Keyword: «time management»

The problems of moral education and self-organization of the individual, on the one hand, the demand for professionally competent, cultured, creative young people on the labor market, on the other hand, determine the need for the application of new educational technologies. One of such innovative technologies is the "time management" technology. Within the framework of this work, in order to justify the advisability of introducing time management technology into the educational process, an assessment of psychological and pedagogical problems among university students was carried out.

This article is devoted to the analysis of the specifics of time perception in Russian and in English. Based on the position that communication between people in the process of interlanguage communication is largely determined by sociocultural differences, the article explores the linguistic means of expressing time category in Russian and English. The examples of the transformation from the Russian to the American culture’s characteristic style of dealing with time clearly demonstrate that, it is necessary to take into account sociocultural differences in the process of communication and translation.

The relevance of the research is determined by the fundamental transformation of the labor market and educational paradigm, within which a graduate’s personal effectiveness becomes a system-forming factor of competitiveness rather than an optional supplement to professional competences. In the context of digitalization, hybrid employment, and boundaryless careers, the ability for self-organization, reflexive time management, and proactive positioning acquires critical importance. The issue gains particular significance for students of pedagogical universities in the re-integrated regions of the Russian Federation, where integration processes entail the restructuring of the institutional environment, value orientations, and professional standards, generating high uncertainty in career prospects. The aim of the article is to provide theoretical and methodological substantiation and selection of a set of measures for developing personal effectiveness in preservice teachers, integrating time management tools, self-organization skills, and proactive positioning strategies in the labor market under integration conditions. The methodological basis comprises systemic, axiological, activity-based, environmental, and reflexive activity-oriented approaches. Results: key problem areas were identified – predominance of a short-term time perspective, difficulties with prioritization, procrastination, deficits in self-presentation and resume adaptation skills; digital planning tools were systematized and adapted for pedagogical education (Yandex Calendar, WEEEK, LeaderTask, as well as applications for individuals with disabilities: Structured, Choiceworks); a training program for short self-presentation (“elevator pitch”) was developed for three contexts – job interview, social project presentation, and professional networking; principles for crafting a competitive resume compliant with applicant tracking systems were substantiated; the role of professional networks and digital footprint integration into a unified self-presentation strategy was defined. The theoretical significance lies in a holistic substantiation of personal effectiveness as an integrative construct combining temporal, reflexive, digital, and career components tailored to the specificity of re-integrated regions. The practical significance is determined by the direct applicability of the developed tools in the educational process of pedagogical universities, including recommendations for teachers, tutors, and career centers.