechanisms for professional self-realization of students with disabilities at pedagogical universities of the re-united regions of the Russian Federation, where integration processes are accompanied by a high degree of uncertainty, transformation of value-normative guiding lines and a deficit of adapted career tools. The aim of the article is to provide theoretical substantiation, development and empirical verification of a structural-functional model for constructing the life perspective of students with disabilities, integrating resource-based, environmental and personal activity-oriented approaches. The methodological framework comprises systemic, axiological, activity-based, environmental and reflexive activity-oriented approaches, as well as a set of theoretical (analysis, systematization) and empirical (questionnaires, reflective interviews, case method) methods. The results of the study include: identification of four groups of barriers (sociocultural, psychological, informational, economic) and resource factors (adaptability, reflexivity, social responsibility); analysis of institutional opportunities (quota system, «Work in Russia» portal, Abilympics movement, Perspektiva Regional Public Organization for Disabled People programs, assistive technologies); development of a cyclic model comprising analyzing, goal-setting, content-technological (six modules: personality cartography, future constructor, opportunity navigator, personal effectiveness, special route, workshop) and reflexive-evaluative stages-blocks. The conclusion provides practical recommendations for implementing the model into the educational process of pedagogical universities at the re-united regions for administration, teaching staff, psychological and pedagogical services, and students. Prospects for further research are related to the digital transformation of the model, longitudinal tracking of graduates’ professional trajectories, and adaptation of the model for various nosological groups.

The relevance of the study is conditioned by the profound transformation of the socio-pedagogical landscape in the digital reality, which brings to the fore the task of purposeful development of a holistic civic identity among young people. This issue is of particular importance in the context of training student teachers, who must not only have their civic position themselves but also be competent in fostering it in the next generations. The aim of the article is to theoretically substantiate and empirically test the effectiveness of short feature films as a tool of media education in developing the structural components of civic identity (cognitive, value-motivational, and activity-based) among students of pedagogical field. The leading approaches to the research problem were the systemic, axiological, and semiotic-hermeneutic approaches, which allowed considering the process of identity development as a holistic phenomenon and making an in-depth analysis of cinematic narratives. The methods used included theoretical analysis, comparative analysis, pedagogical experiment, qualitative content analysis, and the expert evaluation methods. The main result of the study was the development and testing of a systematic approach to the use of film products, structured according to three thematic areas: «Family, School and Society», «Patriotism and Historical Memory», and «Legal Literacy and Social Maturity». A detailed pedagogical analysis was conducted for each film, revealing its didactic potential for influencing specific components of identity. The theoretical significance of the work lies in the development of the methodology of media pedagogy through the justification and implementation of film education as an effective resource for the development of civic identity. The practical value shows itself in the conclusions and methodological recommendations contained in the article which can be directly used in the educational and upbringing processes of pedagogical universities, in the system of advanced professional development for teachers, as well as in the development of academic courses and programs aimed at civic and patriotic education of youth, including that in the new regions of the Russian Federation.