Vol 24, No 1 (2025)

Massively Multiplayer Online Role-Playing Games (MMORPG) are an integral part of leisure for millions of people worldwide. They significantly influence the development of interpersonal skills, self-esteem, and personal identity. The inclusion of gaming disorder as a type of behavioral disorder in the 5th edition of the Diagnostic and Statistical Manual and the 11th edition of the International Classification of Diseases has stimulated an increase in research on the negative consequences of video games. Many authors note the potential positive effects of participating in MMORPG: mental stimulation, connection with virtual friends, relaxation, and stress relief. The research purpose is to systematize foreign scientific publications presented in the scientific libraries PUBMED and Scopus over the period from 2005 to 2023 on the impact of massively multiplayer online role-playing games on the psychosocial well-being of adolescents and youth. Search terms include: massively multiplayer online game, multiplayer online game, MMORPG. K-Means clustering is applied to organize topics based on abstracts, and preliminary statistical text processing is carried out with TF-IDF. We conduct a comparative analysis to identify common and distinctive features of the effects of MMORPG on players. The main studies show that participation in MMORPG can have a significant negative impact on the psychosocial well-being of adolescents and youth, leading to deterioration in mental health, depression, anxiety, social interaction issues, and a decrease in quality of life. Individual positive results should be viewed with caution due to their limited number. There is a need for more research among MMORPG players where mental well-being results are the primary focus and social variables are controlled. Thus, this review provides confirmation that, despite evidence of the negative consequences of excessive MMORPG play and problematic gaming behavior, there are important psychosocial benefits that can be derived from moderate and adaptive play. It is essential for healthcare and educational professionals to recognize that playing MMORPG is a pathway for social connection and support, similar to other forms of leisure and real-world sports activities.

The research considers the issue of introducing the phenomenon of humility into education. Humility (the concept of Christian epistemology) is interpreted as an epistemological reality, expressed in the recognition by the knower of the universal nature of man, his general irrationality, predisposition to goodness, the primordial nature of his spirituality (by birth). The methodology of the work is the idealistic-substrate reflection of A.A. Gagaev. The importance of this reality in maintaining the human in a person is stated: following his ontology, a person finds himself in fullness and integrity. The pedagogy of non-interference (the idea and concept of A.A. and P.A. Gagaev) is proposed as a methodology for introducing humility into education. The basis of this methodology is the phenomenon of contemplation (contemplation by a student of himself). Contemplation in the research is understood as an extra-objective (extra-pragmatic) gaze into oneself and the environment as connected with everything and everything (idealistic-intuitionistic reflection). The phenomenon of contemplation in education is supported by reference to the classical text (mythological, scientific, artistic, etc.), the idealistic-intuitionistic interaction of the teacher and the student (the idea of S.L. Frank). The implementation of the tasks of laissez-faire pedagogy is ensured by the presence of a philosopher teacher. A critique of the modern school is given, which leads the student away from meeting himself (general pragmatization of learning; displacement of secondary general education).

The relevance of the research topic is due to the need to involve modern teenagers experiencing loneliness in mentoring activities focused on socially significant interaction with other people and development-stimulating communicative activity.

The research purpose: to develop and empirically test the effectiveness of a project involving teenagers in mentoring activities to reduce their level of loneliness and develop communicative activity.

Research methods: analytical review of scientific sources on loneliness, analysis and generalization of results, design, pedagogical experiment.

Results. The project “Important to help” has been developed and implemented, it provides for the gradual involvement of teenagers experiencing loneliness in mentoring activities focused on children from orphanage. The project included 57 children from orphanage (7–8 years old) and 57 teenagers from grades 7–8 of general education institutions (14–15 years old). At the ascertaining stage of the pedagogical experiment, they revealed the following: feelings of loneliness, scarcity of social contacts, preference for virtual communication over real, insufficient communication effectiveness. At the formative stage of the pedagogical experiment, according to the idea of the project, teenagers acted as mentors to the children from orphanage, their interaction was carried out gradually (in stages). At the first stage, the teenagers accompanied the children to school and to additional classes; during the escort process, the teenage mentors communicated with the mentees according to a pre-prepared plan. At the second stage, teenage mentors assisted mentees with homework, at the third stage, they prepared and organized a hiking trip with children, including individual search, research and practical tasks. A comparative analysis of the results of primary and repeated diagnostics using the Mann–Whitney U-test carried out at the control stage of the pedagogical experiment revealed statistically significant positive changes in the levels of manifestation of a subjective feeling of loneliness and the development of communicative activity of teenagers at the ascertaining and control stages of the pedagogical experiment.

The research examines the features of labor education of juvenile convicts as a factor of their successful resocialization in the pedagogical process. A prerequisite for successful resocialization is the development of basic social functions in minors. This requires correctional institutions not only to increase educational opportunities, but also to provide targeted psychological support and socio-educational assistance, as well as the use of approaches focused on the individual characteristics of each convict, including their socio-demographic status and psychological profile. It is necessary to actively seek new methods of reforming the system of resocialization of juvenile offenders, since the current state of the labor education system has practically not changed.

The purpose of the study is to analyze the organization of labor educational work on the resocialization of juvenile convicts of the Mozhaisk correctional colony of Moscow region.

Materials and methods of research: scientific and practical statements analysis, comparison, comparison, synthesis of opinions, data systematization, observation, survey (questionnaire), expert assessment of the information received, graphical interpretation of the results.

The research results. The main element of successful resocialization is the development of an educational space in institutions for minors, where the main role is played by the continuous, systematic and professional work of all participants in the process. This also includes the active participation of teenagers themselves, their willingness to change, as well as the openness of this environment to cooperation with government agencies, public associations and specialized institutions for working with young people.

We consider the types of professional deficits of teachers working with students of psychological and pedagogical classes. The research purpose is systematization and assessment of professional deficits of these teachers. We define professional deficits as a subjective difficulty (stoppage) in professional competence, which prevents the effective implementation of professional actions. The main issue of teachers' professional activity is the insufficient correlation of personal and professional qualities with the working conditions in psychological and pedagogical classes and the students’ structure. Based on the survey among teachers, systematized deficits types, their features and ways of developing missing competencies are: methodological deficits associated with a lack of knowledge in subject being taught, teaching methods; difficulties in providing individual and personalized approaches to students; difficulties in applying learning technologies in psychology classes, using tools for objective assessment of educational results, organizing project and research activities of high school students using various forms of cooperation; lack of skills to effectively plan class time based on the pace of students' activities; low self-assessment of their competencies in working with this category of students. The scientific novelty consists in clarifying the personal and professional characteristics of teachers, their personal and professional readiness to work with high school students in psychological and pedagogical classes. The use of the obtained data allows teachers selection for work in these classes.

The issue is relevant due to the need to include a technological component in the structure of functional literacy to use the potential of technological education more effectively at the junior school level, to form technological competence of students corresponding to the trends of modern development of society and to create a basis for successful further education.

Purpose: to substantiate the need to include the component “technological literacy” in the structure of functional literacy in primary school to ensure the level of technological education of students that meets the modern technological development of society and create a base for effective further education.

Research methods: analysis of educational resources aimed at the implementation of technological education, theoretical analysis of Russian and foreign scientific sources on the researched issue, identification of deficits in the system of technological education of younger schoolchildren, comparative data analysis, generalization, modeling.

Results. Technological learning is perceived as a rudimentary component of the educational process; scientific and methodological base of technological education in primary school, the content of the “Technology” subject area and the educational environment with the current level of technological development are inconsistent; teachers of technology and additional education lack knowledge about potentially effective, modern approaches to the organization of technological education; level assessment system technological literacy of students is absent. To ensure effective technological education at the primary school level, it is necessary to include the component “technological literacy” in the structure of functional literacy; increase the importance of technological education for all participants in educational relations; develop uniform standards of technological education at the federal level; use advanced educational methods and approaches to technological education in primary schools in basic and additional education programs, considering national cultural traditions and peculiarities; develop  system for assessing the technological competence of students in the context of functional literacy; organize a rich educational environment for practical activities.

The research purpose is to study and analyze the causes and influence of emotional, social and communicative factors on communication barriers in lecturers working with foreign students. Conducted empirical study includes as participants 58 lecturers of Moscow Pedagogical State University, lecturing various academic disciplines for international students. Questionnaires are: the author's questionnaire on the severity of emotional and social barriers in the professional activities of lecturers and V.V. Boyko’s “Questionnaire of communicative tolerance”. It has been established that university lecturers more often than others have the following types of psychological barriers in their interaction with foreign students: the desire to remake and re-educate students, the inability to forgive mistakes, awkwardness, unintentional trouble causing, categoricalness and conservatism in assessing the student's personality, the inability to hide or smooth out unpleasant feelings when confronted with uncommunicative qualities in students. Severity of the components of lecturers' communicative tolerance, willingness to support students during classes, ability to adapt to work with them and overcome conservatism were analyzed. The research considers a program for overcoming psychological barriers in the interaction of lecturers with international students, which includes didactic, practical and analytical approaches. During the training, analyzed cases provide examples of how a high level of communicative competence makes a significant contribution to achieving goals. The scientific novelty lies in the systematization of ideas on the types of psychological barriers in communication between lecturers and international students and ways to overcome them