No 4 (2025)
GENERAL PEDAGOGY, HISTORY OF PEDAGOGY AND EDUCATION
Theoretical aspects of formation of patriotic feelings in students of secondary vocational educational institutions with the help of fiction literature
Abstract
The relevance of the study of formation of patriotic feelings in students of secondary vocational educational institutions through fiction is conditioned by a number of important socio-pedagogical factors and modern challenges. In the conditions of globalization and information society, the issue of preserving the national identity and patriotic consciousness of the young generation is particularly acute. Modern students of secondary vocational education are in that age period when the worldview is actively formed, the formation of civic position and values is taking place. It is in this period it is extremely important to create a solid foundation of patriotic education. Art literature is a unique tool of patriotic education, because through artistic images, emotional impact and deep understanding of historical events, not just knowledge about the motherland, but true love for it is formed. In the modern educational process there is an insufficient use of the potential of fiction in patriotic education, which makes this study particularly significant. The article presents a comprehensive study of the theoretical foundations of the formation of patriotic feelings in students of secondary vocational educational institutions through fiction. On the basis of analyzing the psychological characteristics of vocational education students, the specifics of their age and socio-psychological development, the pedagogical model of patriotic feelings development taking into account the professional orientation of training is developed and theoretically substantiated. Specific methodological approaches and practical recommendations for the integration of fiction into the educational process of vocational education and training. The results of diagnostics of the level of patriotic feelings formation among vocational education and training students are presented, and the criteria for the effectiveness of educational work in this direction are substantiated.
Pedagogical Review. 2025;(4):7 - 19
7 - 19
Traditions of the Tuvan family as a resource for spiritual and moral education of primary school students
Abstract
This article examines some of the national traditions and values of the modern Tuvan family, which contribute to the spiritual and moral education of younger schoolchildren. The relevance of the research topic is due to the problem of insufficient attention to the use of the traditions of the Tuvan family as a source of education of the spiritual and moral qualities of a younger student’s personality in modern pedagogical practice. The purpose of this work is to consider the traditions of the Tuvan family as a source of education of the spiritual and moral qualities of a younger student in a modern school. The traditional Tuvan family has always relied on national traditions in raising children, such as respect for elders, respect for family etiquette, hospitality, respect for nature, etc. The leading research methods are comparative analysis of scientific literature, content analysis, generalization and systematization, experimental work, questioning of primary school students, etc. The article presents the results of an empirical study aimed at studying the level of knowledge of younger schoolchildren about the national traditions of the Tuvan family, and substantiates a program aimed at the spiritual and moral education of younger schoolchildren. The obtained research results allow us to assert that the modern Tuvan family is influenced by modernization processes, as a result of which there is a change in ethnocultural traditions. In conclusion, the conclusion is made about the need for active cooperation of school teachers with parents and older family members in the spiritual and moral education of the younger generations. At the same time, the appeal to the traditions of family education is considered as one of the effective ways of modern spiritual and moral education in interaction with parents.
Pedagogical Review. 2025;(4):20 - 29
20 - 29
The relevance of the development of the subject’s presentation competence in the context of the VUCA world
Abstract
The transformation of the traditional educational paradigm, which existed until the end of the 20th century, was caused by global systemic changes in all spheres of human life. The prevalence of the competence approach methodology has defined new educational results in the form of demanded personal characteristics – competencies. Increased uncertainty and accelerated progress in the information society have led to the formation of the phenomenon of VUCA world (volatility, uncertainty, complexity, ambiguity), which has significantly affected the structure of a modern specialist’s competence portfolio. The purpose of the study is to determine the relevance of the subject’s presentation competence development in the conditions of VUCA world. Theoretical methods were used in the course of the research: analysis of scientific literature covering relevant domestic and foreign studies, conceptual analysis aimed at clarifying the main concepts of the study. It was revealed that the adaptation of a specialist in the modern world depends on the formation of various competencies. The formation of key competencies (“soft skills”) of the subject, related to the realization of productive communication in different contexts, including through presentation of oneself, presentation of the results of personal and team work, becomes necessary in the conditions of VUCA world. The study confirms the relevance of the development of presentation competence as one of the key competencies contributing to the improvement of the subject’s academic and professional performance in the uncertainty and variability of the modern world.
Pedagogical Review. 2025;(4):30 - 37
30 - 37
METHODOLOGY AND TECHNOLOGY OF PROFESSIONAL EDUCATION
The content of the educational topic “Methods of application of methods for developing types of strength abilities of elderly men”
Abstract
The substantiation and development of the educational topic “Methods of application of methods for developing types of strength abilities of elderly men” is presented. This topic has been introduced into the educational process of the disciplines “Theory and methodology of restorative and preventive measures”, “Restorative and preventive activities in physical education” taught at the Institute of Physical Culture and Sports of TSPU. The developed methodology for applying methods of developing strength abilities includes the following elements: a set of strength training methods – concentric, eccentric and isometric methods, consistency and combination of their implementation; types of strength abilities – dynamic strength, strength endurance, static strength endurance; target muscle groups – abdominal, pelvis, pelvic floor, back and limbs. The technique is an integral part of the structure of physical education and recreation activities for older men, based on strength exercises with their own weight and optimal load parameters. The effectiveness of the developed methodology for applying methods of strength abilities was proved during a five-year pedagogical experiment, the participants of which were men in the age range from 60–64 to 65–69 years.
Pedagogical Review. 2025;(4):38 - 48
38 - 48
Designing the part of the main educational program of higher education that forms professional competences
Abstract
One of the fundamental methodological challenges in developing core educational programs for higher education, which has yet to be adequately addressed, is the formulation of these programs. The situation is further complicated by the fact that the current Federal State Educational Standards do not include a list of professional competencies that educational institutions are required to define independently. The diversity of approaches currently employed by different universities to address this issue has resulted in unwarranted discrepancies in the structure and content of training for specialists with the same profile, as well as the inability to conduct centralized and objective assessment of the quality of such training. Ultimately, this has led to a disruption of the integrity of the educational space. The present article proposes and illustrates, using the example of a bachelor’s program in direction 26.03.02 “Shipbuilding, Ocean Engineering, and Systems Engineering of Marine Infrastructure Objects”, a systematic approach that enables the design of educational programs to address not only state requirements but also the interests of both universities and employers. The foundation of this approach lies in the analysis and utilization of relevant professional standards. Additionally, the paper provides recommendations for situations where professional standards corresponding to the program’s focus are unavailable. This ensures a comprehensive framework for aligning educational outcomes with both existing regulatory frameworks and practical industry needs. Particular attention in the paper is devoted to an issue closely related to the main topic of the article, namely: the meticulous formulation of learning outcomes based on the Bloom-Anderson taxonomy. The proposed approach was developed at the Saint Petersburg State Marine Technical University in 2020, piloted, and has been successfully utilized over the past five years in the design of educational programs across all levels of higher education. This article may be of particular interest to program directors, department heads, and staff members of university academic affairs offices responsible for the development of higher education programs
Pedagogical Review. 2025;(4):49 - 61
49 - 61
THEORY AND METHODS OF TEACHING AND EDUCATION
The use of cartographic games in geography lessons
Abstract
The problem of the formation of cartographic skills among schoolchildren in the process of studying geography was considered. The normative and legal documents have been studied, which determine the importance of the formation of schoolchildren’ skills to work with a geographical map. School geography textbooks were analyzed for the presence of tasks for working with a geographical map. The game as a type of human activity and the didactic game as an educational activity of schoolchildren were described. The definition of a cartographic game with its features and components has been given. Examples of cartographic games developed by the authors for each course of school geography were given in this article. The methods of forming the cartographic skills of schoolchildren during the performance of tasks were described. The purpose of the article is to describe the rules, structure and tasks of cartographic games that can be conducted in different types of geography lessons to develop the skills to work with geographical maps, systematize the information received, consolidate the existing knowledge gained. Cartographic games are described (a topographic game based on the fairy tale “Geese-Swans”, a travel game “World Ocean”, a board game “Experts in Australia”, “Eurasia” based on the image of the television game “Own Game”, “Sights of Russia” and “Cities of Russia”) based on the material of various school geography courses, examples of tasks performed by schoolchildren. The results of the control work carried out after the use of cartographic games in geography lessons showed that this type of activity increases motivation to learn, contributes to the formation of cartographic literacy, improves the quality of students’ learning of new material and improves the learning of schoolchildren.
Pedagogical Review. 2025;(4):62 - 73
62 - 73
Comparative analysis of verbs of motion in Russian and Chinese in the process of teaching Russian to Chinese students
Abstract
The article presents a comparative analysis of the key characteristics of the Russian and Chinese verb systems of motion as a methodological aid for a teacher of Russian as a foreign language working in an audience of Chinese-speaking learners. The semantic features underlying the motion pictures in both languages are described, as well as the hierarchy of these features, i.e., the order of which feature comes first when selecting a motion verb, which feature comes second, etc. Since the semantic features mandatory for verb selection in Russian are not in the basic constructions expressing the semantics of movement in Chinese, it is advisable to focus Chinese learners’ attention on the mandatory conscious cognitive action of expressing these features when selecting a verb in speech activity in Russian. Numerous exercises for reproducing these verbs in already prepared utterances or microtexts, as well as translation exercises from Chinese into Russian and back again, can be of particular help here. In addition, an effective way to optimize the learning of Russian verbs of motion can be the adaptation of the material of basic textbooks, which are actively used in the teaching process, to the linguistic and didactic needs of the audience of native Chinese speakers, which is the nearest prospect of our research.
Pedagogical Review. 2025;(4):74 - 82
74 - 82
The use of writer’s biography texts in lessons on Russian as a foreign language
Abstract
The article is devoted to the study of the didactic value of biographical texts, writer’s biographies in particular, in the process of teaching Russian as a foreign language. The relevance of the issue is determined by the view of biography as an educational text with a certain structure, rich in regional and linguistic material necessary for the formation of the communicative competence of non-native speakers. At the same time, understanding such texts is often difficult for students due to the abundance of numerals (dates), proper names, and a variety of factual data. During the analysis of modern scientific works, the current forms and methods of studying biographical texts in lessons with foreign students were identified, on the basis of which the rules for composing such texts for their further use in the educational process were formulated. According to the outlined rules, an original text was compiled – a biography of the 19th-century writer V.A. Sollogub, as well as a set of tasks for the development of regional and cultural competencies and the improvement of speech activity. The assignments are presented in the traditional sequence (pre-reading, while-reading and post-reading work), which makes it possible to remove as many lexical difficulties as possible before perceiving biographical information, introduce the life and work of a Russian writer of a distant era and improve students’ speech skills.
Pedagogical Review. 2025;(4):83 - 91
83 - 91
Systems of teaching military vocabulary in the Russian as a foreign language course for foreign cadets at the universities of the Ministry of Defense
Abstract
TThe article deals with the problem of the urgent need to change the linguodidactic paradigm of teaching Russian as a foreign language in higher education institutions of the Ministry of Defense of the Russian Federation, and substantiates the methodological and methodical principles underlying the design of a course in which Russian language teaching is conducted by “immersion” in the language of specialty. At the present stage, the methodology of teaching Russian as a foreign language should be characterized by flexibility, adaptability, ethnospecific and professionally oriented orientation. Teaching military vocabulary to foreigners should represent a holistic and phased system of tasks of varying degrees of complexity, aimed at the formation of linguistic and professional competencies. Teachers of Russian as a foreign language successfully use various methodological techniques, methods of semantization of unfamiliar words: word-formation analysis, search for synonyms, homonyms, etc. An interactive illustrated dictionary of military vocabulary and a system of tasks aimed at consolidating this material can also help in solving this task. At the first stage of the study, the authors selected thematic groups of professional vocabulary necessary for initial acquaintance with military service and training in the higher educational institutions of the Ministry of Defense. At the first stage of the study, the authors selected thematic groups of professional vocabulary necessary for initial acquaintance with military service and training at the higher educational institutions of the Ministry of Defense. The following groups were singled out: “Military ranks”, ‘Military units’, ‘Military positions’, ‘Weapons’, ‘Military uniforms’, ‘Uniforms’, ‘Military uniforms’, ‘Military life’. Further, the dictionary article was created as a creolized text: the definition of each concept was supplemented with an actual image. Such a dictionary of military vocabulary corresponds to the concept of a modern textbook as a polycoded text that contributes to the deepening of foreign cadets’ linguistic and professional knowledge and prepares them for the transition from the reproductive function of speech to the creative, free mastery of professional vocabulary.
Pedagogical Review. 2025;(4):92 - 103
92 - 103
PSYCHOLOGY
Values as a determinant of attitude towards digital technologies among higher school teachers
Abstract
The intensive influence of information technologies on educational practices at all levels of education determines the need to study the value-semantic determinants of attitudes towards digital technologies among higher school teachers. In the course of an empirical study conducted on a sample of teachers of higher education institutions in St. Petersburg (n = 73, 56 of them women and 17 men), the hypothesis of the influence of values and the semantic attitude of openness to experience on the attitude of teachers to digital technologies was tested. The research methods were presented in a short version of Schwartz Value Survey, the “Intelligence” scale from the L. Goldberg questionnaire and author’s questionnaire on the use of digital technologies by higher school teachers. Based on the cluster analysis, groups of teachers with a positive and wary attitude towards digital technologies were identified. It was found that for teachers with a positive attitude to digital technologies, the value of achievement (p
Pedagogical Review. 2025;(4):104 - 115
104 - 115
The relationship of psychological crisis experiences with a time perspective and attitudes towards time during early adulthood
Abstract
The relevance of the work is related to the search for psychological factors that cause a person to experience a psychological crisis. The purpose of the empirical study is to identify the distinctive features of the relationship between psychological crisis, the time perspective of personality and attitudes towards time in young men and women. The sample consisted of boys and girls aged 18 to 26 years, belonging, according to E. Erickson, to the period of early adulthood. The following methods were used: S.V. Dukhnovsky’s methodology “Experiencing a psychological crisis”; F. Zimbardo’s “Time Perspective Questionnaire”; J. Nuetten’s “Time Attitudes Scale”. The study revealed a positive correlation between destructive experiences of psychological crisis and rejection of one’s own past and fatalistic perception of the present in both groups. The differences are revealed in the interrelation of psychological crisis experiences in relation to the present and the future. In women, psychological stability positively correlates with a hedonistic present, in men it correlates with a positive attitude and perception of the past, with dissatisfaction with the present and orientation towards the future. The results of the study can serve as a basis for developing a psychologist’s work strategy with young people in a state of psychological crisis. It is important to overcome negative cognitive attitudes towards the past, psychological support for self-realization in the present.
Pedagogical Review. 2025;(4):116 - 127
116 - 127
Dispositional attribution of the literary gifted personality emotional intelligence manifestations
Abstract
The article provides an overview of various psychological approaches to the scientific interpretation and understanding of the phenomenon of emotional intelligence. The structural components of the four-factor model of emotional intelligence are discussed. The scientific studies are outlined, which show that emotional skills demonstrate a relationship with indicators of verbal (verbal) intelligence. The results of a ascertaining experiment aimed at studying the level of development of emotional intelligence in literarily gifted individuals who actively demonstrate the presence of actualized literary abilities are presented. It is shown that there is a relationship between the level of development of emotional intelligence and verbal intelligence in literarily gifted individuals. The results of empirical verifi cation of the manifestations of emotional intelligence in persons professionally engaged in literary and artistic creativity are presented. The levels of diagnostic data on the scales of the questionnaire “Emotional intelligence” by D.V. Lyusin in individuals with verbal abilities are described. The results of the ascertaining experiment, which demonstrated the relationship between emotional intelligence and literary abilities, are discussed. A qualitative and quantitative analysis of diagnostic data supports the assumption of a relationship between emotional intelligence and literary abilities. The data presented in the empirical study are consistent with the assumption that emotional intelligence is interrelated with verbal intelligence. This result proves that emotional intelligence is one of the factors in the formation of literary abilities.
Pedagogical Review. 2025;(4):128 - 136
128 - 136
Correlation of impostor syndrome with psychological characteristics of specialists of technical and humanitarian professions
Abstract
The article describes the phenomenon of impostor syndrome, characterized by doubts in one’s own professional abilities, fear of exposure and the feeling of inconsistency with the occupied role, despite objective achievements. The relevance of the study is due to the insufficient study of the phenomenon in the context of professional characteristics of different groups. The aim of the work is to identify the relationships of impostor syndrome with professional characteristics such as self-efficacy, professional motivation, perfectionism and personality traits from the “Big Five” model, to determine the specifics for groups of representatives of technical and humanitarian professions. Seventy-five people representing technical and humanitarian professions participated in the study. A set of methods was used to assess the expression of the impostor phenomenon, professional motivation, perfectionism, self-efficacy and personality traits. The analysis showed that in representatives of humanitarian professions the impostor phenomenon is associated with a high level of benevolence and openness to experience, as well as the expression of pathological perfectionism and dependence on external motivation. In technical specialists, the impostor phenomenon is associated with a low level of self-efficacy, intrinsic motivation and openness to new experience.
Pedagogical Review. 2025;(4):137 - 147
137 - 147
The characteristics of interpersonal relationships and socio-psychological adaptation in individuals experiencing high-intensity and prolonged stress in a post-crisis region
Abstract
This article presents the results of a study on the characteristics of interpersonal relationships and parameters of socio-psychological adaptation in individuals experiencing high-intensity and prolonged stress, using the population of a post-crisis region as an example. The aim of the study was to examine the socio-demographic specifics of the manifestation of intense stressful experiences, the characteristics of interpersonal communication, and the processes of socio-psychological adaptation in individuals who have been in prolonged emergency situations. The main results of the study indicate that intense stressful experiences are accompanied by a decrease in adaptive capabilities of the individual and the formation of maladaptive attitudes towards oneself and the social environment. Moreover, the severity of the signs of traumatic stress can also be accompanied by a deterioration in interpersonal relationships, due to the frequent use of aggressive, suspicious, submissive, and dependent communication styles by traumatized individuals when interacting with their social environment. The results of the study indicate that the civilian population, compared to law enforcement officers, is more susceptible to developing signs of PTSD, possibly corresponding to the clinical level of PTSD. Furthermore, based on gender, in the context of traumatic experiences, women, compared to men, demonstrated a higher level of emotional discomfort and a tendency to dependency on external control.
Pedagogical Review. 2025;(4):148 - 162
148 - 162
Predictors of coping with posttraumatic stress in children affected by armed conflict
Abstract
A review of scientific work in the field of optimizing the psychological well-being of children injured during hostilities over the past 20 years is presented. Children who witness combat have been found to be at risk for post-traumatic stress disorder. There are often publications in foreign publications about the need for the prevention and correction of post-traumatic stress in children affected by armed conflicts. Foreign researchers come to an unambiguous conclusion about the influence of the style of family upbringing on the vulnerability of children to stressful influences in the aftermath of military actions. Also, an important factor in the formation of vulnerability to negative impact on the child’s psychic is the level of their resilience and psychological well-being. Based on the results of this review, it can be concluded that stable connections with parents and other referents are an important predictor of post-traumatic growth and psychological well-being of children. Along with the traditional consideration of the problem of post-traumatic stress disorder, the authors also consider a new approach to the interpretation of this concept, which has been defined as complex post-traumatic stress disorder, considering not only the well-known symptoms such as intrusions, rumination, escapism, and inability to control arousal, but also the lack of ability to maintain social relationships with others, regulate one’s own emotions, and a sense of vulnerability. This review will allow further identification of exposure targets for the organization of psychological and pedagogical rehabilitation of war-affected children. Understanding the mechanisms of risk behavior formation and protective factors that lead to impaired psychological health or maladaptation increases the possibility of effective psychological assistance to children.
Pedagogical Review. 2025;(4):163 - 172
163 - 172
OVERVIEWS
Primers of the Soviet era. A return to the past or a new reality?
Abstract
The relevance of the topic is determined by social processes in Russian society, the demand of the parent community for the return of the Soviet-era education system. Modern social movements such as the All-Russian Parental Resistance, Educational Partisans, For the revival of Education, are becoming real participants in the educational process, spreading the ideas of teaching according to “Stalinist” textbooks, publishing educational and methodological literature of the Soviet period. In this regard, it became necessary to analyze the content of the designated textbooks from the point of view of the possibility of their use in home schooling. The article compares the ABC books and alphabets of the Soviet period (since 1947) by such authors as N.A. Kostin, S.P. Redozubov, A.I. Voskresenskaya, and others, and the ABC by V.G. Goretsky from the School of Russia (20172024). The comparison is based on linguistic, methodological features of textbooks and their applications. artistic design. The author examines the principles and goals of creating alphabets, the structure of textbooks, the ways of presenting the material, as well as the skills formed by the alphabets in question. Attention is drawn to such methods and techniques as the sound analytical-synthetic method, “reading-writing”, the principles of “from simple to complex” and “no more than one difficulty per lesson.” The article analyzes both the advantages and disadvantages of the textbooks under consideration, ranging from the presence/absence of phonetic analysis to unsuccessful formulations of the theory of linguistics. Reliance on scientific achievements in the field of phonetics and phonology, on research in the field of child psychology determines the continuity of alphabets and alphabets from different eras in methodological and substantive terms.
Pedagogical Review. 2025;(4):173 - 188
173 - 188