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This exploratory research examines the possibilities of applying new teaching approaches and working methods in the acquisition of Russian and German languages in the pedagogical profession under specific conditions of distance learning in an online environment. The theoretical context in which the draft of this research is placed refers to the elements of theories that are the basis of the self-regulation of learning (Sternberg, Deci, Rijan, Bandura), among which motivational aspects are at the top of the list. The method of the systematic non-experimental observation, in which statistical analyses are a substitute for experimental controls, seeks answers to questions about the advantages and limitations of online teaching in foreign language learning. In the research, a convenient sample was used, which consists of 107 students of the Faculty of Education, University of Belgrade, with Teaching Departments in Vršac and Novi Pazar, and Vocational Education and Medical College in Vršac. For the purposes of the research, a Likert-type questionnaire (PONUSJ) was used, which refers to the general assessment of the success of using ICT, and especially to the use of ICT in independent learning of a foreign (German and Russian) language outside of class, then to specific language aspects and skills for which adoption and improvement of online teaching very suitable, to different forms of work that have proven to be particularly interesting and useful during online foreign language teaching, as well as to the forms of classroom interaction that are assumed to be less suitable for online foreign language teaching. The reliability of the instrument determined by Cronbach’s α coefficient is satisfactory (α = 87).

The education of children with difficulties in visual functioning caused by lesions or dysfunctions in the central nervous system represents a significant challenge. This condition is called cerebral visual impairment and it is usually accompanied by normal ophthalmological results. Functional problems that occur in children can manifest as mild difficulties in directing visual attention, up to the complete inability to use vision effectively in certain situations. This variable behaviour of a child is (wrongly) interpreted as clumsiness, a lack of understanding and attention or it is attributed to problems in social functioning and communication, where in most cases it is not recognised as a consequence of difficulties in visual functioning. Problems with eyesight result in problems in academic activities, and the needs of children with cerebral visual impairment are unique. The aim of the paper is to point out, by reviewing the relevant literature, the specific behaviours typical of children with cerebral visual impairment and to offer general recommendations for an adequate teaching approach in working with these students, which could result in the improvement of their school achievement and facilitate the acquisition of academic skills. The paper contains suggestions for teaching strategies and adaptations of teaching materials, as well as recommendations for adaptations in space. The aforementioned adaptations can be useful both for students with cerebral visual impairment and for students with other developmental disabilities, as well as for students from the typical population.

Studies examining the correlation between children’s participation in sports activities and their executive functions (EFs) are relatively scarce, especially those that control the impact of participants’ intelligence. This research aimed to compare the EFs of children engaged in sports with those of their non-athletic peers, while controlling the impact of intelligence. Additionally, it compared the EFs of children participating in open skills sports (OSS) with those practicing closed skills sports (CSS). The sample included 83 participants (53% girls), aged 9-11 years, of whom 40 engaged in sports during their leisure time. Intelligence was evaluated using Raven’s Progressive Matrices, while working memory was assessed using tasks such as Digit Span Backward and Figure Span Backward. Inhibitory control was measured using the Dodrill’s Stroop Test and the Go/No-Go task, while cognitive flexibility was evaluated with the Wisconsin Card Sorting Test. Planning skills were assessed using the Twenty Questions Task and the Tower of London. The results revealed that children engaged in sports achieved better outcomes only in nonverbal working memory compared to the non-athletes. Involvement in OSS, rather than CSS, is associated with superior performance in nonverbal working memory. The findings suggest that engaging in cognitively stimulating physical activities holds potential benefits for the cognitive development of typically developing children. The observed relationship between sports activities and working memory further implies potential benefits for children with neurodevelopmental disorders. This underscores the necessity for additional research aimed at exploring specific mechanisms and adapting interventions to foster cognitive development in this group of children.

Diagnostic assessment of understanding of content that is currently being elaborated provides teachers with an important insight into the way in which the learning process unfolds among their pupils. In chemistry teaching, this type of assessment is particularly important in situations when complex teaching content, such as organic chemistry content related to aliphatic hydrocarbons in the eighth grade of elementary school, is introduced to the pupils for the first time. To assess the understanding of this content at the given educational level, the present study used a three-tier diagnostic test. A satisfactory understanding on such tests is indicated by correct answers to the first two tiers and the answer Yes to the third tier, while incorrect answer combinations on the first two tiers and the answer Yes to the third tier imply the presence of misconceptions. The three-tier test composed of ten items was completed by 114 pupils. On seven items the satisfactory understanding was shown in 51.75% to 63.16% of the pupils, while on three items, related to the chemical reactions of aliphatic hydrocarbons, the satisfactory understanding was found in less than 40% of the pupils. Six genuine misconceptions, held by at least 10% of the pupils, were also detected. Thus, a detailed insight into the eighth-grade elementary school pupils’ understanding of aliphatic hydrocarbons was obtained.

Literary texts of different genres can be the starting point for intra-curricular and intercurricular connections. Our research, that included a sample of 225 primary school teachers, was conducted to establish the following: 1) how practitioners evaluate the potential of different types of literary texts as a starting point for integration in teaching and 2) what attitudes they have about how the application of a literary text as a starting point for integration affects the class organisation and dynamics. The obtained results show that teachers most positively evaluate the possibilities provided by prose literature as a starting point for integration, primarily the tales written by authors and folktales. When it comes to the class organisation and dynamics, the largest number of teachers agree (completely or mostly) on the following: all lower grades of primary school are suitable for using a literary text as a starting point for integration; the literary text can be used as a starting point for integration even beyond Serbian language classes; the application of the literary text as a starting point for integration affects the greater dynamics of teaching. A considerable number also agrees with the fact that in teaching practice the process of integration makes it difficult to choose an adequate literary text, but there are quite a few who are undecided when it comes to this issue. The obtained results show that primary school teachers positively evaluate the potential of literary texts as a starting point for integration in teaching, but they also raise the issue of an insufficient application in practice of this form of work and the need for additional support for practitioners in performing integration.

This research develops a multicriteria rating scale for the assessment of oral presentations in language for specific purposes (LSP) in order to make the assessment process easier, more objective, and reliable. For this purpose, the prevailing contemporary theoretical models of communicative competence and specific purpose language ability were explored and five different models of multicriteria rating scales were generated. The criteria with the corresponding descriptors were created based on the distinct characteristics of oral communication and public speaking activities. Subsequently, they were the subject of evaluation by 103 foreign language teachers who teach LSP in higher education institutions and vocational secondary schools in Serbia and Croatia. An online survey was used as a data-collection method. The answers were analysed by the quantitative analysis and fuzzy multicriteria decision-making analysis (MCDC) to obtain a favourable model of the scale suitable for the LSP oral presentation assessment. The results show that the Specific Purpose Communicative Competence Scale is the optimal model recommended for evaluating learners’ oral performance in the context of foreign LSP classroom. A ready-made rating scale for the LSP oral presentation assessment whose validity and reliability are based on theoretically and empirically investigated grounds represents the main contribution of the research. The paper also offers various possibilities for further research, such as testing the obtained scale’s validity in practice and comparing it with other assessment instruments.

The topic of the research is the spontaneous speech of the children of preschool age, aged three to seven years. The corpus consists of a total of 400 children’s statements, one hundred each from the children of ages 3.0‒3.11, 4.0‒4.11, 5.0‒5.11 and 6.0‒6.11. The statements were collected using the technique of anecdotal notes in kindergartens in Jagodina. In the analysis, the lists of nouns, pronouns, verbs, adjectives, numbers, adverbs, prepositions, conjunctions, exclamations, and words that appear in children’s speech were extracted. The research provides a significant insight into the speech development of the children aged three to seven and indicates the aspects of speech development that should be given more attention. Speech is acquired through imitation, so the teacher should use the carefully selected vocabulary in his/her speech, taking care that the statement is understandable to the children, but that the children have opportunities every day to hear a new word from the teacher. Our study showed that certain word classes are absent in children’s spontaneous speech. The use of adjectives, adverbs, exclamations, and particles should be encouraged in preschool children’s speech.

This article presents the results of an study conducted in 2023, examining the historical and cultural foundations of Russian identity among modern youth. The study focuses on how affiliation with different social and professional groups shapes their perception of Russian history and culture. Particular emphasis is placed on the processes through which individuals develop a personal understanding of history, offering an innovative approach to analyzing historical memory in relation to Russia’s present and future. The preliminary conclusions drawn from this exploratory research highlight the need for comprehensive models to study the processes of youth identification with Russia.

Institutional transformations of higher education in Russia are currently being carried out under the influence of geopolitical factors and a set of gaps between the demands of modern society and the established institutional characteristics of higher education. This article defines the essence of institutional transformations of higher education, systematizes the gaps and contradictions that shape their context in modern Russia, and identifies the main trends in the transformation of the educational and scientific practices of universities that determine the direction of institutional changes. The analysis was conducted using both theoretical and empirical methods, including a content analysis of strategic and reporting documents from 62 leading Russian universities, as well as a secondary analysis of data from the Russian Public Opinion Research Center (VCIOM). It is concluded that the main gap in the institutional transformations of domestic higher education currently lies between trust and value, and the main mechanism is the construction of new practices for educational and scientific activities by universities. The analysis of these practices led the authors to conclude that the direction of institutional changes in the field of educational activities is more associated with the transformation of traditional institutional characteristics, while in the field of scientific activities, it is associated with the formation of new institutional foundations, with a general focus on increasing the integration potential of universities and inter-institutional interaction. The prospects for forming a new national system of higher education are tied to the possibility of consolidating these practices at the systemic level as stable regulatory and organizational characteristics.

Development of high-tech industries is an important task for the Russian economy, the solution of which requires the joint efforts of educational, research and production organizations with the governmental support. Nowadays significant results have been achieved in the field of cooperation between universities and business. Their systematization and analysis will make it possible to determine both the most effective areas of interaction and those requiring further development. The purpose of the research presented in the article is to identify typical models of cooperation between universities and business based on analyzing the results of their scientific and educational interaction. To realize it, clustering of Russian universities was carried out. The cluster analysis identified 6 groups of universitates, each of which has specific features. Universities in the first two clusters are focused on commercializing income from R&D. Universities of cluster 1 are distinguished by a high share of extra-budgetary income from R&D, and from cluster 2 are distinguished by high extra-budgetary income from R&D based on the number of academic staff members. Universities from cluster 3 have high results of joint publication activities with business companies. In universities from clusters 4 and 5 educational cooperation with business is more developed. Universities from cluster 4 have an extensive network of partnerships with enterprises to organize internships for students. Universities from cluster 5 actively cooperate with business to train specialists on a contractual basis. Cluster 6 includes universities that have low results in all areas of cooperation with business. The results of the study demonstrate the main approaches of universities to interact with business companies. The research task was implemented for the first time on a representative sample of Russian universities based on an analysis of the quantitatively assessed results of their cooperation with business. The article may be of interest to universities aimed at developing partnerships with business companies, as well as government authorities developing projects to support university-industry interaction. Support measures could become more diversified, considering the specific features of each cluster, and be aimed at stimulating the development of priority areas of cooperation with business for a particular university.

Over the past thirty years, thanks to government initiatives for the “construction” of world-class universities, a cohort of elite (leading) universities has been created in China, covering about 5 % of universities, which have tangible advantages over other universities in student recruitment, teaching, research, funding, and support from local authorities. Despite the similar possibilities gained by universities when they transition to the status of elite institutions, each of them has a different budget structure and distinct operational results, which are primarily associated with the positions of universities in international rankings. Therefore, the aim of the article is to show whether increased investment in development really allows Chinese universities to be successful in the ranking race. The article describes the sources of funding for Chinese universities, shows the funding structure of some leading institutions, and presents a model of funding for state universities. Special attention is paid to factors affecting the level of funding for Chinese universities, such as belonging to the elite group of universities, geographical location, and the range of educational programs implemented. Based on a sample of 29 leading universities, it is shown that the diversity of funding sources is an indicator of success: as a rule, the best universities have a higher share of income from entrepreneurial activities. At the same time, the volume of the university budget only 50 % determines advancement in rankings. The second reason for success is the “symbolic capital” obtained by universities from participation in the 211 / 985 / “Double First Class” projects, which allows them to achieve significant competitive advantages. Sources of information for analysis included: data from the Ministry of Education of China, web-sites of leading Chinese universities, publications available in the open access network of the Chinese internet, as well as scientific articles published in Russian and leading world publications.

The authors of the article present a comprehensive analysis of the accounting of students’ academic performance in the management of the educational process of the university. The information about students that affects their academic performance and satisfaction with the educational organization is analyzed and classified. The focus of the study is on the application of predictive models in the management of the educational process in order to adapt the content of disciplines to the current contingent of students. The study used data only on first-year students (2023/24 academic year) of bachelor’s and specialist’s degree levels (n=1549). The information is depersonalized and contains the following data: demographic (age, gender, citizenship), social (socio-cultural environment, place of residence, place of residence during study), academic (previous education, results of entrance tests, current academic performance, faculty, qualification level), economic (scholarship, type of competition – budget/contract). Methods of mathematical statistics were used to analyze the data: determining the type of data distribution using the Shapiro-Wilk test, establishing the presence of multicollinearity in the construction of multiple regression by the Pearson criterion, establishing correlation dependencies by Spearman’s rank correlation method. Machine learning methods are implemented in the Python programming language (v. 3.8) using the freely distributed Keras library. The main results. The classification of factors affecting the academic performance and satisfaction of students is presented. Using the methods of mathematical statistics, the importance of each factor for predicting academic performance has been established. An educational process management model based on Agile Learning Design has been developed and presented, which allows adapting a specific discipline to the current contingent of students.

The rapid development of artificial intelligence (AI) has posed many dilemmas for higher education, one of which is the development of university educators’ competencies in using AI technologies in the educational process. The purpose of this study is to present the current state of the problem of university educators’ professional development in the sphere of AI in the theory and practice of education. To achieve the goal, theoretical and empirical methods were used. The group of theoretical ones includes the analysis of scientific literature and Internet sources, study and generalization of advanced pedagogical experience, comparative analysis, content analysis, systematization. The group of empirical methods includes document analysis, questionnaire and survey. The first part of the article presents the analysis of international and Russian regulatory documents, which showed the significance of the studied issue for the state and society, and also allowed us to find out that the legal framework regulating AI in higher education is currently undergoing the stage of active formation. The second part of the article presents the review of scientific publications by foreign and Russian scientists, which helped to highlight the theoretical aspects of the current state of the problem of university educators’ professional development in the field of AI, as well as to identify its insufficientcoverage. The third part of the article presents the results of the study of educational practice in the form of systematization of educators’ development programs offered by universities and commercial organizations at the moment. The systematization is made on two bases: by the means of implementation and by the target audience. The fourth part of the article describes the authors’ experience in the development and implementation of a professional development program for educators on the creation of educational content using neural networks which took place in South Ural State University (National Research University). The conclusion states the necessity of systematic study of the problem, coordination of actions of educational organizations and state bodies to develop a supporting regulatory framework, the necessity to create conditions that promote the continuous development of educators’ AI competencies.

Traditional models of vocational education are decreasing their relevance due to rapid technological progress. The need to update skills and competencies leads to the emergence of new educational trajectories, including short programs for acquiring competencies to perform certain work functions and enter the labor market. The article examines the features of microqualification programs, their potential for employee training and their impact on the labor market. The analysis was carried out on the basis of data from the federal project “Employment Promotion”, data on vacancies on recruitment platforms and the results of focus groups with employers. Microqualification is interpreted as a set of highly specialized skills necessary to perform certain work functions that do not require a document on basic education. The authors of the article consider models based on the use of additional professional education and vocational training programs, as well as models that form individual educational trajectories within the framework of basic professional educational programs. An analysis of the salary data of participants in the federal project “Employment Promotion” shows that the passage of programs for the development of digital competencies provides a significant increase in wages after training. The results of the study demonstrate the high potential of microqualification programs for adult education and the formation of competitive specialists. The article offers recommendations on the implementation of microqualification programs in the Russian education system.

Drawing on the analysis of staff restructuring in universities around the world, the article stresses the growing share of non-academic staff, in particular highly qualified middle and senior administrative staff. The purpose of the article is to analyze how a combination of different categories of administrative staff is represented in universities according to their functions. Based on the cluster analysis of the Monitoring of education markets and organizations (N = 92), three groups of universities were identified according to administrative profiles: enterprising, educational and infrastructural. The first cluster is characterized by a high proportion of administrative staff engaged in general management, research, financial issues and information and communication technologies. The second cluster has a high proportion of staff engaged in providing educational activities. The third cluster is characterized by a high proportion of personnel engaged in the maintenance and operation of infrastructure and buildings. Universities with an infrastructural administrative profile are characterized by the presence of a larger area of educational and laboratory facilities per student, however, universities in the sample do not differ in terms of scientific, educational and financial activities.

The purpose of the research is to emphasize the role of health education as an important factor in reaching out to the population to reduce and spread parasitic pathogens.Materials and methods. By analyzing the statistical data of Annual Reports on parasitic diseases of the Federal Service for Supervision of Consumer Rights Protection and Human Welfare in Kemerovo Region - Kuzbass, the most common parasitic diseases in the population in the region have been established. Sanitary and educational activities were conducted with pre-school and school-age children (students of Grades 8–11) in the direction of bringing to the audience information about the types of parasites of medical importance registered in children and adults in Kuzbass and how to protect themselves from them. Oral and visual information methods were used (conversation, message, lecture, quiz, game, information leaflets and stands, leaflets, brochures, videos).Results and discussion. It is important for a medical student from the first year of the educational process to understand the role of sanitary and educational activities in his future profession as a doctor, and the relevance of personal prophylaxis measures against human parasitic pathogens. First-year students who won a grant in the contest of student ESG projects in the field of ecology and social orientation from Sberbank PJSC on social issues related to the population of Kuzbass with the project “Sanitary and Educational Activities in Parasitosis” implemented their ideas on preventive measures in educational institutions of Kuzbass. The educational activities were aimed at informing the educational audience about the causative agents of parasitic diseases registered by medical institutions among the child population of the region. The “NoParasites” team held talks and lectures on personal preventive measures against parasitic diseases. Brochures were developed and an information stand for parents was installed in the kindergarten. From the point of view of the department's activity the implemented student project has an educational orientation, forms worthy professional and personal qualities in future doctors.

Background. The editorial article reflects the main concept of the issue of the journal, dedicated to the 90th anniversary of the death of L.S. Vygotsky - an outstanding Russian scientist, whose works had a noticeable influence on the development of psychology and pedagogy in the world. Objectives. The goal is to demonstrate the relevance of the principles of the cultural-historical approach of L.S. Vygotsky at the current stage of development in psychological and pedagogical science and practice. Results. The article reveals the content of the publications of the journal issue devoted to the sources of the emergence of Vygotsky's scientific school, his biography, empirical and theoretical and methodological research carried out in line with the cultural-historical approach. It also displays Vygotsky's invaluable contribution to the development of education and science in Russia and abroad. Conclusion. The articles presented in this issue discuss the fundamental principles and postulates of the cultural-historical approach, as well as outline ways of research concretization of the idea of the systemic and semantic structure of consciousness. The significant contribution of the Faculty of Psychology of Moscow State University to the development of research in the field of cultural-historical psychology is especially noted. The wide presentation of the results to the scientific community and their introduction into pedagogical practice are highlighted.

Background. The relevance of the stated topic is determined by two circumstances: the need to determine the main directions of the theoretical and methodological reflection of modern social psychology and the task of explaining the socio-psychological aspects of cultural-historical theory. Objective. Consideration of the relationship between the main ideas of the cultural-historical theory of L.S. Vygotsky and the subject field of social psychology. Methods. The article uses methods of deductive (axiomatic and hypothetico-deductive) and comparative analyses. Results. The main theses of cultural-historical theory set the development and instantiation of the subject field of social psychology, starting with the well-known discussions of the 1920s. The main provisions can be identified as follows: the idea of the internalisation of social relations as a constructive mechanism of human socialisation; understanding the process of communication as instrumentally mediated by a system of signs which act as a means for a social subject to master his social behaviour; approval of the idea of human activity in interaction, the finite task of which is the formation of a common system of meanings. Using the example of similarities and differences in the historical views of L.S. Vygotsky and J.G. Mead, the authors analyse the possible range of understandings of interaction contextuality. It was the attention of cultural-historical theory to the analysis of interaction that largely determined the further interest of social psychology in the problem of “personality and/or situation”, the solution to which is still debatable. Conclusions. The determining role of L.S. Vygotsky’s position for universal social psychology as well as for Russian is associated with the unremitting attention of researchers to one of the fundamental problems in the analysis of man and society, namely, to the problem of human interaction with the surrounding socio-cultural environment. The requirement to consider the social context as a methodological imperative of modern social psychology sets the main direction for the further development of theoretical and methodological reflection. This main direction is the analysis of possible relationships between the social context and social changes, leading to the need for empirical development of two problems: the individual psychological foundations of social choice and a person’s ability to resist the power of the situation.

Background. The cultural-historical theory of the development of higher mental functions by L.S. Vygotsky remains relevant and continues to be discussed by specialists from various countries. Its usefulness is largely due to its employment of the dialectical method, the analysis of which is the focus of this article. Objectives. The aim is to reveal the essence of the dialectical method which allowed L.S. Vygotsky to analyse mental development processes. The first task was to define units of analysis as well as to describe their role when applied to a method. The second task was to show two types of analysis: substantive and structural. Methods. The dialectical method of analysis was applied in the process of solving theoretical problems. The current article systematically raises questions about the characteristics of the method, the requirements for units of analysis and their properties. Several difficulties with analysing units were summarized. Results. Dialectical analysis as a method of cognition, as applied by L.S. Vygotsky, was based on an invariant structural representation of the processes of mental development. At the same time, the task of meaningful interpretation of the development of the child’s psyche remained. The solution to this problem was based on the search for units of content analysis that simultaneously had two possibilities: to be invariant to any content and to be included into any content. An analysis of the works of L.S. Vygotsky showed that he considered the relations of opposition as such units. Conclusions. The use of dialectical analysis by L.S. Vygotsky was associated with the consideration of the studied material on two levels: structural and substantive, as well as in transitions from one level to another. To make such transitions, L. S. Vygotsky identified opposites in the content that interested him. Opposites had both substantive properties and represented formal invariant units independent of specific content, which made it possible to carry out transformations at the invariant (structural) level before returning to the substantive level. As soon as the content of the problem under study was transmitted into a structural plan, it was subjected to dialectical transformations, through the sequential implementation of various operations using opposites. These operations corresponded to the elementary dialectical structures, characteristic of both mental transformations and the processes of various entities in development. Content analysis, which included operating with opposites, allowed L.S. Vygotsky to describe the processes of development of complex structural systems of human consciousness.

Background. The study of L.S. Vygotsky's scientific heritage enables the clarification of the theoretical basis for the role of the social environment in children's mental development and the key regularities of children's mental development at varying ages and stages of development in the context of transitivity and the social uncertainty of modern society. Objectives. The currently article analyses the significance of the social situation of development as an alternative to the understanding of the environment as a factor of development in L.S. Vygotsky's doctrine of the structure and dynamics of psychological age. Results. Experience is the indivisible "unit" of the social situation of development as a dynamic unity of personality and environment in the form of age-specific attitude. The experience acts as an integration of affective and intellectual components and acquires features of awareness and meaningfulness as the child's thinking develops. The social environment contains ideal forms as a standard of historically developed human properties and abilities, determining the greatest originality of the child's developmental path — the future is already represented in the present and sets the vector for development. The ideal form embodies the age-specific normative content of the developmental potential of higher mental functions at each age stage, being appropriated in the course of cooperation. Experience determines the individual trajectory and the result of development. A comparative analysis of the crises of three and seven years convincingly proves the change in the type of experience: from the child's singling out of relations and himself as the subject of these relations to the singling out of experiences, their differentiation and realisation of the attitude to Self. The social situation of development determines the boundaries for the zone of the child's proximal development (ZPD). Conclusions. Experience realises the child’s active position in relation to the world through the prism of age characteristics. Transformation of the social situation of development, according to L.S. Vygotsky, occurs in the form of changes in the types and methods of experiencing in connection with the development of the motivation and need during the period of age-related developmental crises.

Background. L.S. Vygotsky’s cultural-historical approach toward children’s psychological development was first developed around one hundred years ago. It now requires re-evaluation in light of new experimental studies that have shown complexity and diversity of the innate psychological abilities of new-borns and infants, as well as other theoretical approaches towards understanding the role of culture and learning in cognitive development. Such a re-evaluation aims to draw our attention to those aspects of human psychology that L.S. Vygotsky, due to the limited empirical knowledge available to him and his early death, was unable or did not have time to illuminate. Objectives. The aim is to consider L.S. Vygotsky’s concept of natural psychological functions in a new perspective, as a forerunner of the ‘heart’ of human psychology — the living consciousness. Methods. The research method is a comparative and logical analysis of concepts, illustrated by the results of the author’s and his colleagues’ long-term experimental research. Results. A distinction between living consciousness, which includes subjective experiences (for example, perceptions, emotions, and creative thinking) and functions according to the laws of magic, and objectified consciousness, into which living consciousness is transformed for consumption by society and culture (for example, scientific concepts, logical thinking, and human artifacts) and which conforms to the laws of nature and formal logic, is proposed. It has been hypothesized that both living consciousness and higher mental functions are genetically related to natural mental functions. Differences between the structure, functions and methods of studying living and objectified consciousness are considered. Conclusions. Natural mental functions are the psychological basis for two relatively independent but interconnected branches of mental development: living consciousness and higher mental functions. Living consciousness does not obey the laws of formal logic and is the primary source of creative ideas and truly selfless morality.

Background. The problem of translating scientific articles into other languages affects not only translators but also psychologists, since the accuracy of translation determines the adequacy of understanding and transferring of scientific concepts. Objectives. The article focuses on the critical discussion of different variants in translating some concepts of L.S. Vygotsky's cultural-historical theory into Portuguese. Study Materials. This article discusses the concepts of the “zone of proximal development”, “learning”, and “speech”. Results. The paper considers variations in the translations of L.S. Vygotsky's concept of the cultural-historical theory into Portuguese. Insufficient attention of translators to the theoretical and methodological foundations of the original scientific text, which generates substantive errors in translation and distorts (simplifies) the content of the original approach, is critically discussed. Conclusions. Both literary and scientific translation should be understood as an unfinished process that requires constant revision and improvement. The philosophical, ethical and historical ideas of the translated author should be the basis for this. Only in this case will translation contribute to the communication and connection of people speaking different languages.

Background. L.S. Vygotsky’s vision of teaching and learning, which enables child development, remains useful for problems face by the modern-day school. Today, one of the central duties of education is, from the beginning of schooling, to lay the foundations for obtaining the ability to learn. Ability to learn is demonstrated when a person is faced with meaningful task, understands what is needed to solve it and knows how to compensate for their own limitations. Ability to learn is one of the aspects of human agency i.e., the ability to have and the self-perception of the ownership over one’s behaviour. This ability is manifested in children at a very early age and education can both strengthen and weaken, or even totally preclude its development. Agency in learning, which is the basis for future ability to learn, can enter the zone of proximal development (ZPD) as early as primary school age, but only in certain educational environments. Objective. The current research is focused on the relationship between the teaching, learning, and development of the child as a subject of educational activity in the scientific school of D.B. El’konin and V.V. Davydov, who advanced the cultural-historical theory. Methods. Clinical studies of setting and solving educational tasks in primary and secondary schools. Results. This article describes the most significant characteristics of the educational environment, through which the ability to learn can be developed for the majority of students: the content and form of learning activity in the strict, original meaning of this concept, which does not correspond to its everyday use. We highlight the discrepancies between the scientific and everyday meanings of the concepts “learning activity” and “learning task” and clarify the relationship between the structure of the learning task and the structure of the ability to learn. We also describe the characteristic actions of an adult at the stage of designing the learning task and then at the stage of interpsychological interaction with children when setting a learning task and searching for the means to solve it. Conclusion. Children's initiative in constructing general methods of action and sensitivity to conceptual contradictions manifest themselves systematically, as an age-related tendency, only when students set and solve learning tasks aimed at discovering and mastering theoretical concepts. Education that provides ready-made answers to unasked questions minimizes the opportunity for students to become self-teaching agents. Practical application of the results. The identified discrepancies between the scientific and everyday meanings of the concepts “learning activity” and “learning task” can protect these fruitful concepts from profanation and save their creative potential.

Background. Vygotsky’s idea of the affect and intellect unity continues to be developed empirically. Much attention is paid to the child's emotional development, which affects social and academic effectiveness. Knowledge regarding the relationship between language and emotional development within the social situation helps to better understand the developmental characteristics of preschool children in general and create the necessary corrective programs. Objectives. The aim is to study the characteristics of the relationship between language and emotional development (based on the general and emotional vocabulary size) and the level of emotion understanding at preschool age. Study Participants. The study involved 341 children aged 57 to 90 months (M = 75.42 months; SD = 7.65 months). 170 children were from the senior groups of the preschool educational institution (M = 69.09 months; SD = 4.4 months), and 171 children were from the preparatory groups of the preschool educational institution (M = 81.67 months; SD = 4.2 months). Methods. To assess the general vocabulary size the Peabody Test technique was used. To assess the volume of active and passive emotional vocabulary, the Roepstorff “Emotional Vocabulary” test was used. To diagnose ability to understand emotions in preschoolers, F. Pons’s “Test for Emotions Comprehension” method was used. Results. It was found that age is significantly associated with indicators of general and emotional vocabulary size, as well as with the understanding of emotions in all identified aspects. Different levels of emotion understanding have different relationships with vocabulary, both general and emotional. An important result is the identification of the significance of the contribution of active rather than passive emotional vocabulary to emotion understanding, suggesting a significant role of verbalisation of the emotional state, helping preschoolers to better understand emotion. Conclusions. The study showed that language development influenced the understanding of emotions in preschool age. At the same time, with age there is an increase in the size of children’s general and emotional vocabulary, as well as their ability to understand emotions.

Background. The term “family pain” is used in family system psychotherapy to refer to the emotional state of members in a dysfunctional family. Despite the widespread use of this term in practical psychology, the structure of the phenomenon of “family pain” has not yet been described and introduced into clinical and family psychology. This study provides a scientific substantiation of the psychological construct “family pain” in the etiology and functioning of codependent behaviour based on the cultural-historical approach of L.S. Vygotsky. Objectives. The aim is to characterize the concept of experiencing “family pain” based on a cultural-historical approach, and also to analyse the characteristics of experiencing “family pain” among people whose parents were alcoholics. Study Participants. The sample included adults who were conditionally mentally healthy (N=52; 11 men and 41 women; Mage=24.5 years, SD=4.4), who grew up in alcoholic families and regularly attended the 12-step rehabilitation programme “Adult Children of Alcoholics”. Methods. A phenomenological analysis of the motives for people applying to the 12-step rehabilitation programme “Adult children of alcoholics”. Results. Individuals who grew up in alcoholic families describe “family pain” as a constant experience that accompanies them throughout their lives, due to traumatic childhood experiences in the past. Six motives for applying to the self-help rehabilitation programme “Adult Children of Alcoholics” for people who grew up in alcoholic families and experienced “family pain” were identified. They included: to overcome difficulties in communication, to cope with the death of parents, to find support and approval, to find people with similar experiences, to justify one’s own failures through the illness of a parent, to cope with current negative states connected to childhood experiences. It has been shown that attending rehabilitation programmes can both help a person to cope with the experience of “family pain” and strengthen fixation on the negative experiences of childhood. Conclusions. The process of experiencing a common family problem by people whose parents were alcoholics can be presented and described as a special systemic psychological construct “family pain”.

Background. There are very few modern studies on the psychology of the actor and they are mainly based on the study of individual personality traits of actors. The current article discusses L.S. Vygotsky's approach to the psychology of the actor and presents the results of a comprehensive study of the personal characteristics of student actors. Peculiarities of professional activity and the modern socio-cultural situation was taken into account in the interpretation. Objectives. The research is a complex analysis of personal characteristics of actors during the early stage of mastering their professional activity. Study Participants. The study involved second and third year students of the acting faculty of the Institute of Contemporary Art (Moscow); a total of 76 people (39 girls, 37 boys), with an average age of 20.2 years Methods. R.B. Cattell 16 PF personality questionnaire, Eysenck EPI personality questionnaire adapted by A.G. Shmelev, short Big Five portrait questionnaire “B5-10” (authors M.S. Egorova and O.V. Parshikova), short Dark Triad questionnaire (adapted by M.S. Egorova, M.A. Sitnikova, O.V. Parshikova), A.A. Megrabyan empathy questionnaire, and the integral indicator “expert assessment of abilities” were used in the study. Results. As a result of a factor analysis of the respondents' indicators for all the methods used, the following 10 factors describing 69.9% of the total cumulative dispersion were identified: F1 “emotional excitability, plasticity”, F2 “sensitivity to moral constraints”, F3 “empathy”, F4 “openness to experience, trying oneself out”, F5 “publicity”, F6 “frankness, sincerity”, F7 “emotional joining the group”, F8 “insightfulness”, F9 “individualism”, F10 “free-thinking”. The identified factors are interpreted as specific personal formations involved in the realisation of acting. Conclusions. The personal characteristics discovered in the study are considered from the point of view of the content and organisation of the actors' training process. They can act as an alternative to the traditional approach aimed at the development of actors' individual mental functions. Consideration of specific psychological vectors of personal development of student-actors as a basis for the proposed in training etudes and exercises shifts the focus of training on the image of character as a semantic unit of psychotechnical training.

Background. The identification of key periods of development in culturalhistorical theory is not just a task of historical interest. It may help to reconstruct the logics and the moving forces in the development of Vygotsky’s theoretical approaches at different periods and may thereby help to improve understanding of key concepts and principles. The area of dialogue to which this article contributes is contemporary perception of cultural-historical theory. Objective. The aim is to analyse and reconstruct the evolution of theoretical thought of L.S. Vygotsky. Methods. The research involved analysis of texts by L.S. Vygotsky, relating to different stages of his scientific path, biographical materials, analytical publications of authors studying the works of L.S. Vygotsky. Results. As literature shows, there is a tendency to highlight some periods of Vygotsky’s theoretical path while underestimating others. In some cases, this limits the development of a holistic evolutionary approach to cultural-historical theory. The article begins with a description of the key stages of Vygotsky’s theoretical evolution with an emphasis on continuity and discontinuity. Then it presents and critically discusses two examples of perception of Vygotsky’s legacy, which are Gonzales Rey’s (2011) identification of “defining moments in Vygotsky’s work”, and Engeström’s (1987, 1990) account of “three generations of CHAT”. Conclusions. Cultural-historical theory is a powerful living and developing theory which provides rich and strong theoretical and experimental tools for contemporary generations of researchers. New dialogues are required: however, a holistic evolutionary approach to the history of cultural-historical theory should remain on the agenda.

Background. Currently, different versions of Russian and international concepts are being developed in a single scientific field. In this context, the high heuristic potential of L.S. Vygotsky’s concept is revealed as his ideas are in tune with the challenges of information culture. Objectives. The goal of the current work is to present the integrity of L.S. Vygotsky’s concept of culture and the variability of his ideas about emotional experience, sign and tools, the social situation of development, crises at different periods and in different situations in the development of science. The connection between continuity and change over time makes Vygotsky's concept flexible and productive for a digital society. Methods. The historical-genetic approach, historical hermeneutics and categorical analysis are used to trace the internal logic and stages of the formation of L.S. Vygotsky’s scientific views, as well as to outline his opponents and the origins of his methodology and discoveries. Results. Personal and sociocultural (temporary) factors in the emergence and development of the concept of L.S. Vygotsky were analysed. The role of the initial works on the psychology of culture and theatre in the formation of psychological concepts of emotional experience and personality was shown. A holistic picture of the dynamics of the scientist’s views on the development of psyche, the role of the tool-sign, the social situation of development and crises, as factors that determine the boundaries of possible personality changes, the connection between affect and intelligence throughout ontogenesis was presented. The transformation of the concept of interiorisation, which becomes one of the central ones for the development of the psyche in a digital society, was revealed. Conclusions. Variability over time and, simultaneously, the fundamental integrity of L.S. Vygotsky’s approach to culture in its various forms (word, sign, emotional experience, theatre, society) are the basis for the high productivity and creative potential of his ideas, which make it possible to transform them in different social situations of the development of science. The personality of the creator in the context of his life and the life of his ideas gives possibility to interpret it in terms of the psychology of drama, expanding the boundaries of analysis and incorporation of the scientific worldview and concepts of L.S. Vygotsky in modern psychology.

Background. The current publication presents the text of three previously unknown letters from L. S. Vygotsky to E.I. Heifetz, which were written by him in 1918, 1920 and 1921. A psychological analysis of the letters was carried out in the context of the author’s life at the time of their writing. Objectives. The goal is to disclose previously unknown aspects regarding the personal and professional development of L.S. Vygotsky. Methods. Analysis of archival documents in comparison with biographical materials from the period of Vygotsky’s life under study. Results. The letters represent a unique source for understanding the experiences and moral and ethical views of the young Vygotsky: in them he provides reflections on his “Life’s Work”, the personal choices and social “sacrifices” required for its realisation and talks about the mystery of personal feelings. The analysis shows how these feelings and Vygotsky’s life views changed over time. Conclusions. The analysed letters, along with characteristics of relationships within the family and in the microsocial environment, reveal the uniqueness of Vygotsky’s self-perception and personal self-determination in his youth.

Background. The relevance of the work is connected with the significance of L.S. Vygotsky's early studies both for the formation of the foundations of the cultural-historical approach in psychology and theoretical and methodological principles of modern research on the psychology of art. Objectives. The aim is to determine the peculiarities of the approach to the study of aesthetic response in Vygotsky's work "The Psychology of Art". Identification of substantive aspects concerning Vygotsky's research "method" is important for studying the psychological uniqueness of artistic experience. The theoretical and ideological contexts that determine the ambiguity of assessments of "The Psychology of Art" by Russian psychologists are established. Study Participants. The original text of Vygotsky's dissertation "The Psychology of Art. Analysis of Aesthetic Reaction" (archive of the Vygodsky family), subsequent editions of "The Psychology of Art", critical articles by leading Russian psychologists on the "The Psychology of Art". Methods. Critical historical theoretical analysis, comparative textual analysis of the original text of Vygotsky's dissertation "The Psychology of Art. Analysis of Aesthetic Response" (archive of the Vygotsky family), subsequent editions of "The Psychology of Art", critical articles by leading Russian psychologists regarding "The Psychology of Art". Results. It is shown that in "The Psychology of Art" when studying the peculiarities of aesthetic reaction and cathartic experience Vygotsky uses not only the principles of structural, functional and genetic analysis of the artwork, but also a wide range of psychotechnical techniques aimed at interpreting the meaning of the artwork. At the same time, the peculiarity of his use of methodological principles of reactological and psychoanalytical approaches, models of mental experiment in analyzing psychological features of the artwork impact are revealed. It is revealed that the subsequent critical evaluations of "The Psychology of Art" were clearly influenced not only by the theoretical attitudes of various authors, but also by ideological connotations ("ideological filters", "mechanisms of social protection of the text", etc.). A shift in the substantive critical assessments of the work was recorded: from the dynamic analysis of artistic experience ("waste of energy", "explosive reaction") to the tasks of personal meaning to resolve affective contradictions arising in the perception of different levels of the organization of the artwork. It is shown that it is the attitude to the socio-biological type of human development that determines the pathos of the study of "The Psychology of Art" as a "social technique of feelings". Conclusions. In "The Psychology of Art" the main range of questions about the mechanisms of sign mediation of emotional mental processes and meaning-making is fundamentally worked out.

Background. The article discusses the current problem of the methodological foundations of psychological science. The article argues that the dangerous crisis for psychology, which was analysed by L.S. Vygotsky has not gone away, but moved from an acute form to a chronic one. “Methodological pluralism” in modern psychology is the triumph of blatant eclecticism. The authors see the main reason for the impasse which psychology has reached as the desire of this science to become like positive sciences from the field of natural science. Objective. The purpose of the article is to substantiate the point of view according to which L.S. Vygotsky created the only possible scientific psychology of the future, which will rightfully be classical. Method. The article discusses the fundamental principles and postulates of the cultural-historical approach, and outlines ways of research conceptualising the idea of a systemic and semantic structure of consciousness. Results. The authors analysed the methodological and philosophical foundations of psychological science. Based on the analysis carried out, the article highlights the approach proposed by L.S. Vygotsky. Conclusions. Comparison of the scientific fate of Galileo with the scientific fate of L.S. Vygotsky allowed the authors to assert that neither one nor the other discoverer of a fundamentally new method of comprehending reality had like-minded people during their lifetime. Their theoretical and methodological bar was raised too high, which made their work inaccessible to understanding by their contemporaries. The article concludes that the legacy of L.S. Vygotsky is not the historical past of psychological science, but its only possible and most promising future.

The relevance of this study is due to the lack of development of the problem of studying morphology based on the axiological approach and, as a result, the insufficient use of the value potential of morphology for the development of personal qualities of students, subject and meta-subject skills. The purpose of the work is to substantiate the expediency of using axiological linguistic methods in morphology lessons and, in particular, when studying the topic “Noun as a part of speech”. To achieve this goal, the following tasks were identified: firstly, to analyze the sources and substantiate the presence in the pedagogical and methodological literature of scientific prerequisites for the implementation of the axiological approach in the study of morphology; secondly, to prove the expediency of the axiological approach as a meta-approach that ensures the achievement of personal, meta-subject and subject goals in teaching the Russian (native) language; thirdly, to substantiate the axiological nature of linguistic knowledge on the topic “Noun as a part of speech” and the need to rely on it in the process of teaching the Russian (native) language. In the process of studying the problem posed, theoretical methods and analysis of empirically obtained data on the formation of students' morphological skills were used. The article proves the pedagogical and methodological expediency of updating the axiological linguistic methodology in the study of the morphology and axiological nature of morphological knowledge on the topic "Noun as a part of speech" for the development of the student's personality and the formation of meta-subject and subject skills.

The article summarizes the results of the implementation of measures to ensure the educational rights of students with disabilities and special educational needs. We present the results of the implementation of interdepartmental comprehensive plans (for 2015, 2016-2017, 2018-2020) approved by the Government of the Russian Federation . It was revealed that over 10 years, more than 8 thousand kindergartens and more than 10 thousand schools participated in the special events to create accessibility in educational organizations. It was a part of the state program “Accessible Environment.” In accordance with the federal statistical observation form OO-1, in the 2023/24 academic year, psychological and pedagogical support for students with disabilities in general educational organizations was provided by 32466 educational psychologists, 21703 speech therapists, 9530 special education teachers, and 8888 tutors. show that there were 3123 educational psychologist vacancies, 2378 speech therapist vacancies, 1740 special education teacher vacancies, and 1389 tutor vacancies in 2023 in the constituent entities of the Russian Federation. The article highlights th importance of the Complex of measures for the modernization of defectological education in the Russian Federation through 2030 (dated February 7, 2024, No. SK-1/07vn), and the all-Russian competition The Best Inclusive School in Russia. This article reflects the results of scientific research conducted by the Institute of Correctional Pedagogics, Moscow State University of Psychology and Education, Moscow State Pedagogical University, Russian State Pedagogical University named after A.I. Herzen. Based on the provisions of the Plan of the Main Events held within the framework of the Decade of Childhood for the period up to 2027, the main tool is a study of the subjective well-being of adolescents, including those with disabilities and special needs. We emphasize the high importance of the Interdepartmental Comprehensive Action Plan for the Development of Inclusive General and Additional Education, Children's Recreation, and the Creation of Special Conditions for Students with Disabilities and Limited Health Opportunities up to 2030. In this article we define the directions of the Russian methodology of inclusive education as the main basis for ensuring the rights and opportunities of any child.

The results of an empirical study of a comprehensive assessment of the professional training of future teachers of various specialties (preschool educators, primary school teachers, subject teachers, psychology teachers, social educators, speech pathologists) at higher education institutions in the Republic of Belarus are presented. The complexity of the assessment is ensured by the study of all components of professional teacher training (educational conditions, educational process, educational results) and the representativeness of the multi-subject groups of respondents (vice-rectors for academic affairs of institutions of higher education, teaching staff, graduate students and undergraduates). In order to obtain the research results, there were used author's checklists, 4 types of questionnaires correlated with the marker system (marker 1 – "educational conditions", marker 2 – "educational process", marker 3 – "educational results"), criteria, indicators. The study involved 8242 respondents, including the authority (10 vice-rectors for academic affairs), the teaching staff (1131 people), future teacher students of various specialties (7101 people). Mathematical and statistical data processing included the usee of Pearson's χ2 criterion (STATISTICA statistical package version 10.0). The study allowed us to see an important problem – "deficits" in the quality of university teaching staff training (especially its methodological component) that enables to solve problems of forming professional competencies in future teachers. The assessment of professional teacher training made it possible to determine the vectors of improvement of organizational and pedagogical conditions, content and methodological support of higher teacher-training education in the context of the implementation of the principle of inclusion, new methodological approaches to improving the quality of differentiated professional teacher training and to create a basis for making a number of managerial decisions.

The work is aimed at analyzing indicators for ensuring the continuity of the inclusive process in general and vocational education in Russia. The study was conducted in educational organizations in 82 regions of the country; 6377 heads of educational organizations, 60870 teachers, 92093 parents and 32039 students of secondary vocational education participated were recruited for this study. The main method was an online survey, the data analysis method is frequency. The article describes four indicators of the continuity of the inclusive process – ensuring the variability of educational programs, plans and organizational forms of education, psychological and pedagogical support for students with special needs and its staffing, ensuring the participation of all students and their parents in the educational process, the life of the educational organization, support in self-determination and choice of professional educational trajectory. The implementation of the principle of continuity, enshrined in the normative field of education, is reflected in the data of the article through indicators of the sustainability of the share of inclusion of a number of categories of students with special needs when moving from level to level. However, obstacles to the implementation of the principle of continuity are the insufficiency of mechanisms for the individualization of education, including the lack of institutionalization of the individual educational route, staffing shortages for psychological and pedagogical support of students, as well as the social and practical orientation of career guidance technologies.

The paper presents the results of the analysis of the empirical research of teachers' opinion about the status of inclusive education in the Russian Federation. The comparative analysis was focused on the answers of teachers of special (correctional) schools (N=192), teachers working in an inclusive format (N=210) to the questions of the author's questionnaire regarding professional training and work experience, ideas about the compliance of inclusive education with the special educational needs of schoolchildren with disabilities, existing problems in the implementation of the pedagogical process and ways to overcome them, the prospects for the implementation of inclusive education. It was revealed that the opinion of teachers working in educational organizations with different models of education for children with disabilities have both common positions and specific ones. Differences to a greater extent concern the expediency of spreading inclusive education for a number of psychological and pedagogical categories of children due to the presence of significant psychological difficulties and low performance of the educational process at high cost.

The article presents the results of a study where we tried to clarify the status of the category self-efficacy as a phenomenon that supposedly depends on a number of factors: the country of residence of teachers, the age and experience of their professional activities, indicators of mental burnout, and also (school teachers as a separate category of teachers) do they work with children with disabilities. 481 participants from Russia, the Republic of Belarus, the Republic of Kazakhstan, and the Kyrgyz Republic aged from 20 to 60+ years were recruited for this study, 96,7% of them were women. 182 participants were teachers, 110 of them were teachers of inclusive education. The following methods were used: the Professional Burnout technique, the General Self-Efficacy Scale, and statistical methods for processing the results. The results didn't show any difference in self-efficacy according to the country of residence. The age and associated work experience of teachers, working with children with disabilities also did not influence self-efficacy. Regression analysis showed a negative impact of the reduction of personal achievements on self-efficacy in all subgroups formed according to the country of residence. Based on the data obtained, it is concluded that the reduction of personal achievements has the greatest negative impact on teachers' self-efficacy; accordingly, it is assumed that work on the prevention of this component is effective when it is about forming teachers’ self-efficacy. We outline research prospects related to other possible self-efficacy factors.

An inclusion teacher is supposed to possess a range of personal and professional characteristics. The analysis of these characteristics, however, should not be limited to respective competencies alone. It should explore them in relation to the inclusion teacher’s professional dispositions. Ours is the first study to provide evidence-based insights into the nature of relationship between teachers’ professional dispositions and their inclusion competencies. The evidence was collected through two self-designed tools: a situational professional test of inclusion competencies and a questionnaire of professional dispositions. The sample included 758 practicing teachers. The results indicate that professional dispositions are not determinants but rather drivers for the formation and development of teachers’ inclusion competencies. Moreover, it is the focus on the student with disabilities rather than the organization of inclusive education that acts as a link between the inclusion component of professional dispositions and inclusion competencies.

This publication examines the features of the integration of universities into the system of scientific and methodological support for teaching and HR staff. The most significant areas of activity of scientific and methodological centers for supporting teaching staff, created on the basis of universities, are analyzed to improve the conditions for improving the professional skills of teaching and HR staff. The central issue of discussion is the definition of strategies for the activities of scientific and methodological centers oriented on solving problems within the framework of the formation of a unified educational space in the Russian Federation. Strategies for scientific and methodological support of teaching staff are considered based on the practical experience of universities in implementing educational and scientific projects in accordance with the criteria, which determines the increase of the innovative potential in organizations, the practical significance of the content and forms of scientific and methodological support, the formation of infrastructure for supporting teaching staff, problem specialization and expertise in the activities of scientific and methodological centers, as well as the development of the interaction with professional communities.

The article examines the trends in the development of the concept of "inclusive education" in the documents of international organizations, discussions in academic publications regarding this concept, its evolution and implementation. The prospects for the implementation of the highlighted trends in Russian education in the current socio-political context of Russia and taking into account the discourses of contextualization and decolonization of the concept of inclusive education are discussed. The contradictions between the global trends of inclusive education and the situation of development of Russian education and the state are revealed. The interpretations of the Russian case of the development of inclusive education are proposed as an example of the implementation of a global concept promoted by international organizations in specific socio-cultural and institutional conditions.

The work is aimed at identifying the attitude of teachers of general schools to inclusive education. The article presents the results of an empirical study obtained on a sample of teachers of Chelyabinsk (N=678). The study involved respondents aged 20 to 77 years, of which 94% were female and 6% male. The study included the study of three aspects of attitude: modality, character and position. A mass online survey was used, conducted using the Internet service “Yandex. Forms”. The results obtained allow us to say that teachers demonstrate a predominantly positive attitude towards inclusion (63,8%), regardless of their length of service and participation in the implementation of adapted educational programs. It is noted that the attitude towards inclusive education is characterized by the unwillingness of teachers to take a responsible position; weak desire to interact with parents; low readiness to improve their qualifications in matters of inclusion.

The work is aimed at studying the formation of language reflection and the peculiarities of awareness of the language norm by speech therapy students as an indicator of their readiness to work with children with disabilities. The research materials obtained from a sample of first-year students of the Faculty of Defectology of the Moscow State University (N=450; EG=100) are presented. The study was conducted in 2 stages, including the analysis of video recordings of samples of spontaneous speech and reading texts of varying complexity. The results obtained show the insufficient formation of language reflection and the difficulty of understanding the language norm by future speech therapists. The influence of the complexity of the text on the number and prevalence of errors in the reading test has been determined (with a significance of p

Introduction. In the context of globalisation and the intensification of international contacts, there is an increasing need to understand the intercultural differences and similarities between Russian and Chinese youth, particularly in significant areas such as family values. Aim. The present research aimed to identify and analyse the differences and similarities in the perception of family values among students from various cultural contexts. The methodology and research methods. The research methodological framework was grounded in the principles of cultural anthropology, sociology, pedagogy, and psychology, facilitating a multifaceted understanding of the phenomenon under investigation. The study involved 160 students from higher educational institutions in the city of Tyumen, representing both Russian and Chinese cultures. This comprehensive approach incorporated quantitative methods, enabling a visual representation of the cultural features and nuances in the perception of family values and their hierarchy among Chinese and Russian students in Tyumen higher educational institutions. Results. The results indicate that, despite existing cultural differences, Russian and Chinese students demonstrate a similar respect for the institution of family and are committed to preserving family traditions. Scientific novelty. The scientific novelty of this study lies in its reflection of current trends and changes in the perception of family values within the context of cultural exchange, making it significant in the framework of modernity. Practical significance. The practical significance highlights a deeper understanding of intercultural interactions and can serve as a foundation for further sociocultural research in the area of family values.

Introduction. The development of STEM competencies worldwide is a priority in contemporary scientific research. Despite its significance for modern advancements in this field, the factors influencing the formation of STEM competencies remain insufficiently explored and are only partially addressed in existing scientific literature. This gap underscores the relevance and timeliness of the current study. Aim. The present research aimed to systematise scientific concepts regarding STEM competencies and the conditions necessary for their development, which are essential for understanding the prospects of STEM advancement in vocational education. Methodology and research methods. The research is a review-analytical study that aims to reflect on both the theoretical and applied aspects of STEM education. This paper systematises scientific perspectives on the definitions and models for the development of STEM competencies. It analyses scientific articles published between 2005 and 2024, facilitating the construction of a system of factors that influence the development of STEM competencies within the context of vocational education in foreign countries. Results and scientific novelty. The authors systematically organised the factors and concepts related to the conditions necessary for the development of STEM competencies within the context of vocational training for the innovation economy. A comprehensive system of factors influencing STEM competencies was described, and the barriers that impede the advancement of this area have been identified. Practical significance. The findings of the study can be applied to the development of educational programmes for training specialists in critical and end-to-end technologies within the vocational training system.

Introduction. In the quest to enhance the training of future teachers, particular emphasis is placed on identifying the educational potential of new learning environments within pedagogical universities under the Ministry of Education of Russia. These institutions have undergone infrastructure updates as part of federal programs designed to support education. Aim. The aim of this study is to develop an original model for organising the project activities of student teachers, taking into account the contemporary infrastructural capabilities of pedagogical universities under the Ministry of Education of Russia. Methodology, methods and techniques. The methodological foundation of this research is grounded in the principles of community development pedagogy and the design of evolving educational systems. The integration of integrative, synergetic, environmental, and system-activity approaches facilitated the identification and development of components within the author’s model for organising project activities for future teachers in the context of pedagogical technoparks, such as “Quantorium”, and technoparks focused on universal pedagogical competencies in higher education institutions under the Ministry of Education of the Russian Federation. The validation of the developed model was conducted through expert assessments. Results. The authors developed the model for organising project activities for future teachers within the innovative infrastructure of pedagogical universities. The main components of the model are outlined, including integrative objectives and anticipated outcomes of students’ project activities, interdisciplinary project content, and a technological component that facilitates the transformation of interdisciplinary project content into personally meaningful experiences through the technology of collaborative distributed project activities. The study identifies and justifies the conditions necessary for the effective implementation of the developed model, focusing on the management of processes, resources, and participants involved in interdisciplinary project activities. Scientific novelty. Integrative processes, within the context of this study, are regarded as a pedagogical phenomenon that reflects the interconnections among the objects, processes, and subjects involved in project activities. Practical significance. The research materials can be utilised in the development of programmes aimed at enhancing the infrastructure of pedagogical universities. They can also assist in the refinement of educational curricula for training teaching staff, particularly in disciplines that prepare future educators to effectively organise project-based activities within contemporary educational environments.

Introduction. The development of technologies in the context of the formation of the sixth technological order provides new tools and methods for educational institutions, significantly simplifying the acquisition of knowledge by students. Aim. This study aimed to investigate teachers’ opinions on the challenges associated with the integration of new educational technologies into the educational process. Methodology and research methods. As the primary method, a quantitative approach using a descriptive questionnaire study was employed to investigate the issues related to teachers’ motivation and their proficiency in utilising new educational technologies in the educational process. The study involved a participant group of 144 teachers from Irbid, Jordan. Results. The results indicated that the technological competence of teachers did not significantly impact the efficiency of technology use. This is attributed to the fact that nearly all teachers have received adequate training, possess the necessary tools, and extensively apply technical knowledge in their work. Nevertheless, problems related to the state of educational institutions’ infrastructure persist. It has been established that educators are constantly striving to use innovative methods to create an ideal learning environment for their students. Their motivation serves as a driving force that determines their actions in the educational process and contributes to a targeted approach to task performance. At the same time, statistically significant gender differences were observed in favour of female teachers, as well as statistically significant differences in favour of teachers with a scientific specialisation and less than eight years of experience. The relevance of the study lies in its focus on teachers’ technological abilities and how modern technologies are utilised in the classroom. Scientific novelty. Approaches have been developed to create effective strategies and teaching methods for the active integration of new educational technologies in educational institutions in Jordan. Practical significance. The proposed solutions to enhance the utilisation of educational technologies by teachers can be adopted by educators from various countries to enhance their technological skills throughout the educational process.

Introduction. The article addresses the problem of diagnosing creativity as a complex and multifactor construct. Aim. The present article aimed to examine multifactor models of creativity and to reveal the structural and dynamic aspects of psychological assessment in order to identify relevant, less developed aspects of the psychological assessment of creativity. Methodology and research methods. Multifactor models of creativity were reviewed. A matrix of creativity research in different branches of psychology was modified and a matrix of methods for assessing different aspects of creativity was developed. Results and scientific novelty. The analysis of multifactor models of creativity (4P, 4C, 5A, 7C) identified five general structural factors of creativity (5T): creative person, creative process, creative product, creative environment, and co-creation. The 5T×4C matrix for creativity diagnostic methods, which includes structural (5T) and dynamic parameters (4C), was formed. Research areas with less developed tools of psychological assessment were identified: the creative process at the pro-C and big-C level; the creative environment at the mini-C level; and co-creation at all levels of creativity. Practical significance. The proposed 5T×4C matrix serves as the foundation for analysing the current aspects of creativity diagnostics development. The analysis of multifactor models and psychological assessment methods for creativity can be utilised in developing new approaches to studying the phenomenon of creativity.

Introduction. Physical culture and sports activities play a crucial role in the socialisation and personal development of individuals. Understanding students’ attitudes towards the social values of sports is essential for creating an effective system of physical education and social development at a university. Aim. The present research aimed to examine the relationship between university students’ attitudes towards various values of sports and their social responsibility, psychosocial well-being, commitment to moral norms, and social values as indicators of social development. Methodology and research methods. The study utilised various frameworks, including the psychology of sports concerning moral norms and values, the theory of physical education related to the social development of students through physical culture and sports, and social psychology focusing on indicators of social development. Psychodiagnostic methods employed included the Spirit of Sport (SOS) scale, Social Responsibility Scale, Portrait Value Questionnaire, Moral Foundations Questionnaire, and Subjective Well-Being Scale. The collected data were analysed using descriptive statistics, correlation and regression analysis, the Mann – Whitney U test, and the Friedman test. The research involved 323 university students aged 18 to 23 years. Results and scientific novelty. The research conducted has demonstrated that, in the realm of sports, students exhibit a greater commitment to the values of health, ethics, and respect for their opponents. The findings reveal that students’ orientation towards the sports values of respect and education serves as a predictor of their social development, which is manifested in the cultivation of social responsibility. This social responsibility is, in turn, influenced by various social values, including care, independence, safety, conformity, and self-affirmation, as well as moral norms. Furthermore, it has been established that the psychosocial well-being of students and their social responsibility are interdependent characteristics. Practical significance. The theoretical and empirical findings of this study can be beneficial for the development of courses in psychology, sports pedagogy, and social psychology.

Introduction. Communication skills are regarded as one of the most essential competencies for deaf and hard-of-hearing (DHH) students in a digital learning environment. This importance is attributed to the unique cognitive and learning characteristics of these students. Aim. The present research aimed to compare the ability of DHH students with their hearing peers to accept different perspectives during online discussions. Methodology and research method. The experiment involved 17 students, consisting of 8 Deaf and Hard of Hearing (DHH) students and 9 hearing students, who participated in online discussions via Telegram chats over a period of six weeks. Within the framework of the chosen qualimetric approach, methods of group expert assessments and a pedagogical council were employed, along with elements of quantitative content analysis. Results. The quality of online discussions and the level of perspective taking are significantly higher among hearing students compared to their DHH peers. When organising these discussions, it is important to consider certain characteristics: hearing students tend to be highly engaged and independent, while DHH students may provide uncompromising and emotional responses, exhibit frequent linguistic errors, and struggle with issues of plagiarism. In light of these observations, recommendations are provided for effectively organising and conducting online discussions with students who have hearing impairments. Scientific novelty. This study represents the first attempt to compare the development of communication skills between DHH students and hearing students in a digital environment. Considering the unique characteristics of the cognitive activities of DHH students, the method for quantitatively assessing these skills was adapted specifically for this group. Practical significance. The study found that online discussions significantly enhance the cognitive engagement of DHH students, potentially fostering the development of their communication skills in a digital environment. The authors recommend strategies for formulating discussion questions, assisting moderators in discussion chats, and establishing procedures for evaluating discussions. These recommendations can be utilised to assess students’ online discussions and their ability to consider alternative perspectives.

Nuclear medicine is rapidly advancing simultaneously in several areas, which include: developing and producing radiopharmaceuticals (RPs), manufacturing diagnostic equipment and creating related infrastructure, as well as modeling competences for specialists working with a complex category of patients. Due to the novelty and large scale of the tasks associated with the implementation of these advancements, which directly concern nuclear medicine doctors, there is a need to describe their professional profile as a key component of the entire system. The purpose of this work was to conduct a professional analysis of the current work tasks of nuclear medicine doctors to subsequently identify the degree of compliance between the actual activities carried out and existing regulatory requirements. To collect professional material, semi-structured interviews were conducted with doctors of various specialties in the field of nuclear medicine, which were supplemented by an analysis of personnel, information and reference, and administrative documentation of organizations. However, as it turns out, the documentation (professional standards) regulating the activities of nuclear medicine doctors is currently either in the process of development or approval, or simply missing. The documents that currently regulate the activities of doctors do not fully reflect the actual work tasks performed due to the fact that nuclear medicine employees are “interdisciplinary” specialists. The case study of radiologists shows that in order to carry out their work, they need to undergo a system of double certification of activities, and then subsequent training directly on the job under the supervision of an experienced physician mentor. The current situation in nuclear medicine highlights several problem areas related to: (1) determining the degree of adequacy of existing educational programs for the subsequent full implementation of their activities by doctors; (2) discussing the problem of additional burden on employers and, as a result, on employees acting as mentors; and (3) identifying specific additional labor functions and tasks associated with working with high-tech equipment (sophisticated medical devices or medical information systems), which for the most part are not unified and depend on the organization. The developed professiograms for a radiologist and a radiotherapist, taking into account real work tasks, which can be divided into several blocks, can become the basis for creating targeted training programs for specialists, monitor in real time the features of adaptation of specialists to the requirements of nuclear medicine and reasonably resolve issues of selecting doctors to the appropriate medical centers.