List of abstracts, 2025 all issues

Vol. 13. No. 1.

	The Editorial
PHILIPPOV V., SHEGOLEVA L., PAKHOMOV S., GURTOV V. Key words: relevance of scientific research, topic of dissertation research, dissertation, software package.	FORMATION OF TOPICAL TOPICS OF DISSERTATION RESEARCH: THE EXAMPLE OF EDUCATIONAL SCIENCES The relevance of scientific research is determined by the urgent need of practice and filling the gaps in science. Experts from practice can formulate their needs in the format of a list of relevant topics. The article presents the methods and technologies developed and tested in the formation of the List of relevant topics of scientific research in the field of educational sciences and generalization of this experience for application in other branches of science. The formation of the List of relevant topics of scientific research in the field of educational sciences was organized by the Russian Academy of Education and took about one year. The process covered more than 650 experts of the scientific community from 73 dissertation councils and more than 100 organizations. Based on the analysis of the experience of this event, a methodology for forming a list of relevant topics of dissertation research for application in other branches of science was developed. The methodology considers the process as a multi-level system, including information support, organizational support, technical support and the scientific community. Organizationally, the process consists of a preparatory stage, a stage of collecting topic formulations, multi-level verification of the proposed formulations and approval and execution of the finished list. At each stage, information and technical support of the process is provided using a software package consisting of a module for collecting proposals of topics, a module for verifying the wording of topics, a module for the work of expert groups, a module for publishing and working with the list, and a module for updating the list. The proposed methodology can be used to form lists of relevant topics for various branches of science.
SDOBNYAKOV V. Key words: transfunctional technology, risks of technology implementation, management of functioning and development.	TRANSFUNCTIONAL TECHNOLOGY MANAGEMENT OF PEDAGOGICAL UNIVERSITY DEVELOPMENT The article proposes a transfunctional technology for implementing the management concept for the development of a pedagogical university. A transdisciplinary approach is suggested for the content and structuring of the conditions and mechanisms for the organizational development of the university to achieve national goals of worldview and technological sovereignty. A comparative analysis of the functioning and development processes of the educational organization is provided. The experience in strategic management is presented, along with the tools and mechanisms for implementing transfunctional technology, and the main mission of the pedagogical university is justified as an industry and territorial leader in training pedagogical and managerial personnel for the 21st century. The purpose of the publication is to present the results of a project-management longitudinal study related to the development of a management concept for the growth of a pedagogical university based on the principle of the unity of the educational space and a scenario for the transformation of the university's management system, including risks and opportunities for change. The materials and methods include the development management method, metaphorical analysis in revealing the working definition of «transfunctional technology», statistical analysis of testing results including observation and monitoring of the activities of students and teachers within the project «Competence Center» at Nizhny Novgorod State Pedagogical University named after Kozma Minin since 2020. Specific results and their discussion: a management concept for the development of a pedagogical university has been developed, based on transdisciplinary methodology and the principle of the unity of the educational space; a transfunctional technology for implementing this concept has been established; a transformational effect has been obtained during experimental testing as an integral indicator of the effectiveness of the management technology for the university's development. The particular relevance of the activity-based content of the concept and technology for management development is created through the joint efforts of the university staff. The «activity space of encounter» includes project and regional training teams comprised of individuals interested in partnership and collaboration with the university to build a new educational-pedagogical practice that meets the state's requirements in the field of national educational policy.
GRISHINA I., VOLKOV V. Key words: promising scientific research; methodology of scientific research; changesin education; intra-school management.	METHODOLOGY CHANGE STUDY IN INTRA-SCHOOL MANAGEMENT The article addresses the issue of determining the methodological foundations for the study of changes in intra-school management. The authors are reflecting on the proposals of the Russian Academy of Education on the scientific justification of strategies and forecasting of educational development. Based on the current state of the educational system, an analysis of the methodological research foundations on these issues over the past 20 years in pedagogy, economics, sociology, etc. According to the results of the analysis, a systematic approach was used as a leading basis for researching on intra-school management. Consideration of the provisions submitted by scientists allowed the authors to identify a set of models, objects and systems designed by researchers, as well as classify them according to 7 aspects of intra-school management. The authors position formulated on possible grounds and directions for further scientific research is indicated for each of the aspects.
SAKHARCHUK E. Key words: family tourism, family travel, educational event, pedagogical result, family education.	FAMILY TRIP AS AN EDUCATIONAL EVENT: OPERATIONALIZATION OF THE CONCEPT The article is devoted to the operationalization of the «family travel as an educational event» concept from the standpoint of domestic psychological and pedagogical experience. The study relevance is due to the need to deepen the scientific reflection of the problem of the tourist travel influence on the pedagogical task solution for developing social qualities of the individual. The theoretical and empirical arguments are given, allowing us to define a family trip as an educational event organized for the purpose of personal co-development of all family members. The author's methodology for developing a family trip presented in the article is illustrated by an example of determining the pedagogical meaning and designing the conditions for achieving a possible pedagogical result of joint activities of members of a traveling family. Thus, the study solves the problem of the praxeological gap existing in pedagogical research on the topic of family tourism. The argumentation is given for choosing the destination of a family trip (Arkhangelsk region) and forming the content of each stage of designing and implementing the route (problematization, conceptualization, preparation and participation in the event, reflexive stage). The conclusion is made about the significant prospects of research of phenomenological orientation at the junction of scientific disciplines (pedagogy and a number of scientific fields with the subject area of «family tourism»). The theoretical contribution of the study is the methodological substantiation of the methodology of pedagogical design of a family trip as an educational event and the methodology itself. The novelty lies in the interrelation of the content and technologies of organizing and conducting a family trip with the achievement of specific pedagogical results and in defining all family members as subjects of the educational event. The theoretical and practice-oriented conclusions presented in the article may be of interest to researchers in the field of pedagogy and tourism, organizers of educational activities, representatives of the professional sphere of tourism.
ZAVADSKAYA A. Key words: Russian as a foreign language, language for special purposes, self-study, medical university, Telegram channel, speech activity.	TELEGRAM CHANNEL AS A MEANS OF ORGANIZING SELF-STUDY IN TEACHING THE LANGUAGE FOR SPECIAL PURPOSES TO STUDENTS OF A MEDICAL UNIVERSITY Teachers of linguistic disciplines note low motivation to study foreign languages among students of medical universities. As a rule, students usually do not pay due attention to self-study, which accounts for up to 30 % of the hours allocated for studying the discipline. To increase motivation, it is necessary to look for alternative learning options, including new ways of organizing self-study. One of them is to attract the resources of the Telegram messenger. Having studied the educational potential of this platform, the author has developed a system of self-study for foreign medical students studying Russian as a foreign language for professional purposes (the language for special purposes). The article describes a set of tasks aimed at both the aspect of language learning and the development of communication skills in various types of speech activity. In particular, the author proposes a system of work on teaching and consolidating medical vocabulary as well as grammar specific for medical discourse. The article also demonstrates various options for tasks aimed at developing the skills of receptive (reading and listening) and productive (speaking and writing) types of speech activity. The author concludes that the proposed system of work within the framework of the Telegram channel management increases the motivation of foreign students to study the language for special purposes and makes self-study more effective. The described forms of work can also be used in teaching other foreign languages to students of various fields of study.
LUBEK D. Key words: ethno-cultural education, project technology, technology of pedagogical support of independent work, ethnocultural competence, project competence, ethnocultural project, higher education.	PROJECT ACTIVITIES AS A MEANS OF DEVELOPING STUDENTS&amp;#039; ETHNOCULTURAL COMPETENCE The article substantiates the relevance of introducing project activities for the formation of ethnocultural competence of students. The expediency of using project activities as a means of forming ethnocultural competence of students is indicated on the basis of the analysis of the strategy of the state national policy of the Russian Federation for the period up to 2025, Federal state standards of the new generation, scientific articles and monographs devoted to this issue. The pedagogical conditions for the effective implementation of the project approach in the field of ethnocultural education are substantiated: the interdisciplinary nature of project activities in the context of developing ethnocultural competence of students is characterized; the importance of using the technology of pedagogical support at all stages of work on the project is shown. To assess the results of the experimental work, a comparative analysis of the survey data of students in different areas of training according to the cognitive, affective and behavioral-activity criterion of ethnocultural competence is presented. Positive changes in the ethnocultural competence of students are revealed for all three declared criteria based on the analysis of the survey results and assessment of the quality of the products of their activities. The quality of project activity products is analyzed through the organization of public examination at the public defense of projects. Conclusions and proposals for the organization and pedagogical support of students' project activities for the formation of ethnocultural competence are formulated.
CHIZH R. Key words: foreign language, future journalist, discourse, media discourse, discursive practice, strategy, tactics, television discourse, publicist discourse, radio discourse, Internet discourse, exercises.	TEACHING FUTURE JOURNALISTS FOREIGN LANGUAGE DISCURSIVE PRACTICES Nowadays teaching any foreign language is mostly being implemented in terms of the cognitive discursive paradigm. According to this approach language represents a cognitive process revealing in communication through a combination of various mechanisms. These mechanisms of human activity can be understood in close connection with the study of language and human mental abilities. Based on the postulate that speech immersed in life should be regarded as discourse (according to N. D. Arutyunova), we come to the conclusion that it is impossible to separate language and different human mental abilities such as consciousness, memory, attention. The latter participate in the creation of a particular discourse representing communicative practice. So, this allows us to say that behind any act of communication, discourse, there are discursive practices which can be defined as a set of norms, attitudes and conventions accepted in a particular community. The study of discursive practices seems relevant, since mastery of these practices facilitates communication for representatives of a certain sphere. Knowledge of the rules of this sphere helps its representatives achieve their personal goals, solve professional social problems. Thus, discursive practices can be considered as a social practice. This article examines the problem of teaching future journalists foreign-language discursive practices as an institutional practice operating within the framework of media discourse. A definition of discourse is given; the types of discourse studied by bachelors of journalism are described; the features of these discourses are noted. While using the developed exercises in the English language, which involve a detailed study of television, journalistic, radio and Internet discourses, future journalists become familiar with the features of the discourses of students’ subject area, and also master the discursive practices existing in the professional field of journalism.
VILDANOV I., SAFIN R. Key words: potential, pedagogical potential, structure, functions, technical university, scientific and educational center.	SCIENTIFIC AND EDUCATIONAL CENTERS OF THE UNIVERSITY AS A PEDAGOGICAL POTENTIAL FOR MODERNIZING THE LEARNING AND TEACHING ENVIRONMENT The scientific and technological development of the country's economy can be ensured if the integration of science, education and production (business) is achieved with the transformation of higher engineering education in order to train innovative, highly qualified personnel in demand by science and business. Combining the efforts and resources of this triad will undoubtedly contribute to the formation and development of the professional competencies of future engineers. Integration is carried out in the form of scientific and educational clusters, complexes, associations, consortia, and centers. Scientific and educational centers have been created in many technical universities, including those specializing in construction. Their functioning, ensuring interaction and cooperation of students, teachers, representatives of science, production and business, activates the process of creating cognitively flexible and technologically rich spaces that have pedagogical potential for modernizing the learning and teaching environment. The purpose of the article is to reveal the structure, essence and capabilities of the pedagogical potential of scientific and educational centers in the training of engineering personnel using the example of an architecture and civil engineering university. The novelty of the work lies in the theoretical and applied substantiation of the effectiveness of scientific and educational centers of an architecture and construction university as a creative environment with the pedagogical potential of integrating science, education, and business in order to train highly professional personnel, revealing the structural and functional system of crea-tive spaces. The feasibility of researching scientific and educational centers and their pedagogical potential is in the strategy for the development of a system of professional and engineering training for specialists in the construction sector, which is determined by reflections on the creative space of the university as a cognitively integrated system, stimulating the activity of participation and responsibility of production and business in the development of the creative thinking function of students, connecting educational activities with a professional industry active environment, spaces that stimulate cognitive professional activities with an active environment.
EFLOVA Z., ZINKOVA S. Key words: mentoring and mentoring activities in education, professional pedagogical community, non-formal pedagogical education; head of musical education in a preschool educational institution.	RETURNING MENTORING TO EDUCATION: EXPERIENCE OF THE PEDAGOGICAL COMMUNITY OF MUSIC DIRECTORS OF PRESCHOOL EDUCATIONAL INSTITUTIONS OF PETROZAVODSK Mentoring is being restored as a socio-pedagogical phenomenon taking place with the support of the state, the intensification of pedagogical science and the activities of professional pedagogical communities. Mentoring is becoming a ubiquitous practice at all levels of education, carried out in various types and forms, including at the level of online pedagogical communities, in the form of additional pedagogical, in the formats of non-formal professional education of teachers. The article presents methodological approaches (historical-pedagogical, axiological, system-activity, personalized), methods (historical-pedagogical, contextual, comparative analysis, documentary method, pedagogical experiment), the source base of the research. The theoretical part reveals a number of essential aspects of the phenomenon of mentoring in education and its transformation in modern conditions of educational development. The researchers note the cultural and historical conditionality of mentoring and suggest a periodization of mentoring activities in education. The practical part presents the experience of mentoring initiated by members of the professional pedagogical community of music supervisors of preschool educational institutions of the Petrozavodsk city district (pedagogical laboratory «Modern Music»). Mentoring activities carried out in the community are conditioned by a number of objective circumstances, but, above all, they are based on the needs of both the mentor and the mentee in mutually enriching activities. The article introduces the ideas, principles, content, formats of the key area of the community – mentoring activities, the organization and the first results of the work of the «School of Mentoring» structure specially created for its implementation. In conclusion, the results of the study are summarized as opportunities for mentoring in solving current scientific and practical tasks and problems of education.
DYUKOV S. Key words: bullying, mobbing, aggression, violence, victim.	DIFFERENTIATION OF THE TERMS «BULLYING» AND «MOBBING» AS A PROBLEM OF PSYCHOLOGICAL AND PEDAGOGICAL UNDERSTANDING The presence of the terms «bullying» and «mobbing», which denote special forms of psychological and physical violence that are similar in their methods of aggression, often leads to the fact that in the scientific and methodological literature related to pedagogy and psychology, these concepts are confused and considered synonymous. This may cause misunderstanding and confusion among readers. At the same time, the differing goals of the subjects of bullying and mobbing violence may require different approaches to overcoming and preventing these destructive phenomena. Sometimes scientists try to draw a clear and unambiguous demarcation of the boundary between these terms. But at the same time, the authors' arguments regarding the differences between mobbing and bullying do not seem convincing enough. Based on the analysis of scientific and methodological literature, this article attempts to eliminate contradictions in approaches to the problem of differentiation between bullying and mobbing. The author's definitions of these terms are given.

Vol. 13. No. 2.

	THE EDITORIAL
BERMUS A., SIZOVA E. Key words: pedagogical education, teacher-researcher, foreign students, continuity in education, continuous education, master's degree, postgraduate study, classical university.	ETHICAL ASPECTS OF IMPLEMENTING ARTIFICIAL INTELLIGENCE TECHNOLOGIES IN A CLASSICAL UNIVERSITY: ANALYSIS OF STUDENT AUDIENCE ATTITUDE The article describes the ethical problems caused by the use of artificial intelligence technologies (neural networks, chatbots, large language models, generative artificial intelligence, etc.) in the system of higher university education. The methodological basis of the study is the axiological approach, which allows us to fully assess the seriousness of ethical issues in higher education in the context of digital transformation. The article presents the results of an empirical study conducted at two classical universities (Krasnodar State University and Southern Federal University), the purpose of which is to identify the attitude of the student audience (bachelor's and master's students) to the legitimate and illegal implementation of digital technologies with generative artificial intelligence in the educational process of the university. Ethical positions are compared in relation to the incorrect use of artificial intelligence technologies, as well as to issues of academic honesty and the inadmissibility of various forms of academic fraud on the part of future journalists (Kuban State University) and future teachers (Southern Federal University). The conclusion is made about the need for systematic targeted work with students aimed at preventing and combating manifestations of academic dishonesty and imitation practices in higher education, including those related to the introduction of digital technologies.
LAPINA I. Key words: pedagogical model, continuous language training, foreign language communicative competence, hybrid teaching.	PEDAGOGICAL MODEL OF CONTINUOUS LANGUAGE TRAINING FOR STUDENTS OF NON-LINGUISTIC UNIVERSITIES IN THE CONTEXT OF HYBRID TEACHING In the context of globalization and increased international cooperation, foreign language proficiency is becoming an important factor in the competitiveness of university graduates. In this regard, the aim of the research is to develop and theoretically substantiate a pedagogical model of continuous language training for students of non-linguistic universities aimed at the formation of foreign language communicative competence. General scientific cognitive methods and special pedagogical methods were used in the research. The object of the research is the process of language training of students of non-linguistic universities in a continuous teaching environment, and the subject is the pedagogical model of continuous language training of students of non-linguistic universities in a hybrid teaching. As a result of the research, a structural and functional model has been developed and substantiated, including theoretical and methodological, conceptual and substantive, instrumental and methodological, control and analytical blocks. The model provides for the integration of traditional and digital technologies, which ensures the flexibility of the educational process and contributes to the development of students’ communicative competence. The practical implementation of the model in the educational process of non-linguistic universities makes it possible to increase the effectiveness of language training and adapt training to modern professional requirements. The prospects for further research are related to the development of pedagogical technology for implementing the theoretical model in the educational process and personalizing teaching of students.
LOSHCHILOVA A., VINOKUROVA N. Key words: transprofessionalism, transprofessional competence, future teachers of the natural science profile, pedagogical conditions.	THEORETICAL AND METHODOLOGICAL FOUNDATIONS AND PEDAGOGICAL CONDITIONS OF TRANSPROFESSIONAL COMPETENCE FORMATION FOR FUTURE TEACHERS OF THE NATURAL SCIENCE PROFILE The problem of developing transprofessional competence of future teachers of natural sciences is caused by the processes of digitalization, integration of science and education, attention of the state and society to the development of modern natural sciences, improving the quality of natural science education and training of future teachers. The purpose of the article is the theoretical substantiation and development of pedagogical conditions for the development of transprofessional competence of future teachers of natural sciences. In the course of the work, methods of theoretical analysis, systematization and generalization of scientific literature, design and design were used. The theoretical framework of the study was made up of the ideas of synergetics, ecohumanism, co-evolution, sustainable development, the integration of natural-scientific, humanitarian, and technical knowledge in the context of the provisions of the post-Chief science. The methodological basis compiled a co-evolutionary subject-activity, transdisciplinary, synergetic, integrative, competency, convergent, event-activity approaches, as well as a number of principles realizing them. Results. The selected theoretical and methodological foundations of the study made it possible to clarify the concept and structure of transprofessional competence of future teachers of the natural scientific profile; Determine and substantiate the pedagogical conditions for the formation of this integral personal quality. Pedagogical conditions include: a) selection and structuring of the integrative content of transprofessional competence based on morphostructural and functional integration of scientific knowledge of natural scientific, technical and socio-economic disciplines; b) the creation of a system of transprofessional-oriented educational situations; c) inclusion of future teachers in inter-faculty project teams for the development of complex research projects; d) the creation of a through transdisciplinary module aimed at the formation of all components of transprofessional competence of future teachers of the natural-scientific profile. Certain theoretical and methodological foundations and highlighted pedagogical conditions are focused on ensuring the integrity of the formation of transprofessional competence of future educators of the natural scientific profile, the development of transdisciplinary content in the activity space of the meeting, constructive dialogue, joint crew to solve complex, comprehensive problems that go beyond several disciplines.
GERASIMOVA C., KOVALENKO A., YAREMCHUK S. Key words: factors, profession, teacher, students, motivation, interest.	FACTORS INFLUENCING CAREER CHOICE AMONG STUDENTS IN PEDAGOGICAL SPECIALTIES OF SECONDARY VOCATIONAL EDUCATION The article presents an analysis of the factors influencing the choice of the teaching profession among students in secondary vocational education. This study explores what motivates the selection of a teaching specialty, as well as continued education within the educational system of the Khabarovsk Territory and retention in the profession. Previously, the factors affecting the choice of the teaching profession among secondary vocational education (SVE) students had not been subjected to scientific analysis. The aim of the research was to examine the factors behind the choice of the teaching profession and the motivation for learning among SVE students. The study sample included 76 secondary vocational education students and 168 students pursuing higher pedagogical education. The following methods were used: an adapted Russian-language version of the FIT-Choice Scale («Factors Influencing Teaching Choice»), a questionnaire based on the methodology for studying the attractiveness of a profession by V. Yadov, N. V. Kuzmina, and A. A. Rean, and the «Motivation for Learning in Higher Education» method by T. I. Ilyina. It was found that SVE and higher education (HE) students share similar intrinsic motives for choosing a teaching specialty, as well as factors that deter them from the teaching profession. At the same time, SVE students focus on the practical mastery of the profession and its applicability, while HE students are more oriented toward formal qualification certification. A comparison of SVE students who do and do not wish to work in the profession revealed that the motives of those aspiring to a teaching career differ signifi-cantly from those who do not plan to work in this field. Further research on this topic will help create favorable conditions for learning and retention in the teaching profession.
ZAVARYKINA L. Key words: academic writing, research proposal, abstract, genre approach, course «Research Writing».	TEACHING VARIOUS ACADEMIC WRITING GENRES IN A MODERN UNIVERSITY The article explores the practice of teaching academic writing in English using a genre-based approach. Most often, such courses focus on essay writing; however, in practice, students encounter the need to compose academic texts of various genres, such as research proposals, scholarly articles, reports, or case studies. This highlights the necessity of developing skills for working with diverse academic texts. The author analyzes the difficulties students face when writing research proposals and article abstracts and suggests possible ways to overcome them. To identify these challenges and their underlying causes, methods such as qualitative text analysis, interviews with students who completed the «Research Writing» course, and analysis of video recordings of group text discussions were used. It is demonstrated that a step-by-step approach to writing texts of specific academic genres, developing evaluation criteria in collaboration with subject-matter experts from specialized departments, and fostering students' independent work helps address these challenges and cultivates the necessary academic skills.
REZINKINA L., SHALAGINOVA P. Key words: patriotic education, national identity, vocational students, historical and professional resource, digital environment, citizenship, mentoring, project activities.	THE DEVELOPMENT OF PATRIOTISM AMONG STUDENTS OF VOCATIONAL EDUCATION ON THE BASIS OF A HISTORICAL AND PROFESSIONAL RESOURCE The article examines the relevance and modern approaches to fostering patriotism among college students, highlighting the specifics of this process in relation to their future profession. The authors attempt to identify and characterize the potential of historical and professional resources in the educational process, emphasizing their role in developing patriotism as the foundation of national and professional identity for future specialists and citizens of our country. The study is based on an analysis of historical perspectives on patriotic education across different eras and explores the impact of globalization and digital technologies on the formation of civic consciousness and national identity among modern college students. Special attention is given to the opportunities offered by digital platforms, social media, and interactive educational methods in the patriotic upbringing of youth, along with an overview of effective tools for implementing these processes in a digital environment. The importance of intergenerational relationships, project-based learning, and networking is emphasized as key factors in educational work.
BELOVA E., ABRAMOV A. Key words: managerial competence of a teacher, digital technologies in education, diagnostics of competence, professional development of a teacher, additional professional education.	DIAGNOSTICS OF THE LEVEL OF MANAGERIAL COMPETENCE OF SCHOOL TEACHERS IN THE USE OF DIGITAL TECHNOLOGIES In the context of rapid digitalization of education, teachers face new challenges that require not only mastery of digital tools, but also the development of managerial competence that ensures successful management of professional pedagogical activity using digital technologies. The article considers the problem of diagnosing the level of managerial competence of school teachers in the field of digital technologies. The relevance of the study is due to the need to identify teachers' deficiencies in the field of managing their pedagogical activity, the educational process, which includes goal setting, planning, coordination, monitoring and analysis of learning outcomes using digital resources. The purpose of the article: to theoretically substantiate the approach to diagnosing the level of development of managerial competence of school teachers in the use of digital technologies and to describe the results of this diagnosis at the initial stage of experimental work. Research methodology: system-activity, personality-oriented and competence-based methodological approaches. Theoretical methods were used: analysis, systematization; empirical: survey, questionnaire, testing; statistical: Student's t-test, methods of mathematical data processing) and diagnostic methods: «intellectual leader», «self-assessment of professional pedagogical activity management», «methodology of motivation for success», «reflexive sociability test (RST)». The paper presents an analysis of existing approaches to defining and assessing the managerial competence of teachers, identifies cognitive-self-educational, managerial-activity, motivational-volitional, reflexive-evaluative components of this competence, indicators of their manifestation, and names diagnostic methods. The results of the ascertaining stage of the empirical study are described. Data analysis showed that most teachers experience difficulties in applying digital technologies in managing the educational process, which requires the development and implementation of specialized advanced training programs aimed at developing managerial competencies in the digital environment.
SAFONTSEVA N., KRIVENKO-BAKHMUTSKAYA Y. Key words: questionnaires, lifelong learning, the «4C» model in education, communication, critical thinking, creativity, cooperation, professional development.	LIFELONG LEARNING AS A CONDITION FOR PROFESSIONAL SUCCESS OF TEACHERS IN THE 21st The article presents the results of the authors' experimental study, which was conducted to find out the attitude of modern teachers to continuous professional pedagogical education, its importance for personal and professional success and to study the function of continuous education in the formation of key competencies of the 21st century in teachers. To conduct the study, the authors' questionnaire was developed, which allows obtaining general information about 70 survey participants, assessing the attitude to continuous education and the «4C» model in professional activity. The survey results show that the vast majority of teachers understand the importance of continuous professional development, and this conscious need does not depend on the professional status, place of work and teaching experience of the respondents. The authors note the existing balance in the assessments and requests of teachers for formal, informal and informal formats of continuous education. The authors state that, despite the introduction of digital tools into educational practice, most teachers consider face-to-face events to be the most effective, and blended learning is also in demand. The authors suggest that the ambiguity in the assessments of online learning is associated with the low quality of digital educational content and didactic support when using it. The authors analyzed the information received about the presence of obstacles and ways to stimulate the motivation of teachers to implement the principle of continuity for professional development. The survey results allowed the authors to assess the awareness of teachers about the «4C» model in education, diagnose the current level of mastering and applying the «4C» competencies by teachers, and determine the subjective significance of each competency for professional pedagogical activity. The study confirmed that continuous education plays a key role in the professional development of teachers who unanimously recognize the importance of developing communication, critical thinking, creativity and cooperation for a teacher of the 21st century. The authors believe that the results of the study can be used in the development of activities and promising strategies for the development of continuous pedagogical education.
BELOVETSKAIA L. Key words: India`s National Educational Policy, India`s National Curriculum Framework School Education, India`s National Professional Teacher Standard, standards, domains, level of pedagogical excellence.	REQUIREMENTS FOR MODERN TEACHERS IN INDIA WITHIN THE FRAMEWORK OF THE NATIONAL PROFESSIONAL STANDARD FOR EDUCATORS The article examines the conditions and principles underlying the development and implementation of the National Professional Standard for Teachers in India (NPST 2021), which is based on the National Education Policy (NEP 2020). The NPST 2021 model is analyzed as part of a broader professional standard tailored to India's sociocultural, socioeconomic, and historical specificities, taking into account ethnonational characteristics, cultural practices, and religious traditions. The study aims to provide a theoretical foundation and explore the conditions, principles, and implementation strategies of the professional standard for teachers in India. The research methodology incorporates analysis, synthesis, abstraction, generalization, integration, and classification. A comparison of NPST 2021 and Russia's 2013 Teacher Professional Standard highlighted key differences in domain structure, requirement granularity, and teaching skill assessment methods. The research draws on scholarly works and regulatory documents as its primary sources. The study substantiates the overall structure of the stand-ards, the principles for delineating domains of teachers' professional readiness from a taxonomic perspective, and the professional functions of educators. Criteria for enhancing teachers' qualifications were identified, promoting their continuous professional and personal development. The national standard outlines a fourtier system of teaching proficiency: novice teacher (Pragammi Shikshak), experienced teacher (Praveen Shikshak), highly skilled teacher (Kushal Shikshak), and teacher-leader (Pramukh Shikshak). The study concludes that there is a growing need in modern educational practice for clear definition and assessment of teachers' professional readiness. The taxonomic approach is recognized as an effective tool for structuring the knowledge, skills, and competencies required for suc-cessful teaching. The research demonstrates how NPST 2021 contributes to improving the quality of education in India by standardizing professional requirements for teachers and establishing a system for their continuous development. This is particularly significant given the diversity of Indian society and the necessity of adapting educational practices to local contexts.
DEMIN A., ZYKOVA E., RENDAKOVA A. Key words: occupation insecurity, type of professions, continuing education, technological unemployment.	STUDYING THE OCCUPATION INSECURITY AS A PREREQUISITE FOR THE DEVELOPMENT OF CONTINUOUS EDUCATION The article attempts to consider technologically conditioned changes in the world of professions (phenomenon of occupation insecurity) as a prerequisite for the development of continuous education. The goal is to identify social groups that experience the occupation insecurity and there-fore can be potential participants in continuous education. Data were collected in 2024, the study sample consisted of 577 people, of which 48 % were men; the average age was 33 years (min 20 years, max 50 years); 55 % have higher education. The age structure of the sample included 239 young workers (graduates of vocational educational institutions, 20‒26 years old) and 338 mature workers (35‒50 years old). Professional affiliation was determined using the classifier of E. A. Klimov. The methodology «Occupation Insecurity Scale» adapted to Russian was used, which measures anxiety about the future of the profession and the expectation of changes in the profession due to the spread and implementation of new technologies. It was found that most workers have a low estimate of the probability of losing their professions due to new technologies. Young graduates of vocational educational institutions expect changes in their professions to a greater extent than mature workers, this is especially true for young representatives of the Person–Sign professions. Workers who are 40 years old and older have significantly lower expectations of changes in the profession. These characteristics of workers can affect their involvement in continuing education. The use of a new concept and the corresponding methodology made it possible to obtain important empirical results: social groups that are most worried about the possible loss of their professions or expect meaningful changes in the profession were identified. They can be considered as potential subjects of continuing education and users of special educational products related to the technological renewal of professions. Areas of practical use of the results are proposed.