Keyword: «social support»

The relevance of the study stems from the fact that, in the context of digitalization of education and the growing ethnocultural diversity of the student body, it is insufficient for a university to merely declare the values of support and solidarity; empirically validated models of an environment in which these values are sustainably reproduced in everyday communication are required. Virtual professional communities of teachers are becoming an important resource for continuous development and mutual assistance, yet their value-normative foundations and support mechanisms remain insufficiently described, despite their potential for the axiological design of the socio-educational environment of a multi-ethnic university. The purpose of the article is to identify the values of support and solidarity in the discourse of a virtual community of foreign language teachers and to substantiate the possibilities of transferring them to the design of the environment of a multi-ethnic university. The methodological framework employs a mixed design: quantitative descriptive analysis and qualitative thematic-discursive analysis. The empirical base consists of a cluster of eight open communities of English language teachers on VKontakte, focused on preparation for high-stakes examinations; 548 original posts and 2,340 comment threads were analyzed for the period from September 1 to December 31, 2025. The results show that communication in the virtual teacher community is structured around four interconnected value cores: recognition of vulnerability and the right to make mistakes, horizontal collegiality and respect for difference, mutual assistance as a norm of professional behavior, and collective responsibility expressed in the translation of emotionally charged requests into jointly developed action plans. The theoretical significance of the work lies in understanding virtual professional communities as axiologically organized environments in which the values of support and solidarity are embedded at the level of micro-practices, genres, and roles. The practical significance is associated with substantiating the principles of transferring the identified value mechanisms to the digital and hybrid spaces of a multi-ethnic university – the creation of student mutual assistance communities, the development of mentoring systems and cultural mediation, the design of rules for supportive communication and soft moderation, which makes it possible to form a university environment in which support and solidarity become an everyday norm of interaction and a resource for the academic and sociocultural adaptation of international and Russian students.

The article examines the problems of student families in modern society. Statistical data, key issues and support measures for student families with children are discussed.

The article is devoted to the study of the experience of using technologies of social work with family and children in the conditions of social institutions in Russia. The article describes the social protection infrastructure in the regions, including the work of Moscow family centers and institutions in the Perm Region that support families with children. The most important technologies of social work are highlighted, such as case management technology, social support technology, and social patronage technology. Key areas of social work have been identified, such as early diagnosis of violations of children's rights, targeted assistance and an individual approach to each case. The use of social technologies to improve the quality of life of families with children is substantiated.