Vol 16, No 2 (2025)

Background. The article emphasizes the importance of forming stable moral principles in children in the context of the uncertainty of modern moral guidelines. In this regard, literature is not only a source of knowledge, but also an important means of transmitting values that contribute to the development of qualities such as compassion, empathy, and social responsibility.

The authors set out to analyze and identify the main values and meanings embedded in children's literature, based on the results of a survey conducted among younger schoolchildren. The novelty of the work lies in the integration of theoretical foundations related to value-semantic content and empirical data, which emphasizes the importance of conscious choice of literary works for the formation of key values in primary school children. The study focuses on specific values, such as friendship, hard work, and responsibility, as well as their reflection in contemporary books available to children. In this context, the work offers new approaches for educators and parents, allowing them to more purposefully select literature that contributes to the upbringing and harmonious development of the child's personality.

Materials and methods. For this study, we analyze the data collected from normative documents, psychological, pedagogical and methodological literature, and works of fiction. We used questionnaire survey about primary school children's reading preferences.

Results. The research broadens horizons for primary school teachers, parents of younger students, students receiving pedagogical education and all those who strive to instill in children a deep and meaningful attitude to literature. Detailed study of literary works allows not only to deepen the educational process, but also to inspire children to think, forming their internal moral guidelines.

Scope of application. The results of the study can be useful both while primary school teachers training and in practice – while teaching literature lessons and conducting extracurricular activities with primary school children. During them younger students will be learning to work with children's books.

Background. In the conditions of intense development of technologies and digitalization of education, the use of digital educational resources is becoming a prerequisite for improving the quality of education. This article describes the benefits and challenges associated with the introduction of digital educational technologies, as well as their impact on the educational process and educational outcomes. The article defines the role of digital resources in ensuring accessibility of modern education and individualization of learning. The main didactic principles of J.A. Komensky and implementation are considered using the example of the developed digital educational resource in the discipline "Computer Science and Information Technology".

Purpose. Development and justification of the methodology for using expanded educational resources in the educational process, aimed at increasing the effectiveness of training, individualization of students’ learning trajectories and integration of modern technologies into the educational environment.

Materials and methods. The work describes a range of approaches to developing digital educational materials, including the use of multimedia technologies, interactive platforms and educational applications. We analyzed modern methods and tools that promote effective learning and student engagement in the educational process.

Results. Analysis of the impact of digital technologies on the educational process, assessment of the effectiveness of using such resources in education, impact on motivation and student engagement. The article includes examples of successful practices and recommendations for the implementation of digital educational resources in the educational process.

Background. In light of contemporary educational approaches, the development of a project within the framework of a bachelor's thesis has become a necessary condition for demonstrating practice-oriented competencies of graduates. The project allows students to immerse themselves in the specifics of professional activity, express their creative and professional individuality, and offer a new methodological product to a basic organization in the social sphere – one that has undergone initial testing.

The purpose of the study is to analyze the effectiveness of implementing research materials in bachelor's theses, in which the practical component is presented in the form of a social project aimed at solving the problems of a specific client group.

Materials and methods. The research methodology is based on the use of project-based and competence-based approaches in preparing bachelor's students in Social Work for their professional careers. To assess the effectiveness of the project approach in the preparation of final theses, a longitudinal study was conducted.

Results. The article presents a seven-year experience (2018-2024) in applying the project-based approach in bachelor's theses in Social Work. The competencies that are more successfully developed through work on a social project as part of the thesis are identified. The authors outline pedagogical conditions for preparing and defending a thesis using the project approach, including guidelines for project development, the existence of a stable list of partner organizations, and recommendations for applying the research material.

Practical implications. The findings can be applied in teaching methodological project development in Social Work and in real-world cooperation with employers within the framework of bachelor's theses. The results also contribute to promoting project development and implementation as a means of solving practical tasks in the social sphere, as well as expanding cooperation with client organizations.

Background. The problem of the professional competence of future teachers of foreign languages in India is complex and multi-faceted. It concerns not only the issues of linguistic training, but also the social, cultural and economic aspects of the country’s educational system.

In the ontological sense, this problem is associated with the concept of professional competence, which implies not just the possession of language, but also a set of knowledge, skills and qualities necessary for the successful performance of pedagogical activities. In the context of India, where multilingualism is the norm and English plays a special role in education and social mobility, the question of competence becomes even more relevant.

The national education policy of India is increasingly focusing on the training of foreign language teachers. However, there are certain challenges that need to be overcome: a sharp lack of teachers in the field of the teaching methodology of foreign languages, the lack of unified criteria and procedures for the assessment of professional competence.

Purpose is to define and study the essence and factors of the indicated problem in the Indian and domestic scientific and educational discussion.

Materials and methods. In this study, a set of theoretical methods were applied: analysis, synthesis, abstraction, aggregation, integration and classification. The use of comparative analysis allowed to identify the key characteristics of the object of the study. The research is based on scientific publications on this topic, as well as the regulatory and legal basis.

Results. The formation of the modern profile of competence of foreign language teachers in India is largely due to the National Education Policy (NEP), approved in 2020. The requirements for the qualification of teachers vary depending on the level of education. At the initial and preparatory stages of learning, the emphasis is made on the development of the oral communication of students in a foreign language. At the end of the secondary education, the formation of reading and writing skills is expected. In the high school, the teacher must ensure that students reach a level of effective communication, including reasoning and argumentation, in both oral and written form.

Despite this, the education system of India faces a number of challenges: class overload, staff deficit, excess administrative burden, priority of written communication, lack of unified policy regarding foreign languages by the educational councils of different states, insufficient attention to the linguistic and cultural aspect in the training of teachers in a number of universities.

The article explores the specifics of the development of pedagogical creativity in future primary school teachers. It emphasizes the importance of effectively organizing teacher training by creating pedagogical conditions within higher education that immerse students in real professional activity. Based on a theoretical analysis of the works of both Russian and international scholars, the authors identify the features of the staged immersion of students in professional practice, highlighting the distinctive characteristics of the educational process at each stage of study.

The research aims to establish a correlation between the professional development of primary school teachers and the objectives of fostering pedagogical creativity within the higher professional education system of the Russian Federation. It is suggested that the current potential of the higher education system supports the formation of pedagogical creativity in future educators.

The purpose of the study is to examine the process of developing pedagogical creativity in future primary school teachers as part of the higher education curriculum.

Materials and methods. The methodology includes a review and analysis of scientific literature on the professional training of educators, as well as the development of a structural model.

Results. The article presents a model for the formation of pedagogical creativity in future primary school teachers, detailing the characteristics of each stage of its development. Special attention is given to aspects that foster the formation of professional pedagogical qualities, the integration of research activities, and the inclusion of creative tasks in the educational process of future teachers. The results are addressed to academic staff, postgraduate students, students of teacher training institutions, education methodologists, and those interested in the issues of primary general education.

Conclusion. The formation of pedagogical creativity in future primary school teachers is relevant not only within the modern educational system but also in all areas of human activity, as only a creative teacher can nurture a creative learner.

Background. In the context of the continuous shifts in the modern labour market and the escalating competitiveness among students of maritime specialties, there is an increasing demand for the training of highly qualified specialists in the maritime industry, who are able to interact effectively with international partners at a professional level. In this respect, the use of generative artificial intelligence (AI) to improve foreign language teaching methods for students of maritime subjects is especially relevant. This is fully justified under the conditions of globalisation and the digital transformation of the educational sphere.

Purpose. The purpose is to determine the effectiveness of generative AI application in the process of building foreign language professional communicative competence of maritime students by modelling realistic scenarios of job interviews in shipping companies.

Materials and methods. The present study adopted a comprehensive approach, integrating theoretical and empirical methods of analysis. The theoretical basis was established through a comprehensive review of normative and educational documents, with the aim of identifying the fundamental requirements for the educational process. This was complemented by a thorough examination of scientific and educational literature, as well as methodological literature, on the application of AI in education and linguodidactics, thus enabling the identification of current trends and the potential of technologies for teaching maritime students. The empirical element of the study involved modelling, describing and analysing professional interview scenarios using generative AI models, the observation of students' learning activities, and the conduction of interviews to obtain feedback on the perception and effectiveness of the new techniques.

Results. The research yielded an innovative methodology for training students of maritime specialities at Sevastopol State University for professional interviews in international shipping companies. The developed three-stage training model, combining the creation of a database of questions, simulation of interviews using generative (AI) and practising skills through business games, demonstrated high efficiency in the formation of both linguistic and professional competences of students, in addition to soft skills deemed integral for a successful career in the maritime industry. The integration of generative AI within the training framework of maritime students has been found to expand the scope of opportunities for effective preparation for professional interviewing. The implementation of this methodology has been identified as a significant contributor to the modernisation of the educational process, rendering it more personalised, effective and aligned with the precise requirements of the contemporary labour market.

Background. The necessity to develop an effective Adaptive Physical Culture (APC) system in the Armed Forces of the Russian Federation is dictated by the increasing number of military personnel with disabilities, as well as the state's obligations regarding their social and professional integration and rehabilitation, requiring a comprehensive and interdisciplinary approach.

Purpose. To scientifically justify and conceptually design an APC system for military personnel with disabilities, aimed at enhancing physical rehabilitation efficiency, improving psychological well-being, and facilitating social and professional adaptation of this category of military personnel.

Materials and methods. Analysis of regulatory legal documents, Ministry of Defense orders, and methodological guidelines was carried out. Conceptual design methods and functional modeling techniques using IDEF0 notation were applied.

Results. The main structural components of the proposed system (regulatory and legal, organizational, scientific-methodological, staffing, medical-rehabilitation, logistical, etc.) were defined, with a clear description of each component's functions. Target indicators and tasks aimed at improving the physical and psychological conditions, as well as social integration of military personnel with disabilities, were established. Roles of various project participants (physical training specialists, medical personnel, researchers, etc.) were outlined. A visual conceptual model of the system using IDEF0 notation, reflecting interactions between elements, was presented. Potential contradictions and implementation constraints were identified, and further research directions for improving adaptive physical culture within the military were proposed.

Background. Modern documents regulating state policy in the field of education (the national project "Youth and children", the national project "Personnel", etc.), as the priority goals of the national development of the Russian Federation put forward the improvement of the process of professional training of future specialists. In this regard, the problem of training a competitive specialist in the field of education, who is able to efficiently and effectively implement professional and pedagogical functions in practice, becomes urgent.

Purpose. The purpose is to describe the implementation of psychological and pedagogical conditions that contribute to the successful formation of professional subjectivity of future teachers.

Materials and methods. Analysis of the psychological and pedagogical literature on the research problem, pedagogical experiment, observation, Fisher's φ-criterion for mathematical data processing.

Results. Based on the analysis of psychological and pedagogical literature, the concept of professional subjectivity of a future teacher is clarified as a complex integrative personality quality of a future education specialist associated with his activity, independence and initiative in educational and professional activities, allowing him to successfully and creatively master and put into practice future professional and pedagogical functions. Based on the results of the research analysis, psychological and pedagogical conditions for the formation of professional subjectivity of future teachers are proposed, taking into account the specifics of the educational space of the pedagogical university. Based on the results of the conducted pedagogical experiment, the effectiveness of the implementation of pedagogical conditions for the formation of professional subjectivity of future teachers in the study of pedagogical disciplines by students has been proved.

Background. The article is devoted to the problem of kidultism – the infantilism of the adult generation as an inevitable reality of our time. In today's culture, where it is completely acceptable to deny one's own age, there are young people who want to become adults early and, conversely, adults who want to be forever young. Age boundaries, along with attitudes and lifestyles, have become uncertain and fluid. It is assumed that modern reality, with its media, market and advertising, has played a fundamental role in this transformation of life stages, gradually blurring the criteria for measuring youth, which has given people who have become older more opportunities to maintain the impression of youth.

Methodology. The article examines how the escape of people from their biological age through the desire to wear teenage clothes, anti-aging procedures, search for extreme experiences and entertainment, lack of investment in long-term relationships and property becomes a natural process of standardization of the modern lifestyle of young people and middle-aged people. Various definitions of kidultism as a symbol of immaturity, avoidance of responsibility and escape from adult identity are compared. To achieve the purpose of the research, a comparative respondents’ study of different age groups was conducted using A.A. Seregina’s questionnaire “Level of infantilism”. Statistical comparison of the study results was carried out using Student's t-test and Mann-Whitney U-test.

Results. The results of the research allow us to diagnose the level of infantilism for people of different age groups. Typical features and psychological characteristics of kidults are determined, starting with immaturity and ending with a high level of suggestibility and irresponsibility.

Practical implications. The main approaches to understanding kidults as an age and activity group are highlighted, and the interpretation of their psychological portrait is determined from the point of view including culture, social spheres, anthropology and developmental psychology.  The results of the diagnostic study can be applied to determine the level of infantilism for people of different age groups, which will allow for psychological and pedagogical support of respondents and identify opportunities for psychological counseling.

Background. Designing the experience of learners in the digital environment is an integral component of the development and implementation of modern higher education programs. At the same time, the genesis of the term remains poorly understood, which creates barriers to process management.

Purpose is to analyze existing approaches to the definition, systematize the available data and propose an empirical model for designing educational experience. Hypothesis: when implementing online learning in higher education, it is necessary to pay attention not only to organizational aspects and methodology, but also to various psychological characteristics of the group.

Materials and methods. The sample consisted of 86 teachers and 1185 students from leading Russian universities. To evaluate the results, the methodology of L. B. Schneider and the author's questionnaires were used.

Results. Designing educational experience is an activity aimed at creating and implementing projects in the field of education, which is aimed at acquiring knowledge, skills and abilities by students, which in turn shape the personality and transform thinking. The key stages of design and the main psychological characteristics that must be taken into account when developing educational programs are identified. The study may be useful in the context of the development of digital education in Russian universities.

Background. Modern society is undergoing a transformation of marital and family values, which is manifested in an increasing number of divorces, postponement of marriage to a later age and the spread of alternative forms of relationships (cohabitation, childfree). The student period is key for the formation of marital and family attitudes, however, research shows that only 5% of students demonstrate sufficient readiness for family life. Despite the relevance of the topic, there are not enough works studying the specifics of psychological readiness for marriage among students. This determines the need for research to identify the level and characteristics of such readiness, taking into account gender differences.

Purpose. To identify the level and features of psychological readiness for marriage among students, as well as to analyze gender differences in marital and family attitudes.

Materials and methods. The study involved 60 students (30 girls and 30 boys) aged 18-22 from Nizhny Novgorod State Pedagogical University. The following experimental methods were used: the "Family Readiness Assessment Card" test (I.F. Yund), the "Motivational readiness for marriage" questionnaire (S.V. Zholudeva), the "Moral readiness for Marriage" questionnaire (E.K. Pogodina), the author's questionnaire, which includes questions about attitudes to marriage during the student period. For statistical data processing, the Student's criterion was used to compare groups.

Results. The study showed that the majority of students (82%) have a low level of moral readiness for marriage. Only 5% of the participants demonstrated sufficient readiness for family life, while 77% were at an average (satisfactory) level. Girls are more likely than boys to be oriented towards marriage with a specific person (t=4.78, p<0.01) and show a higher moral readiness (t=5, p<0.01). Boys are more likely to be inclined to "abstract marriage" (52%), that is, they do not have clear criteria for choosing a partner. These data reflect current trends: young people are postponing marriage, more often choosing alternative forms of relationships and demonstrating a lack of awareness in matters of family life.

Background. Amidst growing demands on academic staff such as increasing student populations, research pressures, and limited resources, it is expedient to address a critical gap in understanding personality dynamics within a unique non-Western academic context to inform recruitment and workplace enhancement strategies.

Purpose. This study aimed to investigate the relationship between personality traits (specifically conscientiousness and extraversion) and job satisfaction among academic staff in South-Western Nigerian tertiary institutions, addressing a significant research gap in understanding these dynamics within this specific context.

Materials and methods. Using a descriptive survey design, data were collected from 384 academic staff across six selected tertiary institutions in South-Western Nigeria through purposive sampling and a structured questionnaire.

Results. Key findings revealed a significant positive relationship between conscientiousness and job satisfaction (RІ = 0.331, F (4,379) = 46.173, p < 0.05), indicating that conscientiousness accounts for 33.1% of the variance in job satisfaction. Extraversion demonstrated an even stronger effect on job satisfaction (RІ = 0.562, F (5,378) = 96.911, p < 0.05), explaining 56.2% of the variance. These results contribute to the Traits Theory of Personality by providing empirical support for its applicability in non-Western academic settings. The study also offers practical implications for recruitment, professional development, and retention strategies in tertiary institutions. The strong influence of extraversion on job satisfaction suggests the potential benefits of fostering more socially engaging and collaborative work environments.

The novelty of this research lies in its focus on South-Western Nigerian tertiary institutions, offering context-specific insights that can inform targeted interventions to enhance job satisfaction in this particular academic setting. By examining these relationships in a non-Western context, the study contributes to a more globally comprehensive understanding of personality traits and job satisfaction in academia.

Background. Despite the significant number of works devoted to the study of self-concept and bilingualism, the study of the self-concept of a bilingual personality within the framework of the metasystem approach has not yet been carried out. 

The purpose of this study is to identify the differences in the content of the subsystem level of the self-concept of a bilingual personality with different levels of proficiency in the second language.

Materials and methods. The sample included productive and receptive bilinguals studying in the universities of Irkutsk (N = 260). The study of the subsystem level of the self-concept of a bilingual personality was carried out with the help of factor analysis (principal components analysis using Varimax rotation). 

Results. The subsystem level of the self-concept system of a productive bilingual personality is represented by the following subsystems: communicative self, empathic self, adaptive self, cooperative self, value self, successful self, regulatory self. The subsystem level of the self-concept system of receptive bilinguals is also represented by seven subsystems, two of which essentially coincide with subsystems of productive bilinguals (“communicative self” and “value self”), but differ in content: communicative self, social self, value self, competitive self, acceptance of self and others, goal-oriented self, emotional resilience.

Background. The traumatic experience, which is quite common, is not perceived linearly. The memory of trauma is often subjectively felt outside the chronological structure of ordinary life, “stuck” and repeating itself as a fragment, disrupting the sense of reality and its temporal processes. The resulting temporal distortion or gap hinders the process of overcoming traumatic experience. Dysfunctional metacognitive models and ineffective coping strategies that appear against the background of impaired temporal perception contribute to the development of the consequences of traumatization and hinder post-traumatic growth. The relevance of studying the temporal matrix of experiencing traumatic experience lies in its significance for a comprehensive understanding of how time is transformed and experienced under the influence of psychological trauma.

Purpose – analysis of the structural components and functioning of the temporal matrix of traumatic experience, revealing the patterns of determination by traumatic events experienced in childhood, the specifics of psychological time and dysfunctional metacognitions that disrupt personality adaptation.

Materials and methods. The study was conducted on a sample of 101 (78 women and 23 men) adults aged 18 to 54 years (M = 31.80, SD = 8.32). The study included a survey of participants using questionnaires and testing procedures. The following methods were used: a questionnaire to study the demographic and biographical data of the subjects; a questionnaire aimed at studying the degree of victimization (Victimization protocol); F. Zimbardo's time perspective questionnaire; a questionnaire of metacognitive beliefs; a questionnaire of coping with stress COPE-30. To study the main relationships between the variables, identify the factor structure and multiple regression, the SPSS version 22.0 program was used.

Results. There is a relationship between traumatic experience, dysfunctional metacognitions, time perspectives, strategies of avoiding experience and denial. A factor structure was identified, which we called the "temporal matrix of traumatic experience" (or "traumatic temporal matrix"), including five components: victimization in the past and present, violation of psychological time, dysfunctional coping strategies, dysfunctional metacognitions, and avoidance of experience. The results of regression for the dependent variable showed the determination of the factor structure by the presence of traumatic experience. Thus, experiencing traumatic events leads to the emergence of a specific rigid construct consisting of a negative assessment of the past and fixation on it, with a fatalistic perception of the present; dysfunctional metacognitive beliefs, including distrust of one's own perceptual processes and a belief in the inability to control emotions; dysfunctional coping strategies and strategies for avoiding painful experience. This study increases the awareness of specialists in the specifics of experiencing traumatic experience and can be used in practice aimed at post-traumatic growth.

Background. The identity crisis caused by the cultural context of postmodernism manifests in fragmentation, ironic detachment, and the loss of the ability for symbolic participation. Contemporary psychotherapeutic approaches partially address this challenge, yet they either reproduce modernist assumptions about a coherent self or employ postmodern deconstruction as a therapeutic strategy. Perform-therapy, grounded in Raoul Eshelman’s theory of performatism, is proposed as a new psychotherapeutic paradigm capable of restoring existential engagement without resorting to naive idealism.

Purpose. To provide a theoretical foundation for perform-therapy as a method for restoring identity under conditions of postmodern fragmentation of subjectivity and the loss of symbolic involvement.

Materials and methods. The primary method is comparative theoretical analysis, based on the juxtaposition of cultural and philosophical foundations of psychotherapeutic paradigms (modernism, postmodernism, performatism). The analysis draws on the works of Raoul Eshelman, neuropsychological studies of symbolic behavior, and observations from clinical practice. Elements of cognitive neuroscience and the anthropology of ritual serve as empirical support for interpreting therapeutic mechanisms.

Results. Perform-therapy is presented as an independent therapeutic model, distinct from narrative and existential therapies across several parameters: the nature of narrative, the role of artificiality, the function of irony, the client's mode of participation, and the ontological metaphor of therapy. Its central mechanism is double framing, through which the client recognizes the artificiality of the therapeutic frame yet embraces it as authentic, thereby bridging the gap between knowledge and belief. This stance is shown to activate universal cognitive-affective mechanisms, including the default mode network and ritual behavioral patterns, thus restoring the subject’s capacity for experience, action, and symbolic integration. Perform-therapy is found to be particularly effective in working with clients exhibiting features of postmodern identity (hyper-reflection, fragmentation of self, emotional alienation), and it is also applicable in self-therapy and culturally sensitive interventions. The proposed concept opens up prospects for the development of new forms of symbolic therapy suited to the post-postmodern era.

Background. One of the directions of using robots is their introduction into the sphere of social services for citizens. Research is underway in Russia and abroad related to the creation and improvement of social robots with high potential for interpersonal interaction, which is extremely important in such areas as education, healthcare and social services. This technology opens up new horizons for improving the level of service and effective communication with various user groups, including children, the elderly, and people with disabilities. The purpose of this article is to provide an overview of domestic and foreign publications devoted to the study of factors determining people's willingness to interact with social robots.

Research methods. A search and subsequent content analysis of domestic (RSCI) foreign (Web of Science, Scopus, Semantic Scholar) publications was performed. The purpose of the content analysis was to analyze the fields of application of social robots, identify their functional features and systematize psychological factors related to people's willingness to interact with these robotic technologies.

The results of the study shows that the level of anthropomorphism of a social robot, the presence of gender characteristics in the robot, and the degree of their intellectual characteristics require taking into account the context of using a social robot. People's willingness to interact with a social robot is associated with a number of intrapersonal (openness to new technologies, experience interacting with robotic systems, trust in technical devices, hedonistic motivation) and external factors (age, environmental conditions in which interaction with a social robot is carried out).