On the eve of the New Year 2026, the next, fifty-second, issue of the journal «Lifelong Education: The XXI Century» is being published. The topics of the articles presented in it are diverse, concerning both professional and general education.
The use of electronic resources for solving various scientific and educational tasks continues to be within the focus of our authors. The range of tasks being addressed and the methods for their implementation are expanding, the advantages and limitations of new technologies are being identified, and the possibilities of combining them with traditional teaching methods and forms are being analyzed. The articles in this issue raise questions of digitizing training as a university teaching method, techniques for assessing students' creative development using the Creo datum digital environment, and minimizing the social risks of implementing e-health through the continuous professional development of medical workers.
Another pressing issue in modern general and professional education is teaching foreign citizens in Russia (children of migrants, students of secondary vocational education, university students) in new socio-cultural conditions for them. University teachers working with international students may be interested in the article on the directions of Indian students’ socio-cultural adaptation in the Russian educational environment and ways of its practical implementation. Two other articles are devoted to the methodology of professionally-oriented teaching of Russian as a foreign language in college and to monitoring the quality of Russian language knowledge among schoolchildren with a migration background.
The discussion of the current pedagogical problem of improving the university engineering personnel training based on interaction with employers continues. Readers may be interested in the article devoted to the competency-role approach in the system of training specialists in the field of information technology.
In recent years, terms such as «schools with low educational results», «resilient schools», and «resilient pedagogical activity» have emerged. Resilient schools are schools that successfully operate in difficult socio-economic conditions, achieving high educational results despite an unfavorable student body (e. g., children from disadvantaged families, migrant children) and limited resources. The activity of teachers in such schools is called resilient. One of the articles in the issue attempts to identify the features of resilient activity and the role of soft skills in its structure.
As always, the personnel and methodological resources of lifelong education remain within the focus of our authors. One article is devoted to assessing the current state of the professional group of physics teachers. Another article proposes a tool for teacher professional development, namely, a strategic reflective table for identifying problems and eliminating errors in teachers' work.
Specialists in the history of pedagogy may be interested in an article related to the study of factors in the formation of the pedagogical views of L. N. Tolstoy, a proponent of the idea of free upbringing.
We thank all the authors, reviewers, and readers who have been with us in the past year. In the coming year of 2026, we wish everyone peaceful sky, well-being, and success in scientific and practical pedagogical activities.
The Editorial Board
