Search

В представленной статье рассмотрены факторы, которые оказывают влияние на эволюцию школьных учебных задач по физике и развитие их дидактических функций. Для написания данной работы была изучена и проанализирована литература по теме исследования, а также некоторые учебники физики 19, 20 и 21 веков (Э.Х. Ленц, А.В. Пёрышкин), выполнен сравнительный анализ существующих учебных задач. Теоретическая значимость исследования заключается в том, что результаты, полученные в ходе написания данной работы, могут внести вклад в поиск ответа на один из ключевых вопросов современной дидактики - определение возможных границ расширения дидактических функций, которые выполняют учебные задачи (на примере изучения обучающимися школьного курса физики). Практическая значимость работы заключается в том, информация данного исследования может быть использована при разработке учебно-методических материалов для учителей физики и учебных задач новых типов. Настоящее исследование также подчеркивает важность интеграции современных технологий и междисциплинарного подхода в процесс решения учебных задач.

The article provides a retrospective analysis of various approaches to the adaptation of students in an interactive educational environment. The characteristics of each of the analyzed approaches highlight the specifics of students' adaptation to the conditions of an interactive learning environment. The purpose of the article is to analyze the theory and practice of students' adaptation to an interactive educational environment. A comparative analysis of various scientific approaches to the adaptation of students to the educational process has allowed us to define pedagogical processes as synergetic systems in which unstable, unexpected and unpredictable situations are constantly created that require an adequate operational response from students. Consideration of pedagogical processes as synergetic systems leads to the need to use interactive educational technologies in the educational process. In an interactive educational environment, adaptation does not manifest itself in a traditional academic form, but takes the form of preadaptation, which requires students to quickly search, build and regulate their attitude and behavior, adequately changing the conditions of the educational environment. Based on the analysis of the dynamics of the development of interactive learning technologies in the study, meaning-creating educational technologies have been experimentally developed and substantiated, allowing creating conditions in the educational process for the openness of thoughts, ideas and meanings of students and the phenomena studied and knowledge about them. The educational technologies proposed in the article are a new direction in the development of an interactive educational environment, and their use in educational practice can significantly increase the adaptability of students to the educational environment.

The subject of the study is social anxiety, the purpose is to determine its prevalence and severity in students of socio-humanitarian training areas. The principles of socio-psychological approach, methodology and method of socio-psychological diagnostics of social anxiety and social phobia by O. A. Sagalkova and D. V. Truyavtsev were used. The genera lized index of social anxiety (48.1 points), which corresponds to an elevated level with a tendency to high, has been determined. The dominant type of social phobia such as “Post-situational rumination and desire to overcome anxiety in expert situations” has been identified, the index of which (6.84 stens) tends to a high level. Students with this type of social anxiety make up the largest sharein the sample (48.13 %). Three groups of students have been identified and characterized: students with indicators of clinical social phobia and clinical social phobia in decompensation (about 20 % of the sample); students with elevated and high levels of social anxiety (slightly more than 50 %); students with low and moderate levels of social anxiety (slightly less than 30 %). Obtained results application score: higher school psychology; applied and practical social psychology; social protection system psychologists, clinical psychologists, medical psychologists, and psychiatrists. Prospects of the study is social anxiety monitoring in students of Russian universities. The study results confirmed the need for social anxiety monitoring in students of socio-humanitarian areas of professional training, about 50 % of whom to a greater or lesser extent need socio-psychological help, and about 20 % of whom need psychiatric help.

The content of Physical Education at primary and secondary school is undergoing certain changes. This process requires continuity. The research featured the principle of continuity in extracurricular physical education activities, i.e., volleyball and pioneerball, with primary and secondary school students. The experiment involved university students that majored in physical education, as well as experienced school teachers. First, the principle of continuity presupposes an interaction between teachers of primary and secondary education, e.g., mutual attendance of classes and extracurricular events. Second, it takes into account the age, gender, and individual characteristics of schoolchildren and their level of training. Third, the transition from primary to secondary education is especially challenging for children as the curriculum is getting more complex. The principle of continuity in Physical Education makes learning consistent and contributes to personal development. In this study, the Physical Education teachers and university students agreed that the principle of continuity helped schoolchildren to gain knowledge, improve motor skills, and increase motivation.

Higher education is developing and becoming diverse, flexible, and innovative. Innovations affect both organizational formats and programs, and the educational process. Under these conditions, for the operational management of learning and pedagogical innovations, it is necessary to monitor not only the results, but also the procedural characteristics of education, which allow us to draw conclusions about the educational process effectiveness. The three-level model of factors influencing learning outcomes presented in the article showed that it is most important to analyze the learning process from the position of the student as its subject. It is the activities of students and their educational experience, that firstly, act as a direct factor of the effectiveness of this process, and secondly, they are sensitive to changes in learning technologies and teaching practices used. Students’ activities and experience are conceptualized and measured in terms of various constructs, the most common of which are: learning activity, self-regulated learning, engagement, satisfaction, educational experience. The article systematizes approaches to diagnosing relevant variables and characterizes domestic verified questionnaires for their measurement. The author’s short questionnaire is proposed to study the educational experience of students: their involvement, satisfaction, self-regulation, self-efficacy and intentions for development. The described questionnaires can be used to analyze the learning attainment and build evidence-based practices in higher education, as well as a source of data for predicting the learning outcomes.

In today’s multicultural societies, schools play a vital role in nurturing multicultural values and fostering students’ positive interethnic relations. This paper contributes to discussions about the ways of building positive school climate, interethnic relations and multicultural practices by exploring the potential of practicing mindfulness in schools. Mindfulness is defined as the process of paying attention in the present moment and non-judgmentally that can, when practiced regularly, become a state and finally, an individual’s trait. In the last two decades the effects of the mindfulness-based interventions (MBIs) on students’ cognitive and socioemotional outcomes, as well as on school climate and interethnic relationships have been studied. Although the results are not unambiguous and depend on the research design, duration and comprehensiveness of the intervention and characteristics of students, one can conclude that MBIs can have a positive impact on students’ cognitive and socioemotional functioning. Studies indicate positive effects of the MBIs on school climate, prejudice reduction, and willingness to engage in social contact with the youth of other ethnic backgrounds. Despite the potential of mindfulness, one should not overlook that we need to adopt a whole-school approach and to advocate for structural system changes to ensure positive interethnic relations in society.

This article focuses on the problems associated with shaping the civic identity among students in Russia as they study the history of the North Caucasian peoples. One of the powerful tools to overcome them is to develop a sense of historical consciousness in the younger generation of Russians. However, while the collective memory of the past can serve as a unifying force through shared national values, it can also ignite historical grievances, claims, and conflicts in the present. Here, the debates revolving around the conflicting interpretations of the events that took place in the North Caucasus during the 19th and early 20th centuries (the Caucasian War, the tactics and warfare methods of the Russian military commanders and mountain leaders, the Muhajir movement, and the actions of the imperial power structures) are considered. The questions are raised about how to effectively convey the history of the North Caucasus to the youth, as well as what approaches should be employed to explain the complex, contradictory, and sometimes tragic events of the region’s past so that it would contribute to the development of an all-Russian civic identity instead of fueling confrontations and divisions. Several approaches (recommendations) for teaching the history of the North Caucasus are outlined. They highlight the integrative tendencies in the history of the region, emphasizing the factors that unite its diverse peoples, cultures, and worldviews and define their common pathways for historical development.

Since the very birth, the media has exerted a huge impact on masses, which only became more obvious in the contemporary information society, especially given the rapid development of technology and social networks. After a brief theoretical overview, the authors present the results of the sociological survey conducted in two public universities of the Republic of Srpska, which aimed at identifying student estimates of the mass media’s manipulative potential in general and student opinions towards the media coverage of the conflict between Russia and Ukraine in particular. The authors designed the survey sample in such a way as to represent students of social sciences and humanities (different educational profiles within these two professional fields) due to the very nature of their studies and to the better knowledge of issues under study by definition (content of courses and requirements to competences in the future professional field). The survey was conducted online, the questionnaire was posted on the Google platform, which allowed not only to share the link but also to receive feedback. The authors wanted to get empirical data proving the fact that the media has a significant influence on the formation of attitudes and value systems of the wider public, including the younger generation represented by the student youth. Given that the Russian-Ukrainian conflict has lasted for more than two years, it allows to get a deeper insight into the public perception of such critical issues as not just based on the media coverage or the first emotional reactions after the outbreak of the conflict. The authors wanted to know whether students feel/believe that the media (in general or specific media companies) tend to biased reporting, and what media channels students prefer to get much-needed information. The authors emphasize the need for objective reporting in crisis situations, including various conflicts. Crisis situations are always a great challenge for any media in the perspective of complying with ethical standards of reporting and the pressure of media owners and political forces. The article aims at revealing students’ attitudes towards the causes of such biased reporting and topics that the media is likely to cover in an objective manner.

Migrations of the highly educated population are common for the less developed countries of Southeast Europe. Bulgaria and Serbia are faced with the problem of intensive economic migrations of their young and educated citizens. The article starts with the general assumption that social and personal problems are a predictor of the youth’s migratory intentions and questions whether the perception of social and personal problems differs in the Serbian and Bulgarian samples and how this perception affects the students’ intention to leave their home country in search of opportunities for a better life. The article is based on the data on the university students’ attitudes towards the most relevant issues of their cities of residence and their personal lives, and on their plans regarding internal and external migration. The survey was conducted in October-December 2022 on a sample of 587 respondents (307 students from Serbia and 280 students from Bulgaria). In both countries, students define corruption as the biggest problem, then come difficulties with finding a job, but there are statistically significant differences between the two subsamples concerning what they consider their biggest problems. For Serbian students, the biggest personal problem is finding a job, while for Bulgarian students it is rather corruption. The assessment of personal and social difficulties in their countries (cities of residence), primarily the difficulty of finding a job in their profession, motivates and makes students change their city of residence and/or move to another country. 1 out of 9 students plans to leave the native country, but there is a significantly higher share of Serbian students who consider leaving their country to find a job permanently, while thoughts about temporary migrations are almost equally distributed in the two subsamples. 60 % of students think of internal migration, but Serbian students more often compared to Bulgarian students (70 % vs 49 %).

Based on the results of focus groups with students of four Russian universities, the authors describe the psycho-emotional state and social position of the student youth, the range of problems that concern them, plans for the future, priority strategies for interaction with peers and the attitude towards such ideological traits as free-thinking and originality of thinking, tolerance to the uniqueness of others and following one’s own views, motivation and determination. The study showed that under the influence of the current media agenda (primarily on the Internet), emotions of anxiety, defenselessness and uncertainty dominate among students, while the traditional media are virtually of no interest for the focus group participants, and most informants do not watch TV, including for ideological reasons. The psychological state of young people is largely determined by the media content, which they do not trust and repeatedly double-check. For students graduating from university and having a large amount of academic work, the main source of anxiety is fear of an unknown future, uncertainty in choosing a career and life goals, including in the current geopolitical situation. Russian students consider the unique features of their generation to be internal freedom and open-mindedness, constant self-development and the desire for self-realization, a combination of individualism and empathy, and constant involvement in communication with friends through social media. Among the negative traits of the youth, informants named some immaturity and unwillingness to make responsible decisions. Among the most disturbing and painful social problems in the Russian society for the youth, students emphasized social inequality caused by differences in property and income, while they calmly perceive the diversity of opinions and life strategies.

The rapid entry of artificial intelligence (hereinafter AI) into all spheres of social life determines the need to consider ongoing changes and to conduct systematic sociological research. Education and science are key resources that, on the one hand, develop and improve AI technologies, but, on the other hand, fully experience the pressure of contradictions caused by new technologies. It is important for both the higher education system and society as a whole to understand how students react to new opportunities and technologies, how involved they are in the use of AI in their educational activities, and how they evaluate their experience of applying new technologies in learning. The article presents data on the Russian university students’ assessment of their personal experience of using generative AI models (neural networks) in educational activities, highlights the most popular AI functions, and evaluates students’ satisfaction with their use. The article is based on the survey of Russian university students conducted in 2023-2024 (N = 52919), which showed that, despite the current massive fascination with digital technologies and the use of neural networks, Russian students assess quite ambiguously their use in studies, and in senior years, this assessment becomes more critical and balanced (concerning the opportunities provided by AI). The survey data allows to conclude that the use of generative AI models in education requires a set of decisions on the direct regulation of its application and ethical issues, the thorough revision of the students’ forms of independent work, including final certifications and test tasks, and a search for constructive approaches to the use of AI to improve the quality of education and the work of the higher education system. Moreover, AI assigns the higher education system a task of developing students’ critical assessment of the results of interaction between a human being and a neural network, focusing on the limitations and capabilities of the generated information, and acceptable formats for its use in research and learning.

Background. The current situation of society development is characterized by the emergence of new external stimuli as the challenges generating contradictions and barriers in the education system on the one hand, and on the other hand-expanding horizons, prospects, resources and meta-resources for the development of personality of subjects of education and especially the teachers as the future of children and youth largely depends on them. Objectives. Theoretical substantiation, empirical verification and technological actualization of psychological resources for determining the personal and professional development of a teacher. Study Participants. University students (n = 663), university professors (n = 100), high school students (n = 118), school teachers (n = 34). Methods. The study consisted of four stages. A special methodological program has been developed for each stage. Results. The study revealed the specifics of the content structure of psychological resources relevant for the personal and professional development of teachers: reflexive projecting, constructive coping, emotional and value engagement. It is demonstrated that the complex of interrelated and interdependent resource-prognostic constructs — meta-resources acts as the main factor (predictor) determining the high level of personal and professional development of a teacher. The data analysis allowed to create a structural model of resource determination of personal and professional development of the subjects of education at the target, content (personal, interpersonal), technological, organizational, and strategic levels of psychological training for teachers. Conclusions. The concept of resource-prognostic determination of the teachers’ development, based on the idea of the maximum possible reliance on self-development and self-organization, assumes the most effective implementation of the totality of a teacher’s resources (meta-resources) in an individually unique situation. The technology of actualization of psychological resources for determining the personal and professional development of teachers (future teachers) has proven its effectiveness in experiments, which allows to recommend this technology for implementation in the educational process of schools, colleges, universities.

Background. The modern education system needs psychological tools that allow to transform the potential capabilities of specialists who directly provide and accompany the educational process (teachers, educational psychologists) into the resources of their personal and professional development. Objectives. The study had its purpose to investigate the psychological content of reflexive projecting as a resource for personal and professional development and to identify the technological conditions for its actualization. Study Participants. The study involved 292 students of the Arzamas Branch of Nizhny Novgorod State University in the field of “Psychological and pedagogical education” aged 17 to 24 years. Methods. Shostrom’s Self-actualization test (SAT) adapted by Alyoshina, Gozman et al.; Karpov's Reflexivity questionnaire; Self-attitude questionnaire by Stolin & Pantileev; Self-esteem assessment by Dembo & Rubinstein; Rotter's “Locus of Control Test” adapted by Bazhin et al.; “Personality differential” (a variant adapted at the V.M. Bekhterev Research Institute); Activity self-organization questionnaire by Mandrikova. Dispersion, factorial, and multiple regression analyses were used for the data processing. Results. The data analysis established that the psychological content of the reflexive projecting resource consists of five factors — “general level of self-attitude”, “self-organization”, “conscious readiness for transformation”, “self-assessment”, “self-immersion”. The study revealed positive interrelations of these factors with the integral characteristics of personal and professional development. The longitudinal experiment demonstrated the effectiveness of the developed technology for actualizing the reflexive projecting resource. Conclusions. The psychological conditions for the actualization of reflexive projecting as a resource for personal and professional development include the formation of a positive self-attitude, high self-organization and self-assessment, conscious readiness for transformation, striving for self-development (internal conditions) and integration of the technology of reflexive resource determination of educational psychologists into the training process of the university (external conditions).

Background. The relevance of the study is due to the need for investigating the professional development of senior schoolchildren and students under the conditions of increasing influence of stress factors. Objectives. The study set the purpose to review and analyze modern scientific ideas on the problem of psychological resources of professional self-determination in students under stress. Methods. Search for and analysis of recent theoretical and empirical research publications was carried out. Abstraction, and generalization of obtained data relevant to the topic of the article were applied. Methods also included identification of theoretical foundations and promising directions for research into the problem of psychological resources of professional self-determination of students under stress. Results. Analysis of the recent publications allowed to reveal conceptual differences in understanding the phenomenon of professional self-determination of the individual. It identified a variety of approaches to the study of human professional behaviour. The authors highlighted and characterized the main directions of modern research on the topic discussed, indicating the demand for studying human professional behaviour in the changing conditions of life. The study systematized theoretical foundations and empirical data on the psychological resources for students’ professional self-determination and for overcoming life stress. Conclusions. The study revealed the potential of a resource-based approach to the study of the stress influence on the professional self-determination of students and substantiated the role of conscious self-regulation resources in choosing and mastering a profession.

Background. The article presents a comparative analysis of diagnostic tools used to assess various aspects of psychological well-being. It also outlines trends in the development of modern survey methods for its assessment. The objective of this study is to substantiate the advantages of the methods that allow diagnosing both the general level of psychological well-being and its separate components (eudemonic and hedonic), taking into account contextual and age-related aspects. The results of the validation of the questionnaire “Well-being Manifestations Measurement Scale (WBMMS)” on a sample of Russian students are presented. Study Participants. The sample consisted of 435 Russian university students, the age ranging from 16 to 28 years (Mage = 19.72, SD = 1.67). Of these, 56.41% were female and 44.52% were male. Methods. The following methods were employed: the scale of general level of subjective well-being (Life Satisfaction Scale) by E. Diener, the scale of optimism (Test of Dispositional Optimism, TDO-P), and the Depression Scale of the Center for Epidemiological Studies, CES-D. Results. The results of the confirmatory factor analysis (CFA) supported our initial hypothesis that the well-being construct could be adequately represented by a single common factor, formed by two lower-order factors. These factors, eudemonistic and hedonistic, respectively, were significantly correlated with each other, and with the subjective well-being of participants. The instrument demonstrated good convergent validity with these variables, as indicated by the positive correlation with subjective well-being and the negative correlation with optimism. The questionnaire scales exhibited satisfactory reliability values. A comparison of female and male samples on the scales of the SPPB questionnaire indicated the necessity to consider gender in the development of the questionnaire norms. Conclusions. The scale of manifestations of psychological well-being meets contemporary psychometric standards and allows for the assessment of psychological well-being in accordance with the latest theoretical approaches. The results obtained contribute to both the theoretical understanding of the construct of well-being and its measurement.

The article focuses on the development of the problem-solving method in the history of Pedagogy both in theory and practice. The manuscript purpose is to characterize the history of problem-solving teaching and learning ideas development and instigate and inform their progress and implementation in higher education teaching practice in the second half of the 20th century. The methods used during the research were 1) methods of the theoretical level (analysis, synthesis, generalization) for clarifying the definition of the notion, singling out the shifts in the underlying ideas of the problem-solving method throughout human history, specifying the application of the problem-solving teaching method at universities in the second half of the previous century; 2) methods of historical research (historiographical, chronological, logical-historical, historical-typological) for characterizing the development of problem-solving teaching ideas in historical aspect, and determining their essential manifestations. The research results have revealed that problem-solving teaching and learning is perceived as the process of solving cognitive and practical problems by students stimulating their creative and mental activity and promoting their active participation in learning. The problem-solving teaching method that originated in ancient Greece was based on the ideas of famous historical figures and pedagogical practice of progressive educators and has made a long way in its advancement. The paper novelty lies in presenting the generalization of the problem-solving teaching and learning ideas historic evolution in education, in determining the problem-solving method ideas development stages based on the key elements of the given method, covering the structure of thought processes, stages of cognitive development, the significance of the problem situation in thinking and learning, the impact of problem-solving on one’s intellectual potential, in tracing the problem-solving method use in higher education in the second part of the last century. The great potential of problem-solving teaching method was extensively exploited in higher education training practice. Problem-solving teaching and learning ideas and accumulated pedagogically valuable experience of their implementation in higher education provide a valuable theoretical framework and teaching means for future specialists’ intellectual and professional competence ensuring and raising higher education quality.

This publication is a fragment of the memoirs of M.V. Neustrueva (1885–1961), written in the mid-second half of the 1950s, and opens a cycle of two articles, the first of which, “Lyosha and Manichka,” deals primarily with the first period of the memoirist’s acquaintance with the future writer A.N. Tolstoy, dating from the late 1890s to the middle of 1900s. In her memoirs, Neustrueva describes her acquaintance and meetings with Tolstoy, amateur performances in which they took part together, and several episodes dating back to the time when Tolstoy had already become a student and was returning to Samara on vacation. The publication accompanies the memoirs of Maria Neustrueva with an introductory article, which reconstructs the biography of the memoirist and the history of her work on them using available sources. Memoirs of M.V. Neustrueva are published for the first time.

This article deals with the peculiarities of the teacher’s interaction with the Russian and Chinese student audiences in the process of teaching in the higher education system of the Russian Federation. Russian and Chinese students’ audience features were analyzed in terms of using these features in the professional activity of a teacher teaching Russian and Chinese students both individually and as part of mixed groups. The author highlights the following as the main features of Chinese students: collectivism, respect for elders, fear of “losing one’s face”, good memory, tendency to memorize the material, orientation to the fact that the teacher is always right, compliance with the principles of subordination, diff erent from Russian practice, ambiguous attitude to non-traditional forms of classroom instruction, positive attitude to the use of electronic learning tools. Russian and Chinese students are also given a comparative description from the point of view of the peculiarities of the mentality of the representatives of Chinese and Russian linguoculture. It is concluded that a university teacher who takes into account the peculiarities of the Chinese audience will be able to structure the educational process in such a way that all the peculiarities of the mentality of Chinese students will be taken into account. The author also concludes that the due regard of the Russian and Chinese students’ national characteristics will make it possible to teach eff ectively in mixed student groups. The fi nal paragraphs present possible prospects for further research into the peculiarities of teacher interaction with Russian and Chinese student audiences at the current stage of the development of the higher education system of the Russian Federation.

The development of modern technologies leads to transformation of all the spheres of society, including sports. One of the key trends of recent years is emergence and fast spread of high-tech (innovative) sports, where digital technologies are embedded directly into the process of competition, such as phygital (combined functional and digital) sport, drone (unmanned aircraft) racing, sports programming and others. These sports are now bringing together people of different ages and interests. The article is aimed to analyse the current state of hi-tech sports in Russia in the period of the key sporting event for their development – the multisport tournament “Games of the Future” (Phygital Games), held in 2024 in Kazan, Russia. The article also considers the current state and prospects of high-tech sports within the framework of student sports and other students’ and youth activities. Student sports are open to change and flexible which makes them one of the most promising areas for the spread of new sports disciplines.

Analysis of topics of scientific research works conducted in educational institutions of higher education and dissertation research on the issues of physical education of students and student sports was carried out. Systematization of research topics for 2014–2022 was done. It has been established that the vast majority of studies are devoted to physical education. The most common areas are the development of training programs for professionally applied physical training and using means of various sports and physical activity. The analysis indicates the need for strategic planning of scientific activities on issues of physical education and student sports, and the intensification of scientific activities in student sports.

The introduction of innovative approaches in the last decade has taken on a new form and character. Analyzing various methods of innovative development in sports and its impact on sports results, as a factor that improves the effectiveness of the educational and training process in the preparation of athletes of various qualifications and their physical fitness, it can be confidently noted that it is necessary to choose the right innovative path of development in health-saving technologies. Introduction of innovations in table tennis as one of the areas of innovation, through the use of new materials for the manufacture of playing and training uniforms, equipment, floor coverings in halls and the use of various robots in the educational and training process leads to an increase in students’ athletic skills and an improvement in the effectiveness of the training process.

This article describes importance of developing strength as one of the physical qualities evaluated in the All-Russian physical education and sports complex “Ready for Labor and Defense”. The analysis of the results of the conducted research on improving strength is also presented. The study involved first-year students of Vyatka State University. They completed the required exercises of the standard “Ready for Labor and Defense”, which allowed us to assess the students’ strength: pulling up from the vise on a high crossbar, pulling a 16 kg kettlebell, bending and unbending their arms while lying on the floor. Then the students improved their strength abilities using the developed technique for six months, after which they re-took the same physical training standard tests. Further, the results obtained before the experiment and after the experiment were compared. In the course of the study, it was revealed that the presented technique aimed at improving strength and strength abilities, used in physical education classes for the first-year students, contributed to a more successful completion of the standard requirement of the complex “Ready for Labor and Defense”. The following research methods were used: theoretical analysis of scientific literature, comparison, statistical method, generalization.

Introduction. Building a robust healthcare system aimed at improving overall population health and a reliable electronic health system requires a corresponding level of proficiency in digital competences (DC) among future healthcare professionals. The relevance of this research lies in the understanding that the effective execution of medical and managerial responsibilities is impossible without an adequate level of DC, and mastering them must occur during the education of future healthcare professionals. The aim. To investigate the levels of proficiency in DC and the understanding of their importance among students enrolled in institutions of higher medical education (IHME) for the development of leadership and management potential during the educational process of future healthcare professionals. Materials and methods. A cross-sectional study was conducted among 265 students (1st-6th years) at Dnipro State Medical University. Bibliosemantic and sociological methods were used. Students were grouped by academic year: junior (1-2), middle (3-4), and senior (5-6). Results were analyzed using widely accepted statistical approaches and the integrated development environment Jupyter Notebook (https://jupyter.org/install). A significance level of p0.05). Proficiency in general DC was significantly higher compared to special medical and cybersecurity DC, both within each group and for all respondents. More than 80% of respondents stated that mastering DC is important for performing managerial functions, with no differences between groups (p>0.05). Conclusions. Present-day healthcare professionals require a proper level of proficiency in DC. The study demonstrates that students' motivation to learn DC is more than sufficient, but proficiency in special medical and cybersecurity DC needs improvement. The majority of respondents consider mastering DC an integral element in the formation of health-oriented leadership and effective management in healthcare. Mastering of DC should occur systematically with active involvement of IHME in the process.

A significant contribution to the preservation and improvement of the population health is made by a healthy lifestyle, one of the components of which is rational nutrition. Considering severe stress experienced by students due to the changed social environment, the study of nutritional characteristics and the role of behavioral factors in eating behavior among medical students remains an extremely topical issue of modern preventive medicine. Material and methods. As a result of a cross-sectional study, 197 students of the Saratov Medical University were interviewed, 100 (51 %) of them were russian students, 97 (49 %) were citizens of Central African countries. The method of 24-hour reproduction of daily diet, program complex “Individual diet 5.0 professional version”, questionnaire were used. Results and discussions. The study showed an imbalance in macro- and micronutrients intake of the daily food ration, a violation in the diet, insufficient consumption of vegetables and fruits, rare hot meals, dissatisfaction with the organization of meals in student canteens, frequent use of fast food by students regardless of their country of origin. The relationship of physical activity and smoking with the diet and the frequency of consumption of vegetables and fruits, low awareness of unbalanced nutrition as a risk factor for the development of alimentary-dependent diseases have been established. Conclusions. The nutritional behavior of russian and foreign students of Saratov Medical University does not meet all the principles of healthy eating recommended by WHO. Thus, it is necessary to improve the organization of catering in student canteens, taking into account the taste preferences of foreign students, the introduction of educational activities and healthy nutrition programs with the involvement of the students themselves in their preparation. The analysis of actual nutrition is a very important task, as it allows assessing the current socio-economic situation, as well as the effectiveness of educational programs in the framework of national projects on a healthy lifestyle and proper nutrition.

Copyright of Bulletin of the L.N. Gumilyov Eurasian National University. Pedagogy. Psychology. Sociology Series is the property of L.N. Gumilyov Eurasian National University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bulletin of the L.N. Gumilyov Eurasian National University. Pedagogy. Psychology. Sociology Series is the property of L.N. Gumilyov Eurasian National University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Acquired Immunodeficiency Syndrome (AIDS) has been a global epidemic since the 1980s, with the Joint United Nations Programme on HIV and AIDS (UNAIDS) aiming to eliminate it as a public health threat by 2030. As of 2017, 36.9 million individuals were living with HIV worldwide, making HIV infection a leading cause of death globally. Pre-exposure prophylaxis (PrEP) is a highly effective biomedical prevention method that can reduce the risk of HIV transmission by over 90% when taken consistently. This review examines the awareness and knowledge of PrEP among students, focusing on variations across gender, race, sexual orientation, study type, university type, and country of residence. A literature search conducted in the MEDLINE database between February and March 2024 identified 26 relevant studies published in the last ten years. Findings reveal significant disparities in PrEP awareness and knowledge, influenced by factors such as field of study and geographic location. While healthcare students generally show higher awareness levels, gaps remain, particularly among non-healthcare students and in different regions. Targeted educational initiatives are crucial to enhance PrEP acceptance and utilization. Addressing these gaps is essential for improving HIV prevention efforts and ultimately achieving UNAIDS' 2030 objective.

Background. The topic is relevant because in numerous works on the history of universities in the Middle Ages, the content of the educational process was not considered in detail, and the authors limited themselves only to the general characteristics of lectures and debates as the main forms of education. Attention was rarely paid to the methodology of lecturing and conducting lisp. Using the example of the Universities of Paris, Bologna and Prague, the article attempts to determine the content of lectures and the methodology of their reading by teachers on the basis of university statutes and some other sources. Other forms of training (rehearsals, debates and practical exercises) are also considered. Materials and methods. Using the dialectical method of cognition, the principle of historicism, analysis and synthesis, the author traces the content of the educational process at these universities, as well as some aspects of the teaching methodology, based on documentary and narra-tive sources. Results. The study of the content of the educational process made it possible to determine the content and order of reading lecture topics in individual disciplines, the methodology of their reading, the methodology of conducting rehearsals, debates and to obtain general information about practical classes at the Faculty of Medicine. Conclusions. The forms of education were lectures, rehearsals, i.e. repeated lectures, debates and practical exercises, but only at medical faculties. University statutes regulated all forms of education, which made it difficult to develop freedom of thought among both teachers and students. However, there were still some opportunities for teachers to circumvent strict rules in the content of the studied material and bring their ideas and opinions to the students.

Background. Present-day challenges necessitate the shaping of a sovereign education system that would provide Russia with highly qualified professionals capable of fulfilling the assigned tasks in ensuring the country’s sustainable economic development and technological sovereignty. In this regard, the activities of universities and the analysis of students’ requests for the education they receive are of importance and require multidimensional studies, the search for new formats in organizing work, updating the content of educational programmes and the shaping of contemporary competencies for future professionals. Study Participants. The sample of the study included 52,919 people. A flow-line sample was applied. Full-time students of Russia’s state and private universities took part in the survey. The sample represents the general population, covering all full-time students at universities in the Russian Federation and amounts to 2%. Statistical adjustments were used based on four criteria: the federal district in which the university is located, level of study, year of study, and gender. Methods. The methodological basis of the study was determined by the complexity and multifaceted nature of the research object, which required the use of an interdisciplinary approach and the use of pedagogical, general sociological, cultural, statistical, demographic concepts and techniques. Results. The analysis of the Russian students’ opinion showed that the organization of the educational process is somewhat lagging behind today’s expectations. This is especially true for a practice-oriented learning model, focusing on the demands of specific sectors in the economy and the preparation of professionals with balanced soft and hard skills and competencies. Based on the analysis and the results obtained, the authors propose practical measures to change approaches to the organization of learning.

Objective. To determine the level of basic knowledge of 5–6-year medical students in the issues of appropriate antimicrobial therapy. Materials and Methods. A multicenter questionnaire survey with analysis of results – stage of KANT project (full name of the project – «Physicians’ (Students’) knowledge in antimicrobials usage») conducted in 2020-2023. Results. A total of 277 students in 6 regions of Russia were surveyed. The average level of correct answers for the whole questionnaire amounted to 42.2%, taking into account the extended analysis of sub-items questions #8,9 – 42.6%. The respondents were best able to answer the questionnaire questions about the choice of time interval during which the effectiveness of antimicrobial therapy is assessed (average level of completeness of the answer – 90.6%); the choice of the most rational action when diagnosing acute tonsillitis or pharyngitis at the appointment (average level of completeness of the answer – 57.8%); indication of the regimen of different AMD (average level of completeness of the answer – 55.2%). The worst results were recorded when answering the following questions: justification of the situation of prolongation of antimicrobial therapy (AMT) for more than 5-7 days in a patient with positive clinical dynamics in the treatment of outpatient pneumonia (average level of completeness of the answer – 19.5%), indication of AMD of choice in the therapy of various infections (average level of completeness of the answer – 22.9%), prescription of auxiliary drugs to the justified prescription of AMD in the treatment of respiratory tract infections (average level of completeness of the answer – 21.3%). Conclusions. Having researched the results of this study, we can conclude that the level of knowledge of senior medical students in rational antibiotic therapy is quite low. In this regard, according to the authors, it is necessary to allocate an additional number of academic hours in the disciplines of "Pharmacology", "Clinical Pharmacology", specialized therapeutic disciplines, to optimize the educational program, as well as to provide students with modern sources of information that relate to the topic of rational antimicrobial therapy.

Background. The relevance of studying the social activity of young people in the context of self-regulation is determined by the vulnerability of young people in difficult conditions of a transforming society subject to uncertainty. In social activity, young people socialize, manifest themselves, and therefore it is necessary to understand its factors, motives for inclusion in one or another of its forms, obstacles to its implementation, as well as risks and threats to the safety and well-being. Objectives. The aim is to establish the role of self-regulation in the involvement of young people in social activity, considering regional and gender specifics. Study Participants. This study involved 1492 respondents (Mage = 19.2; 1013 women), students of various majors from Russian regions. Methods. The research had a survey design, the questionnaires and scales were used in this work for collecting data: V.I. Morosanova's “Style of self-regulation of behavior”, Eysenck's three-factor model, FIRO-B, British scale of well-being, Scale of Russian parties and socio-political organizations attractiveness, Assessment of social contacts intensity and participation in events, and informal associations, a socio-demographic survey. Methods of descriptive statistics, cluster (k-means method) and comparative (t-Student and H-Kraskel-Wallis criterion) analyses were used for data processing. Results. It is established that the leading regulatory processes and properties in the profile of self-regulation of young people are persistence, programming of actions, and flexibility. Self-regulation has a greater impact on such forms of social activity of young people as leisure activities, participation in clubs, spontaneous events as the organizer of these forms with a predominant value for girls rather than for boys. Conclusions. The study showed the typical features of the self-regulation profile of young people. This profile is mostly conditioned by the age specifics of this social group. The limited influence of the processes and properties of self-regulation on the forms of social activity, especially in relation to young men, suggests the need to consider other factors of social activity in a complex.

As an integral part of human culture, music affects cognitive processes and emotional states. This research featured the impact that different musical genres produce on cognitive processes. The experiments involved the survey method, as well as standard psychological tests and tools for cognitive assessment that measured concentration, memory capacity, and mood. The study involved 135 university students aged 18–27 y.o.; they were divided into nine independent groups of 15 people in each. The students were exposed to musical compositions of three genres: classical music, rock music, and electronic music. Each genre covered three test groups. Their cognitive performance was analyzed before and after the experimental stage. The differences in cognitive performance obtained for various musical genres can have practical application in education and psychotherapy. Classical music increased attention, enhanced memory capacity, and stabilized mood whereas rock music and electronic music had a multidirectional effect. This article casts a new perspective on the mechanisms of interaction between music and cognitive processes, thus expanding the existing database in the fields of psychology, neuroscience, and cognitive sciences.

The relevance of this study lies in the fact that modern society is putting forward more and more requirements for graduates of higher educational institutions, to have a certain set of professional competencies, critical thinking and teamwork. The purpose of this study is to consider the concept of critical thinking, to identify the stages and levels of formation of critical thinking among students of higher educational institutions. To achieve these goals, the following research methods were used: theoretical analysis and generalization of scientific and methodological literature of Russian and foreign scientists on the topic under study. The purposeful introduction of critical thinking elements into the process of teaching students a foreign language contributes to the formation of their critical thinking skills. The authors of the study cite individual fragments of the developed foreign language training sessions aimed at developing critical thinking skills. The conclusions of the study emphasize the main role of teachers, who help students interpret, analyze, evaluate and implement the acquired knowledge in practice. Teaching students a foreign language in line with critical thinking requires university teachers to master language competencies, purposeful, systematic preparation for conducting training sessions aimed at completing tasks related to the formation of students’ critical thinking skills.

Such a formulation of the question as labor productivity in the context of higher education may seems unusual and controversial, since in most cases this issue is considered in the analysis of economic problems, of the use of such resources in production as the improvement of technology, equipment and management, working conditions and organization. However, this list of means for increasing labor productivity should include an analysis of the preliminary stages at which future specialists begin to develop a set of qualities for productive work - educational process in all its diversity, which receives insufficient attention. The article identifies the forms of participation of Russian universities in solving one of the central tasks in increasing the efficiency of the economy - training future specialists for productive work. As a rule, the concepts ‘productive labor’ and ‘labor productivity’ are used in relation to the real production, as evidenced by numerous studies, technological and economic policies, and actual production activity. The article shows that for the implementation of the national program “Labor Productivity and Employment” the preparatory stage for solving this problem is especially important, which involves a radical reconstruction of the universities’ strategies for training students for future work: career guidance, professional selection, professional practice, and professional adaptation. The author considers these forms of the higher education participation in solving problems of labor productivity and productive labor referring to the research conducted by the Institute of Sociology of the Federal Center of Theoretical and Applied Sociology of the Russian Academy of Sciences and by the Russian State University for the Humanities and to the conclusions and suggestions of scientists, teachers and practitioners who studied, applied and/or summarized the experience of students’ preparation for future professional life.

Applied sociological projects can play an important role in reducing the gap between higher education and labor markets, but for this educational organizations need to develop a mechanism for interaction between students and employers. The article presents the clinical model used at the Saint Petersburg State University as a tool for organizing applied sociological projects as a part of the educational process. The authors describe the features of the Sociological Clinic of Applied Research of the Saint Petersburg State University, the results of its work and the directions of its development, providing some practical recommendations for introducing a clinical training infrastructure in educational programs in sociology. These recommendations may be useful for universities that want to improve their interaction with the labor market and their quality of education. The development and assessment of forms for integrating employers’ requests into educational institutions are current methodological tasks, and solutions developed and tested by the Saint Petersburg State University, namely the clinical approach, may be interesting for all participants of the education market. Its uniqueness is determined by the flexible organizational model which focuses on characteristics of different educational areas. Over a five-year period, the Sociological Clinic of Applied Research has become an educational form that successfully combines classical education with project-based activities, giving students the opportunity to include in-demand cases into their portfolios and establish relationships with representatives of local communities. This experience will be useful for improving the quality of education in sociology-related areas.

Background and Study Aim. Based on research results, it has been established that various types of sports games and sports and health tourism are the most popular among schoolchildren and students. Various movements and actions in volleyball have great health benefits. They help strengthen the musculoskeletal system, improve overall metabolism, increase the activity of all organs and systems of all organisms and are a means of active recreation. In the conditions of hiking trip, a particularly important role is played by the high adaptive abilities of the body, based on the reactivity and lability of functional systems. The purpose of the study was to determine the influence of volleyball and sports and health tourism on the physical, mental and social health of schoolchildren and students. Material and Methods. The study involved 60 schoolchildren and 60 male students. Schoolchildren and students were divided into two groups (30 people in each group), who were engaged in volleyball and sports and health tourism sections. The study used methods to assess physical, mental and social health; level of satisfaction with quality of life; well-being, activity and mood. Results. The best indicators for physical health among schoolchildren and students were obtained in favor of those involved in sports and health tourism (p

Students’ satisfaction with academic life, which implies their overall experience at university and the quality of adaptation to academic environment, is conditioned by subjective experience. Subjective constructions of students represent the attitude of students towards the expected outcomes, motivation, commitment and effort invested in reaching the set goals. Starting from the hypothesis of the connection between students’ subjective constructions and their satisfaction with academic life, empirical research was conducted which involved the students of the University of Novi Sad. The hypothesis was confirmed, given that the research results indicate that there is a statistically significant positive correlation between the satisfaction with academic life and optimism (Pearson coefficient .421**, p=.00), while there is a statistically significant negative correlation between their satisfaction with academic life and pessimism (Pearson coefficient -.291**, p=.00). In addition, statistically significant differences were found in relation to certain sociodemographic characteristics of the students. The research and understanding of the factors that affect students’ satisfaction with academic life, as well as their attitudes towards the expected outcomes and the future, can contribute to the development of strategies for providing assistance and support to students in organizing life and work in the academic environment.

Introduction. In teaching foreign languages to Russian students there is a tendency of decreasing motivation in learning European languages because of changes in the geopolitical situation. The aim of the article is to analyze the dynamics of the changes in students’motivation to learn English at Petrozavodsk State University from 2019 to 2022. Theoretical analysis. A comparative analysis of Russian and foreign studies shows that low motivation to learn prevents students from achieving high results. The motivational sphere is infl uenced by such objective and subjective factors as profession, age, gender, learning environment, and university curriculum. Empirical analysis. The study revealed two diff erent trends. If the future historians, political scientists, and social workers still show their interest in learning English for the purpose of self-education and self-realization, then among the students specializing in “Tourism” the decrease in motivation, caused by the reduction of opportunities to use English in their professional activities in the near future, was recorded. Conclusion. The authors conclude that the task of stimulating students’ interest in learning European languages in Russian universities and the search for new non-standard methods of teaching foreign languages does not lose its relevance.

The article presents the results of exploring value and life-purpose orientations along with self-actualisation of studying youth. Two groups of students were identified according to the hierarchical structure of value orientations that have different features of life-purpose orientations and aspects of self-actualisation. The study was conducted on the basis of the State University of Social Sciences and Humanities. A large number of students of the humanities specialties participated in it. The analysis of values was performed with the methodology of value orientations proposed by M. Rokeach, the analysis of self-actualisation aspects – with a self-actualisation test suggested by L.Y. Gozman, M.V. Kroz and M.V. Latiskaya. The examination of life-purpose orientations was based on the test of life-purpose orientations developed by D. A. Leontiev. It was empirically proved that value orientations being a general meaningfulness of life are associated with its perception as a holistic process and with such features of self-actualisation as goals, beliefs, attitudes, and principles. Consequently, in the first group of students, behaviour and values depended on external evaluation and guidance, and due to the fact that attitudes to values are formed at a given time and in certain conditions, students being the subjects cannot control their life. The second group of students realises the phenomenon of self-actualisation as independence, the desire to follow their own values in life and behaviour, which are integrated into the personality structure, and the youth being the subjects can exercise this control.

Aim of the study was to investigate the prevalence of problematic smartphone use, the characteristics of the content consumed and associations with other forms of online behavior among Russian and foreign medical students. Material and methods. 296 medical students were examined using the online survey method: 219 Russians (main group) and 77 foreigners (comparison group); 107 (36.2 %) boys and 189 (63.8 %) girls; age 20 [18; 21] years (median [lower quartile; upper quartile]). The structure of online behavior was assessed: adaptive, non-adaptive, and pathological (PIU) Internet use; specific forms of PIU: problematic use of computer games and social networks, mixed and undifferentiated form of PIU. The values of the total score of the scales of the applied psychometric questionnaires were determined. The indicators were compared in the general group of subjects, in groups of Russians and foreigners, including gender. Results. Problematic smartphone use is typical for 14.2 % of all surveyed. The share of smartphone addicts is higher among foreigners than among Russians (27.3 and 8.0 %, respectively), both boys and girls. PIU prevailed among foreigners (16.1 and 7.4 %), they are more often dependent on social networks (34.5 and 2.4 %). Foreign women were distinguished by a high incidence of problematic use of computer games (20.0 and 3.6 %) and social networks (25.0 and 3.1 %), as well as a mixed form of PIU (20.0 and 2.5 %). The content consumed by Russians (boys + girls) was dominated by being on social networks (77.6 Russians and 46.7 % foreigners) and listening to music (50.7 and 31.2 %, respectively). Gender differences in content included more frequent use of social networks by Russian students, both boys (81.1 and 48.1 %) and girls (76.5 and 43.5 %); more frequent listening to music by Russian males in comparison with foreign males (66.0 and 29.6 %) and Russian females (66.0 and 45.8 %). Foreign boys use smartphones for games more often than foreign girls, the preoccupation with smartphone games is higher among Russian women as well. Conclusions. The prevalence of problematic smartphone use, the characteristics of the content consumed and associations with other forms of PIU among Russian and foreign students were established. In our opinion, it is necessary to carry out further research aimed at solving an urgent medical and social problem of timely diagnosis of smartphonedependent behavior and prevention of somatic and neuropsychic health disorders associated with it in young people. The current range of indicators to be studied in people with problematic smartphone use should include an analysis of comorbid psychosomatic disorders (recurrent pain: headaches, abdominal pain, back pain) and features of psychosocial characteristics, taking into account age, sex and ethnic differences of electronic gadget users.

Under the conditions of changing social environment, first-year students of higher education institutions are at risk of stress, as well as entering antisocial groups. Since they have to adapt to the new social and educational environment, it can have an impact on their academic performance and lead to negative consequences of an objective and subjective nature. In this regard, the article examines the issue of influence of the activities of student sports club of the educational organization of higher education on the process of social adaptation of students. With the help of a survey conducted among students, their attitude and possible directions of student involvement in the activities of student sports clubs in the Russian higher education system were substantiated. Based on the system-activity and personality-oriented approaches, a model of the student sports club activity at the I. Kant BFU is theoretically justified and developed. The dependence of the integral level of adaptation of students and their involvement in the activities of the student sports club is substantiated.

The article is devoted to the analysis of organization of the educational process for physical education of students in universities, which is obliged to ensure the formation of students with the necessary universal competencies in accordance with the requirements of the Federal State Educational Standard of Higher Education. According to many authors, the existing organization of physical education does not allow students to form those universal competencies that should motivate them to regularly perform physical exercises to maintain a proper level of physical fitness and maintain a healthy lifestyle. The Olympiads conducted by the authors to assess students’ knowledge of the basics of health-improving physical culture and an online survey of students about self-training classes in physical culture showed that the residual level of necessary knowledge among students is low, and most of them are not engaged in physical self-training. In order to improve the current situation in universities, the Scientific and Methodological Council for the Development and Disciplines (Modules) on Physical Culture and Sports of the Ministry of Science and Higher Education of the Russian Federation needs to consider improving the educational process for physical education of students.

The article presents a theoretical model of a prototype of a domestic application that regulates the motor activity of university students. The reasons are substantiated for the development and design of the technical task of reference for a mobile application. The positive aspects are indicated of using a mobile application of domestic development in the educational process in the disciplines (modules) of physical culture and sports. Using the application, training will be carried out on the basis of observations and self-regulation of psychological state and characteristics of other data determined by objective and subjective factors.

В сложившейся политической и социально-экономической ситуации актуализируется вопрос качественной подготовки инженерных кадров и специалистов IT-отрасли. Для удовлетворения запросов со стороны работодателей у студентов технического профиля обучения важно формировать не только предметно-специализированные компетенции, но и непредметные - универсальные, позволяющие ориентироваться в любой жизненной ситуации, эффективно вести коммуникацию, работать в команде, критически мыслить и т. д. В связи с этим важным становится применение в образовательном процессе практико-ориентированных технологий и методов, работающих на развитие таких компетенций. Цель статьи - обобщение педагогического опыта по применению в образовательном процессе метода решения ситуационных задач (кейс-метода) и выявление его преимуществ и ограничений. Материалом исследования служит эмпирический опыт применения в образовательном процессе факультета инновационных технологий Томского государственного университета в рамках реализации дисциплины «Профессиональная коммуникация на английском языке» метода решения ситуационных задач (кейс-метода). В работе авторы опираются на принципы системно-деятельностного и компетентностного подходов. Экспериментальное использование метода решения ситуационных задач (кейс-метода) в процессе преподавания английского языка для профессиональных целей доказало не только большой интерес студентов к такому виду творческой работы, но и важность применения данного метода в образовательном процессе. Данный метод способствует развитию критического мышления студентов, повышению способности студентов применять знания в новых ситуациях, развитию творческого потенциала и интеллектуальных способностей студентов. Представление результатов решения кейсов на иностранном языке является важным инструментом формирования коммуникативной компетенции, необходимой студентам в их будущей профессиональной деятельности. Вместе с тем метод решения ситуационных задач имеет и ряд ограничений, связанных в основном с процедурными вопросами его применения в образовательном процессе. Делается вывод, что применение метода решения ситуационных задач в образовательном процессе способствует развитию универсальных компетенций студентов технического профиля и как вид педагогической практики может применяться в рамках существующих в образовательной программе дисциплин без дополнительного введения специальных курсов по развитию таких компетенций.

Получение высшего образования является важным этапом социализации человека. Перед вузами поставлена цель создания такой образовательной среды, которая позволит всем студентам независимо от их образовательных потребностей и индивидуальных возможностей успешно решить задачи соответствующего этапа социализации. Равный доступ к образованию всем обучающимся, независимо от их разнообразных особых образовательных потребностей и индивидуальных возможностей, в том числе обучающимся с инвалидностью и ограниченными возможностями здоровья, призвано обеспечить инклюзивное образование. В настоящее время высшее образование в КГУ им. К. Э. Циолковского получают лица 17 лет и старше, среди которых есть обучающиеся, имеющие инвалидность, одаренные студенты, представители разных национальностей, культур, стран и конфессий, студенты из больших и малых городов мира, близких и отдаленных населенных пунктов. Все это актуализирует проблему создания оптимальной инклюзивной образовательной среды в вузе. В КГУ им. К. Э. Циолковского ведется активная работа по созданию инклюзивной образовательной среды, которая призвана способствовать успешной социализации всех студентов, обучающихся в вузе. Инклюзивная образовательная среда рассматривается как совокупность ресурсов (средств, внешних и внутренних условий), обеспечивающих реализацию права каждого человека на образование, включающее обучение, воспитание и личностное развитие, и проектируется на основе таких принципов, как безопасность, насыщенность, доступность и др. Структура инклюзивной образовательной среды КГУ им. К. Э. Циолковского включает пространственно-предметный, организационный, технологический, информационный и социальный компоненты. Каждый компонент имеет свое наполнение. Особе место в данной структуре отведено Центру инклюзивного образования. Центр инклюзивного образования, созданный в университете и призванный обеспечивать горизонтальные связи между подразделениями в вопросах обеспечения инклюзивного образования, способствует устранению несогласованности в действиях подразделений, находящихся на одном уровне иерархии, которая порождается строгой иерархией управленческой модели вуза. Создание инклюзивной образовательной среды университета осуществляется по различным направлениям, среди которых можно выделить совершенствование локальной нормативно-правовой базы, материально-технического оснащения, научно-информационного и кадрового обеспечения инклюзивного образования, повышение архитектурной доступности объектов инфраструктуры вуза для обучающихся с инвалидностью и ОВЗ, повышение качества образования, получаемого обучающимися с инвалидностью и ОВЗ. Моделирование инклюзивной образовательной среды вуза осуществляется всеми участниками образовательного процесса: административными работниками, профессорско-преподавательским составом и самими студентами при активном участии общественных организаций. Систематический мониторинг трудностей, возникающих у студентов, включая студентов с инвалидностью в процессе поступления и обучения в университете, позволяет определять шаги по их преодолению. В настоящее время продолжается работа по совершенствованию инклюзивной образовательной среды университета.

The involvement of parents in the education of their children-students is a growing trend, linked to later socialisation. However, the question of how parents demonstrate their involvement at the university level is not well researched. This paper aims to identify the types of parental involvement in the education of university students and describe their distinctive features. The article presents the results of an empirical study on parental involvement in the educational process of university students. Based on cluster analysis of survey data from first-year students at nine Russian universities across different regions of the country (N = 5012), three types of parental involvement were identified: ‘restless’, ‘liberal’, and ‘passive’. ‘Restless’ parents are characterised by a higher level of control, monitoring academic performance and attendance. Parents who are considered ‘liberal’ tend to give their children more autonomy and take an active interest in their achievements and problems at university. On the other hand, ‘passive’ parents are not involved in the educational process at university. The study analysed the types of parental involvement based on family characteristics, experience of school graduation, and university enrolment.

It is well known that security is a necessary condition for the long-term development of humanity, society, the state and civilization as a whole, ensuring their stability and success. Currently, the Russian Federation pays close attention to the issues of educating the younger generation about a culture of life safety, which is supported by government initiatives, because ensuring the safety of the state citizens is among the priority components of a high standard of living. It is the culture of life safety that is defined as a component of the general culture of an individual and the main target for the activities of educational organizations. In this regard, the problem of the research is to substantiate the culture of life safety as a pedagogical category. The purpose of the research is to substantiate the content of the concept of “life safety culture” as a subject of pedagogical discourse and the basic target of the state educational policy. The methodological basis of the research is represented by the use of methods of analysis, theoretical generalization, and description.The results of the research are as follows: various approaches to the content of the concept of “life safety culture” as a pedagogical category have been analyzed; the structural components of safety culture have been identified; the target guidelines for instilling a life safety culture in educational institutions have been substantiated.Key conclusions: the issues of developing a culture of life safety among students have been considered in two contexts, as a necessary condition for the activities of teachers in developing the experience of safe behavior of students and as the creation of pedagogical conditions for a safe educational environment by all participants in educational activities. The target guidelines for instilling a culture of life safety among students are an integrated set of the following components: psychological, political, economic, environmental and information security of an individual.

Copyright of Bylye Gody is the property of Cherkas Global University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bylye Gody is the property of Cherkas Global University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Music pedagogy as a practical field of activity has a long history. Having become professional, keyboard instruments - the organ, harpsichord – have a significantly longer lifespan than the pianoforte. Piano culture inherited not only the musical material of its great predecessors but also some valuable pedagogical instructions for the practical implementation of this material. Nowadays, these unique sources of information are sometimes regarded as archaic, relevant only to the instruments on which they were performed, but they still provide a key approach to thinking concerning musical material for its correct performance. Such valuable sources of information for modern piano performers include the theoretical works of F. Couperin, J.S. Bach and C.F.E. Bach. Understanding the primary sources of information concerning modern piano art regarding the achievements gained on the path of improving performance under the influence of reasonable pedagogy can significantly improve the culture of performance, which indicates the effectiveness of the teacher’s work.