No 10 (2025)

The importance of the study is determined by the need for scientific substantiation and timely search for opportunities for pedagogical prevention of extremist manifestations among students in the educational environment of the university. The purpose of the study is to substantiate the importance of taking into account the indicators of the severity of ethnic identity and the level of social self-control of students in the system of pedagogical prevention of extremist manifestations of students in the educational environment of the university. The article proves the need for a timely search for means of pedagogical prevention of extremist manifestations among students in the educational environment of the university based on identifying the severity of their ethnic identity and social self-control. The results of the empirical study assess the strength of ethnic identity and social self-control among students, which allows us to analyse the social contexts that contribute to extremist manifestations in the youth student environment. The scientific novelty of the study is due to the empirical results obtained in the study of the strength of ethnic identity and social self-control among university students, which help to more accurately identify the targets of pedagogical influence in systematic targeted work by the university to prevent extremist manifestations. The empirical results obtained emphasise the importance of pedagogical prevention of extremist manifestations of students, taking into account both ethnocultural and socio-psychological components of the personal development of students in the educational environment of the university.

The article examines social representations of family and marriage among contemporary youth. It analyses key value orientations, norms, and expectations that are formed within the youth environment regarding family relationships and the institution of marriage. The study identifies changes in traditional views influenced by sociocultural transformations and reflects current trends in the perception of the role of family and marriage in the lives of young people. Special attention is given to factors affecting the formation of these representations, including economic, educational, and other aspects. The results of the article contribute to the understanding of modern models of family relationships and can be used in the development of social and educational programmes aimed at supporting the institution of the family.

The article is devoted to the features of the system of additional (out-of-school) music education in China at the present stage. The characteristics of general school music education are given. Using the example of the activities of music studios, the author presents a successful pedagogical experience, whose popularisation and dissemination will contribute to improving the quality of music education for children not only in China, but also abroad.

The article examines the fundamental principles of repertoire selection for piano performance by teacher and student at children’s music and art schools. It analyses pedagogical, musical, and methodological aspects that influence the choice of pieces, taking into account the student’s level, education goals, and motivation. Special attention is given to the principles of variety, gradual complexity, coordination of styles and genres, as well as the development of performance skills and creative potential. The significance of ensemble playing is also discussed as an effective means of comprehensive training and increasing students’ engagement in the learning process.

The article substantiates the relevance of forming a health-preserving culture (HPC) in future primary school teachers as an integrative personal and professional quality necessary for fulfilling the tasks of maintaining and strengthening students’ health. Based on the analysis of domestic and international research, the study identifies the fragmentary nature of existing approaches, which are predominantly focused on cognitive or activity-based aspects of teacher training. The author’s model of HPC formation is presented, comprising four interconnected blocks: target, theoretical-methodological, content-procedural, and evaluative-resultative blocks, which ensure the development of motivational-value, cognitive, activity-related, and reflexive components. The methodological foundation of the model integrates cultural, axiological, competence- and product-oriented, personality-activity, and systemic approaches. The article also specifies organisational and pedagogical conditions that contribute to the implementation of the model: a value-enriched educational environment, practice-oriented training, methodological support, development of reflection, and a monitoring system. The implementation of the model ensures the formation of HPC in future primary school teachers and can be integrated into the system of lifelong teacher education.

This article is devoted to the testing of a structural and functional model for advanced training for teacher-choreographers. The structural and functional model for advanced training of teacher-choreographers is based on a conceptual foundation, whose essence is the development of professional competence in choreographic teachers, representing a complex of professional and personal qualities. It outlines the goals and objectives of advanced training for teacher-choreographers, the content, technologies, and approaches used in the process, as well as criteria for assessing the competency of teacher-choreographers. The purpose of this pilot study is to test the effectiveness of the developed structural and functional model for advanced training of teacher-choreographers using the example of the “Dance Composition and Staging” advanced training programme for choreographers. The study also aims to conduct a diagnostic assessment and interpret the results.

The article is of a theoretical nature and is devoted to a basic review of scientific literature in the field of such an urgent problem as the support for the educational function of the family in the context of the parent’s participation in hostilities. A brief description of the main concepts is given; the author’s view on this issue is reflected.

This article examines the role of educational institutions in the problem of family conflicts, the principles of interaction of these systems, the goals and functions of the school for resolving the conflict. We examined the phenomenon of social responsibility, and how the school forms this quality in children.

This article presents a comparative analysis of barriers and resources for the professional adaptation of adults with high-functioning autism based on foreign and domestic experience. A multi-level structure of barriers has been identified, including psychological (masking, cognitive characteristics), organisational (insufficient awareness of employers), and systemic factors. International support models have been analysed, showing the effectiveness of supported employment programmes (87% versus 12% in the control group). Key adaptation resources have been identified: family support, inclusive work environment, technological solutions, and long-term support. Practical recommendations have been developed for employers, support specialists, and adults with autism themselves to optimise professional integration.