List of abstracts, 2026 all issues

The article presents the author's vision of solving the key problems of school history education. The purpose of the article is to show how to combine in a school history course the seemingly incompatible ‒ «historical knowledge», which should be objective, and «historical memory», which is subjective by its nature. Based on the conceptual description of the phenomena of «historical consciousness», «historical knowledge», «historical memory» contained in modern humanities, the author, through the analysis of the regulatory framework in the field of education, educational literature and modern pedagogical practice, came to the following conclusions. A teacher solving the problem of installing in the consciousness of students both pedagogically adapted scientific historical knowledge and representation of past events (historical memory) should abandon a monologue in favor of a dialogue (with a student, a source). He will be able to plot a course for the school ship of history between the rational («knowledge») and the emotional («memory») in the case of focusing efforts on mastering the skills of historical thinking by students (the ability to understand and explain history, to see the past through the eyes of ancestors and to establish cause-and-effect relationships, respectively). This will ensure the development of historical empathy in schoolchildren (the willingness to feel the events being studied, to evaluate them based on the image of the world of people from past eras). Thus, the school history course will be both a tool for combating amnesia and a means of mastering the results of modern scientific research on past social reality.

This article addresses current issues concerning the enhancement of unified approaches to the structure and content of educational programs for the fields of study 44.03.01 and 44.03.05, contextualized within the Concept for Education Development until 2036. The study aims to identify the theoretical prerequisites underlying this process and subsequently test the formulated hypotheses empirically through a survey of diverse categories of teaching professionals. These professionals serve in dual expert capacities: as experts on the quality of education received, implementing it in practice within general and secondary vocational education, and as specialists in the design and implementation of higher education programs (specifically 44.03.01 and 44.03.05). The scientific significance of this research lies in its identification of the challenges educational institutions face when implementing methodological recommendations for the adoption of the Core of Pedagogical Education, the content of which extends beyond the framework of foundational training. The practical significance resides in the development of actionable proposals aimed at preserving the independence and autonomy of educational institutions in formulating professional competencies, defining specialization profiles for fields of study, and designing the structure and content of the subject-specific methodological module. The methodology encompasses a comparative analysis of regulatory frameworks, scientific publications, best practices for integrating the Core of Pedagogical Education, and empirical data from a survey of educators (n=234), which validated the necessity of enhancing core professional competencies. This underscores their critical role in informing the development of the 4th generation Federal State Educational Standards for Higher Education for 44.00.00 «Education and Pedagogical Sciences». Furthermore, the study provides a reasoned argument that the increased role of university-wide departments in shaping the foundational professional component of graduate training should be proportionally reflected in allocated teaching hours and the formal assignment of foundational professional competencies to these departments. The proposals for decentralizing the development of professional competencies, formulated on this basis, ensure adherence to the principle of institutional autonomy in designing educational programs while accounting for employer needs and regional specificities.

The article examines pedagogical violence and pedagogical bullying, which are serious problems in modern education both in Russia and abroad. These phenomena represent the destructive influence of teachers on students during the educational process. Pedagogical violence has a negative impact on the emotional state of children, hindering their normal development and leading to various psychological disorders. The article analyzes scientific publications, surveys of students and school teachers, and college students and professors. It identifies a category of teachers who use certain methods of pedagogical violence in their work. There are a number of negative consequences of the systematic use of aggressive pedagogical methods: the formation of low self-esteem in students, the emergence of fear of authority figures, the inability to express one's own feelings adequately, the deterioration of learning motivation and academic performance, and the appearance of behavioral disorders. As one of the conclusions, it is suggested, probably requiring further detailed study, that one of the factors of pedagogical violence and bullying is the teacher's dissociative personality disorder. Teachers who are prone to pedagogical violence often have very specific personality traits that may indicate a dissociative personality disorder (psychopathy, sociopathy). It is concluded that creating a safe educational environment requires significant correction of negative personal attitudes among teachers, or their departure from this professional field.

The article examines the potential of generative artificial intelligence (GAI) in education and substantiates the feasibility of its use in teaching physics to undergraduate students in information technology programs. The study proposes an adaptive educational strategy based on a comprehensive content analysis of scientific publications, comparative curriculum analysis, secondary analysis of large-scale surveys conducted among students and faculty at Russian universities, and the application of pedagogical design methods. Rather than promoting restrictive policies on GAI in teaching, the strategy emphasizes using GAI to foster students’ critical thinking and research independence. The findings suggest that intelligent systems are well-suited to integrating fundamental physics concepts with applied IT tasks. They can act as a virtual tutor, a source of multimodal content, a means of personalizing learning trajectories, etc. To enhance the effective use of GAI, the study introduces a set of physics problems with varying levels of complexity and diverse expected output formats. It also outlines verification methods, such as cross-checking responses across multiple GAI models, synchronous dialogue, visualization and modeling. The combined use of Bloom’s and SOLO taxonomies is recommended for assessing learning outcomes, as it enables evaluation of both the level of students’ cognitive activity and the depth of their conceptual understanding. The proposed solutions are aimed at developing students’ creative competencies related to critical thinking, the ability to interact effectively with intelligent systems, and readiness for lifelong learning.

The article addresses the problem of overcoming clip thinking among philology students in the context of digital transformation. As a solution, the targeted implementation of the close/slow reading method is proposed; its theoretical foundations and practical applications in domestic and international traditions are analyzed. The text examines in detail the levels of working with a text (linguistic, semantic, structural, cultural) and algorithms for organizing the educational process, including principles for text selection, commentary, and group interpretation. A university course in the History of Russian literature is considered an optimal platform for testing this method. Using the analysis of I. Turgenev’s novella «The Torrents of Spring» as an example, the article demonstrates how slow reading uncovers deeper meanings through attention to details of portraits, gestures, and symbols. It is proven that the systematic application of this methodology develops skills for holistic text perception, enhances analytical abilities, and compensates for the effects of a fragmented consciousness. The proposed approach contributes not only to the professional development of philologists but also to personal reflection, preventing superficial interaction with the text.

The article addresses the relevant problem of developing cultural intelligence (CQ) in students of international relations in the process of foreign language teaching. In the context of globalization and digitalization, CQ is considered not as an optional soft skill, but as a core professional competence necessary for effective interaction in a multicultural environment. The aim of the study is the theoretical substantiation and development of methodological recommendations for integrating the purposeful formation of CQ using the potential of the digital platforms TED Talks and Flipgrid. The work analyzes the essence and structural components of cultural intelligence (metacognitive, cognitive, motivational, behavioral) in the context of training future international specialists. The didactic potential of the «TED Talks + Flipgrid» combination is justified for creating a holistic digital ecosystem that provides authentic language and cultural content, interactivity, and a psychologically comfortable environment for reflection and practice. Specific methodological recommendations are offered for the stage-by-stage organization of work aimed at developing each CQ component, which are illustrated by a fragment of a lesson on the topic «Cultural Identity and Resilience». The practical significance of the article lies in the fact that the presented materials make it possible to transform a traditional foreign language lesson into an effective platform for developing cross-cultural competence that meets the demands of the modern labor market.

The article reveals the theoretical foundations of the spiritual and moral development of the modern school student's personality through a systematic analysis of the pedagogical heritage of K. D. Ushinsky and V. A. Sukhomlinsky. The relevance of the study is determined by the need for scientific comprehension of ways to integrate classical pedagogical concepts into the practice of modern education in the context of digitalization and value transformation of society. The theoretical basis of the study was the fundamental works of K. D. Ushinsky and V. A. Sukhomlinsky. The methodology includes comparative analysis of the classical educators' pedagogical systems, historical-pedagogical reconstruction of the principles of spiritual and moral education, and theoretical modeling. An integrative model of school students' spiritual and moral development has been developed, synthesizing Ushinsky's anthropological approach and Sukhomlinsky's personality-oriented paradigm. The mechanisms of translating classical principles (national character, education of feelings, value of labor) into the modern educational context have been identified. The pedagogical conditions for effective implementation of the classical educators' theoretical provisions in the practice of modern schools have been determined. The theoretical significance of the study lies in the systematization of scientific ideas about spiritual and moral development of personality in the pedagogical heritage of Ushinsky and Sukhomlinsky. The practical value consists in the development of methodological tools for designing educational work in educational institutions. Research prospects are related to the development of specific methods for implementing the proposed model in school practice.

The article is devoted to the problem of the formation of written foreign language communicative competence in the economic sphere among high school students of entrepreneurial classes in conditions of a shortage of study time. The purpose of the study is to empirically verify the effectiveness of the developed technology of intensive training in written business communication in English. The pedagogical experiment was conducted on the basis of GBOU Secondary School No. 1286 with the participation of 42 students of the 10th grade, divided into control and experimental groups of 21 people. The study included three stages: diagnostic (survey of 49 respondents, entrance testing), formative (cycles of classes using technology) and final (control testing). The diagnostic tools were based on three criteria of competencies of the Federal State Educational Standard for Higher Education «Economist». To ensure objectivity, a blind evaluation procedure was used by independent experts with the calculation of the Kappa Cohen coefficient (k ≥ 0,69). The experimental group demonstrated an increment of 58 % of the maximum score, which was 2.6 times higher than the result of the control group (22 %), and made a qualitative transition from the initial (A1) to the intermediate (A2 ‒ B1) level of language proficiency. The greatest progress was recorded according to the criterion of «Economic culture and financial literacy» (+73,3 %). The re-sults confirm that the developed technology is an effective means of accelerating the formation of written competence and can be recommended for implementation in the educational process of specialized classes.

The relevance of this study is driven by the growing media risks in the context of higher education digital transformation, where students and faculty actively interact with digital platforms, social networks, and multimedia content. Insufficient media competence and the lack of systemic protective measures increase the vulnerability of educational process participants to disinformation, cyber threats, and manipulative media influence. The aim of the research is to theoretically substantiate and develop an integrative model of media security in the university educational environment. The methodological basis is an interdisciplinary approach combining the ideas of media education, information security, and educational psychology. The study employs theoretical analysis of Russian and international research, content analysis of regulatory documents, and conceptual modeling. An original integrative media security model is proposed, comprising four interrelated components: educational, technical, psychological, and organizational-managerial. The mechanism of synergistic interaction between model components is conceptually described. Specific examples of integrative approach implementation in Russian and foreign universities are presented. Implementing the integrative model creates conditions for developing safe media behavior skills among students and faculty, reduces media risks, and strengthens the university's information culture. The practical significance lies in the applicability of the proposed model for developing university educational programs and policies.

The article is devoted to the problems of entrepreneurial knowledge and skills formation at institutions of secondary vocational education. The relevance of the study is due to the importance of the small and medium-sized enterprises segment in the framework of the economic growth of the region, as well as the lack of research in this area. The purpose of the study is to identify problematic elements in fostering vocational graduates' readiness to work in the field of medium and small businesses. As a result of the survey of 379 respondents, representatives of the business community, graduates of vocational education institutions of the Republic of Karelia, the main problem points were identified, among which graduates of the secondary vocational education system lacked relevant knowledge on government support measures, organization management, information business resources, as well as insufficient skills to work in the software environment. Also, based on the questionnaire data, the relevant soft skills in demand in entrepreneurial activity were identified, namely: communication skills, emotional intelligence, teamwork, adaptability, as well as time management skills.

The innovative strategic development of the petrochemical complex is characterized as a technological «breakthrough». The new technology implementation is ensured by joint high-tech projects, which are implemented by highly qualified engineering personnel capable of multifunctional activities. Due to the complexity of professional tasks in the oil and gas industry and the high requirements for engineers, it is necessary to develop their readiness for technological partnership within the continuous school-university training system framework. The employers survey revealed the requirements for engineering personnel. The engineering activities specifics analysis in the technological integration context and the existing system of training specialist assessment allowed us to substantiate and develop a set of organizational and pedagogical conditions aimed at developing the future engineer readiness for in oil and gas production. The set of organizational and pedagogical conditions influence on the development of technological partnership readiness was studied during the experimental work, the results indicated a positive dynamics on the level of future engineers' readiness for technological partnership within oil and gas production. To assess the effectiveness of this process, the appropriate criteria-based evaluation framework has been devel-oped and used. The development of motivation, the expansion of professional competencies, and the building up of personal resources of future engineers ensured their readiness for changing activities in an integrated petrochemical complex.

The relevance of preparing teachers for professional activities aimed at introducing schoolchildren to the traditional values of Russian culture necessitates special attention to the Soviet experience of developing the pedagogical education system, which ensured the formation of professional values and axiological competencies in teachers. Objective: to analyze the existing research on the Soviet system of pedagogical education and to identify effective solutions relevant to the current situation for ensuring the formation of value orientations in teachers and the readiness to form them in students. The article analyzes the results of studies presented in periodicals and dissertations over the past 10 years (2015‒2025), which were compared with the results of empirical studies (interviews with teachers, discussions of practicing teachers, some results of a questionnaire on the sources of professional values, traditions and features of the domestic system of pedagogical education). It has been established that the number of studies focusing on either the regional system of training Soviet school personnel or the development trends, characteristics, and individual aspects (such as mentoring or value concepts) of professional teacher education is growing. The authors address the dissemination of best practices in the process of teacher training, comparing the dynamics of the system's development at different historical stages of the Soviet and post-Soviet periods, its axiological foundations, and value concepts. Based on the conducted analysis of theoretical sources, it is significant to turn to effective practices of pedagogical education of the Soviet era in terms of disseminating values and developing the pedagogical position of a teacher responsible for developing value systems in students. Researchers of the Soviet era emphasize the targeted nature of personnel training in both ideological and organizational terms, noting the systematic and planned nature of this work. Personnel training was centralized, carried out according to uniform curricula, and aimed at instilling professional values in teachers.