Keyword: «responsibility»

The article is devoted to the study of the influence of sports activities on the development of leadership skills in adolescents. As part of the study, the author conducted a diagnosis of psychological personality qualities necessary for a leader and manifested in adolescents engaged in various sports, analyzed the results of a diagnostic study, on the basis of which practical recommendations were formulated for the de-velopment of leadership qualities in adolescents involved in sports.

The article examines the question of whether Russian citizens are responsible taxpayers. Based on the analysis of sociological surveys and data on tax debt, an attempt is to answer the question posed. Students of Kaliningrad Institute of Management compiled a questionnaire and conducted a survey of almost 200 respondents in 2022,2023,2024. The results of the study show a mixed answer.

This work is devoted to the study of ethics in labor law and labor relations. In the context of globalization and changing social values, ethical standards are becoming key to the formation of fair and sustainable labor practices. The work analyzes the basic principles of ethics, such as fairness, respect, honesty and responsibility, and their impact on professional culture and social responsibility. Practical recommendations on the implementation of ethical standards in the daily practice of organizations are also considered, which helps to increase employee satisfaction and reduce staff turnover.

The relevance of the study is determined by the challenges of the modern world, characterized by rapid changes, instability, and ambiguity. In these conditions, the higher education system is tasked with fostering key 21st-century competences in students, among which adaptability and responsibility hold a special place. These qualities enable young people to function effectively in a rapidly changing reality and make informed decisions. Consequently, the potential of history education as a tool for cultivating these qualities requires scholarly understanding. The article aims to provide a theoretical foundation and methodological elaboration of the potential of studying national history as a means of developing adaptability and responsibility in university students. The leading research approaches include: a person-centered approach, ensuring the consideration of students' individual characteristics and creating conditions for personal reflection on history; a competency-based approach, orienting the educational process towards achieving specific social and personal outcomes (adaptability and responsibility); and a civic-oriented approach, which views history as a means of developing civic values, patriotism, and social responsibility. The article elucidates the complementary roles of adaptability and responsibility as meta-skills necessary for successful self-realization and effective functioning in the modern world. Based on the analysis of domestic and international literature, it is demonstrated that history education, moving beyond the mere transmission of facts, serves as a significant pedagogical resource for developing these qualities through the examination of historical alternatives, crises, and behavioral models. Methods for fostering adaptability (analysis of "bifurcation points," role-playing games, simulation of complex decisions) and responsibility (working with personal documents, personalization of history, project-based activities) are identified and described, linking the past with students' personal experience. The new role of the history teacher is defined as that of a moderator and facilitator, creating an educational environment for meaningful choice and reflection. The theoretical significance of the study lies in the systematization and development of scholarly understanding regarding the educational potential of historical knowledge in the context of modern challenges. The theoretical conclusions can be used for the further development of models and concepts for history education. The practical significance consists in presenting specific pedagogical technologies and methodological techniques (projects, case analysis, dialogic forms) that can be directly implemented into the university curriculum for the targeted development of students' adaptability and responsibility, thereby contributing to their personal and civic development.