This article examines the current problem of integrating continuing professional education in the field of technical education, with an emphasis on the construction industry. The developed system of training specialists, implemented on the basis of the Yakutsk State Engineering and Technical Institute, is presented.

   The purpose of the study is to analyze and substantiate the effectiveness of educational strategies used in the training of construction specialists based on integrated curricula. The research methodology is based on a comprehensive analysis of Russian and foreign scientific literature on the development of continuing professional education systems.

   Special attention is paid to the study of the three-stage model “vocational school – college – university” as the basis for ensuring continuity and variability of educational trajectories. The paper identifies the difficulties encountered in the implementation of this model within a single educational institution, related to the need to adapt educational and professional programs for different levels. The importance of industrial training at the initial stages of training is substantiated in order to increase the effectiveness of solving the tasks of labor education.

   Scientific novelty: a methodological approach to the analysis of curricula is proposed, which makes it possible to identify the specifics of the formation of professional competencies at each stage of training.

   The results of the study demonstrate differences in the qualification requirements for graduates of different levels of education and substantiate the need for a differentiated approach to the development of educational programs.

   The use of gaming technology in primary schools to form financial literacy allows students to develop practical skills in interacting with the financial sector from the age of “junior school student”.

   Therefore, the purpose of the work is to study the features of the use of gaming technologies in the formation of financial literacy in primary school classes.

   The objectives of the research include the study of theoretical, regulatory and methodological materials that will allow us to determine the organizational, thematic, subject and methodological features of the formation of financial literacy in younger schoolchildren, including using
gaming technologies.

   In the process of analyzing theoretical and regulatory materials, the author clarifies the options for the formation of financial literacy in the classroom and in extracurricular activities, including using gaming technologies, as well as areas and topics related to financial literacy and corresponding to a single framework of financial competence for elementary schools. As a result of studying, analyzing and comparing methodological materials, the author proposed electronic sources that can be used both in the classroom and in extracurricular activities in the framework of financial literacy in primary schools using game technologies; identified the main difference between pedagogical /didactic games from ordinary ones; described the structure of didactic games in their independent development; and also identified more effective gaming technologies that are suitable for working directly in primary school. Thus, the systematic use of gaming technologies in the formation of financial literacy in primary schools within the framework of the described subjects and extracurricular activities allows students to develop practical skills in interacting with the financial sector. Based on the results of the research, in the future, the development of both special lessons on “Mathematics” and “ The surrounding world” and individual extracurricular courses on the formation of financial literacy using gaming technologies.

   The article is devoted to the current problems of Russian net literature in the aspect of modern problems of literary criticism and digital didactics in the system of university education and new approaches to the professional training of a wordsmith. Russian net literature as a phenomenon of Russian culture in the global Network, the authors offer views and conclusions on the peculiarities of Russian net literature in the aspect of oscillation. Russian net literature is also considered as an object of historical poetics, and the works of Russian net literature are considered in the context of the semantic concept of Yury Lotman. The authors present a brief overview and analysis of data on the history, theory, and poetics of Russian net literature as a phenomenon of metamodernity, as well as information and data on the main personalities who stood at the origins of Russian net literature. The article touches upon literary approaches to the author’s problem, the phenomena of metamodernism in network literature and network creation. Russian net literature is defined as a phenomenon of Russian literary centrism. The article considers the current problems of studying Russian net literature in the context of the new information culture of the 21st century, the digital transformation of society and the worldview. Russian net literature is noted for its role in the integration processes of education systems in the context of modern information culture of countries and their dialogue, in popularizing the Russian language and Russian literature in the modern worldview. Solutions for the study of Russian net literature in the university education system in the aspect of digital didactics are proposed with examples from the practice of professional training in the field of “Pedagogical Education”. The current Internet resources for expanding and deepening knowledge about Russian net literature for educational purposes have been compiled and presented. Some prospects for the further development of Russian net literature and its study in the system of higher education are touched upon. The prospects of studying Russian net literature are proposed for a new generation of researchers. In terms of methodological solutions, examples of the use of digital educational content in the process of studying the novel “Skuld” by Olesya Bryutova at the university are of particular interest.

   The article examines the transformation of the continuous education system in the context of modern challenges caused by globalization, technologization and changing pedagogical paradigms.

   The relevance of this research stems from the need to train competitive specialists with developed analytical and creative skills.

   Today the training of scientific and pedagogical personnel serves as a tool for developing the scientific and intellectual potential of the continuous education system, as well as a tool for creating a personnel reserve capable of generating and implementing scientific achievements in the educational process and practical activities.

   The aim of the work is to analyze the key directions of modernization of pedagogical education and the role of the teacher-researcher in this process and the contribution to this development of D.A. Danilov, Doctor of Pedagogical Sciences, Professor, Corresponding Member of the Russian Academy of Education.

   Based on theoretical analysis, the key contradictions shaping the system’s development are identified, particularly between the dynamic needs of society and the inertia of educational practices. It is demonstrated that resolving these contradictions requires integrating objectivist and subjectivist research approaches. Particular attention is paid to the regional aspect, where universities are viewed as key elements of innovation infrastructure, and investments in human capital as a strategic economic resource. It is concluded that the teacher-researcher serves as an indicator of the development of the entire education system. The training of research and pedagogical personnel capable of innovative activity remains a key factor in improving the quality of education and its adaptation to socio-economic transformations. Innovative activities enable educators and researchers to implement new methods, technologies, and forms of teaching, making the educational process more interactive and effective.

   The article examines the role of ethnocultural identity of students of different fields of study in their preparation for professional activity in multicultural conditions on the example of the Republic of Crimea. The sample consisted of 96 students of the V.I. Vernadsky Crimean Federal University of various fields of study. The methods used were the “Types of Ethnic Identity” method by G.U. Soldatova and S.V. Ryzhova, the questionnaire of readiness for professional activity by I.M. Puchkova and V.V. Petrik, and the author’s questionnaire for express assessing readiness for work in multicultural conditions. The obtained data were processed using correlation analysis, the Spearman rank correlation coefficient was used. It was empirically confirmed that ethnocultural identity can be considered as an indicator of a future specialist’s readiness for professional activity. A significant connection was revealed between ethnocultural identity and the level of students’ readiness for professional activity in general and in multicultural conditions in particular. The expression of the normal type of ethnocultural identity correlated with all the studied indicators of readiness for professional activity, including the readiness to perform it in multicultural conditions. The more ethnonihilism, ethnoegoism, and ethnoisolationism were expressed among students, the less they were ready for professional activity in multicultural conditions. Thus, the preparation of future specialists for professional activities in general and in multicultural environments in particular should be aimed at the formation and development of a normal positive type of ethnocultural identity. All other types of ethnocultural identity are likely to discourage the intention for this activity.

   The article is devoted to the study of the dynamics of value orientations as a system-forming component of the professional personality of a future teacher.

   The relevance of the work is determined by the need for teachers to develop not only professional competencies, but also a mature, morally oriented personal position in the context of the transformation of higher education.

   The purpose of the study is to identify and compare the features of the value profiles of students of the pedagogical field in the first and second years of study.

   The methodological basis is a synthesis of theoretical approaches, including activity-based (A.N. Leontiev), subject-activity-based (S.L. Rubinstein), dispositional (V.A. Yadov), as well as modern concepts of professional and pedagogical values (N.A. Astashova, D.A. Leontiev). The empirical part was implemented using the adapted methodology of Sh. The sample included 150 respondents. For data processing, the SPSS 23.0 statistical package was used with the construction of conjugacy tables to identify percentage distributions and significant differences between courses. The results revealed a statistically significant positive trend. Sophomores have increased values of independence, achievement, and openness to new experiences, which indicates an increase in personal autonomy and professional identification. At the same time, the expression of altruistic and social orientations (tolerance, empathy) remains and increases, which indicates the integration of individual ambitions with social responsibility, rather than their contradiction.

   The theoretical significance of the work lies in the systematization of scientific views on the structure and functions of a teacher’s value orientations and empirical confirmation of their dynamics at the early stages of professional development.

   The practical value consists in developing recommendations on psychological and pedagogical support for students, including personal growth trainings, discussion clubs and tutor support aimed at value-semantic reflection and the formation of a harmonious professional profile.

   The article examines the theoretical aspects of the concept of “educational strategy”, identifies external and internal factors influencing the educational strategy of students such as financial resources of the family, the level of education of family members and the time devoted to the child. In order to study the educational strategies of students upon entering the university, we conducted a survey among students at the NEFU Institute of Psychology, covering 214 respondents in the areas of training “Psychology”, “Clinical Psychology”, “Social Work” and “Psychology and Pedagogy of Deviant Behavior”. The survey reveals the idea of parents (legal representatives) on the image of the future profession of students, the influence of parents on the choice of future profession, interest in the educational process, economic investment by parents in the education of children, etc. Then we conducted a Spearman correlation analysis to identify the interdependence between the factors of internal influence (the level of education of parents, the involvement of parents in the educational activities of children, financial resources of the family) and the educational strategy of students. The obtained results of the empirical study determine that the students of the Institute of Psychology, when entering the educational institution, agreed on the choice of future profession with their parents (legal representatives), some students chose the profession independently, and parents did not participate in the choice of profession. Parents (legal representatives) are involved in the educational activities of students; during their studies, they fully or partially provide financial assistance to students. When entering an educational institution, students are especially influenced by enrollment in a budget place, regardless of the desired profession. In addition, Spearman’s correlation analysis revealed only a factor of weak negative interdependence between mothers with higher education and the influence of parents-mothers on the future profession of students, that is mothers with higher education did not influence the choice of future profession of students of the institute.

   The relevance of this research is explained by the dynamic labor market and the need to help young people make informed choices that match their abilities and interests.

   This article examines the pre-professional pedagogical training of high school students through psychological and pedagogical classes, practice-oriented courses, excursions to professional educational organizations, meetings with teachers, participation in pedagogical Olympiads and competitions, and extracurricular and volunteer activities. The article emphasizes the early immersion of schoolchildren in the teaching profession, the development and enhancement of teaching skills, and the enhancement of academic motivation.

   The aim of this article is to examine the organization of specialized pedagogical training for students from a historical perspective, using materials from the Sakha Republic (Yakutia).

   The authors analyze the definitions of renowned researchers on issues of professional self-determination, career guidance, and pedagogical education. Particular attention is paid to the developed periodization of the stages in the history and development of specialized pedagogical training of schoolchildren in Yakutia from 1991 to 2025 (opening of pedagogical classes, organization and holding of the Olympiad in the nominations “Pedagogical Star” and “Pedagogical Leader”, creation of the competition “Choice.Prof.Yakutsk”, activities of the Small Psychological and Pedagogical Academy, creation of a virtual pedagogical class, etc.). The importance of the developed Concept of pre-university training of future teachers in schools of the Sakha Republic (Yakutia) is emphasized, which presents a four-component model of formation of professional self-determination of an individual: “self-image – analysis of the profession – professional tests – self-analysis. The importance of modeling the educational process in pedagogical classes is substantiated. The results of a survey of school teachers in Yakutsk are presented, indicating that the main means of specialized pedagogical orientation and training are: diagnostic; information and reference; participation of schoolchildren in Olympiads and competitions in pedagogy and psychology; meetings with students majoring in pedagogy at universities and pedagogical colleges. The article’s materials may be useful for teachers, university and college instructors, and professionals involved in career guidance.

   The article analyzes the renowned Russian scholar’s contribution to the development of regional education management theory and practice.

   The paper focuses on the Dmitry Danilov’s concept, which is based on a systems-activity approach that transforms management from mere administration to targeted activities to initiate development processes.

   The relevance of the study is justified by the fact that education is currently undergoing significant changes not only in content and organization, but also in the management system.

   The purpose of the article is to analyze, theoretically understand, and summarize the concept of managing the development of the regional education system, as presented in the works of Dmitry Danilov, Academician of the Russian Academy of Education, Professor, and Doctor of Pedagogical Sciences.

   The objectives of the study are to analyze Danilov’s works on issues of education system management; identify key elements of his concept; and summarize the results of the analysis.

   The article explores the key principles of his concept: a regional educational system as a self-developing entity, management as creating conditions for resolving systemic contradictions, and development as a transition to a qualitatively new state. The authors thoroughly analyze the cyclical management model proposed by Professor Danilov, which includes
the stages of problematization, goal-setting, design, organizing collective activity, and reflective analysis. Particular attention is paid to the principles that the scholar considered fundamental to effective regional management: the principle of cultural conformity, which requires consideration of the specific characteristics of the region, and the principle of subjectivity, aimed at activating the internal potential of all participants in the educational process.

   It is concluded that the Danilov’s concept offers a methodological toolkit for transitioning the regional education system to a regime of accelerated, proactive development based on internal resources and initiative.

   The article uses the example of the North-Eastern Federal University to reveal the features of evaluating the progress and results of implementing the university’s basic policies within the framework of the strategic academic leadership program “Priority 2030”. The results of evaluating educational, research activities and human capital development policy are presented, and the problem areas and prospects for the university’s development are disclosed. The implementation of the “Priority 2030” program is based on a management system focused on knowledge transfer, updating educational content and growing human resource potential. The experience of implementing and developing a flexible, multifactorial and adaptive system for evaluating the progress and results of managing transformation processes as a basis for updating the university’s strategy in response to constantly changing environmental conditions is presented. Systemic limitations and key challenges faced by the university in implementing its strategy are revealed.

   The article discusses the possibilities of using the Vernier digital laboratory for conducting laboratory experiments in the school organic chemistry course for 10th grade students. The digital sensors in the laboratory help students acquire practical skills in performing laboratory experiments of varying levels
of complexity. Additionally, the Vernier digital laboratory enhances students’ motivation and engagement, which positively impacts their learning of organic chemistry.

   The aim of the study was to develop laboratory experiments in organic chemistry that involve working with digital sensors.

   The authors provide five examples of their own laboratory experiments, which include a station for determining the melting point of solids, an electrical conductivity sensor, a temperature sensor (thermocouple), pH and redox potential sensors, and a polarimeter. The experiments were tested by students of Shadrinsky State Pedagogical University as part of their industrial (technological) practice at educational institutions in the city of Shadrinsk, as well as during their practical work at the Pedagogical Technopark “Quantorium” (natural sciences) at the university.

   It was concluded that it is advisable to include experimental tasks with digital equipment in the organic chemistry course, as they develop motivation, form knowledge and research skills, and contribute to the development of students’ chemical literacy.

   The research prospects include determining the impact of using digital laboratories in extracurricular activities on the level of chemical literacy among students.

   In multinational Kyrgyzstan, Russian functions as a central tool for intercultural interaction. Teaching it in educational settings promotes respectful attitudes toward cultural pluralism, nurtures tolerance, and strengthens interethnic communication. The ethnocultural dimension, when embedded in Russian language instruction, is particularly significant. This article outlines theoretical bases of intercultural communication, examines the role of Russian in a multicultural context, and offers school-based examples of effective ethnocultural pedagogy. The analysis indicates that incorporating ethnocultural materials into Russian lessons helps students acquire intercultural communicative skills. For Kyrgyz students, this is not only a way to master the language of interethnic communication, but also an opportunity to gain a deeper understanding of the cultural codes, traditions, and values of both their own people and other ethnic groups. The paper explores how the ethnocultural component affects Russian language acquisition and its importance for developing tolerant, open interethnic relations. Pedagogical strategies, cultural traits, and social conditions that foster fruitful intercultural dialogue are examined. It also highlights the role of ethnocultural content in teaching Russian as a foreign language, stressing the value of familiarizing learners with Russian and Kyrgyz cultural practices and traditions to build language proficiency and intercultural competence. The author also concludes in the article that a systematic approach to implementing the intercultural aspect in the school curriculum is necessary, which will prepare students for life in a multicultural environment and ensure the harmonious coexistence of various ethnic communities.

   This article describes the features of autoaggressive behavior of adolescents at risk of autoaggression, as well as provides data on the results of training work with students.The theoretical basis was the works of Russian and foreign scholars on autoaggressive behavior, frustration, and the digital environment. The study covered 104 respondents, including 39 girls and 65 boys of M. Shaimuratov school No. 104 in Ufa (9^th grades, aged 14–15 years). The experimental and control samples included 31 subjects. The inclusion criteria were high and medium risk levels of autoaggressive behavior. The control group consisted of 16 students, and the experimental group consisted of 15 students.

   The aim of the study was to identify differences in the manifestation of negative conditions in adolescents, depending on the risk of autoaggression.

   The results of an empirical study showed that adolescents with high and moderate levels of autoaggression are characterized by depression, low self-esteem and efficiency. Statistically significant differences in the severity of depressive states provoking autoaggressive behavior were obtained using the Mann-Whitney U-test and the Wilcoxon T-test. It was proven that training activities aimed at improving the mental states of adolescents contributed to significant positive changes in their emotional (regulatory) sphere. The results of the study confirmed the importance of preventing autoaggressive behavior in adolescence.

   The relevance of the study is determined by the high dynamism of the modern Russian labor market and the prevalence of the phenomenon of frequent job changes, the consequences of which are contradictory: on the one hand, it is an opportunity for growth; on the other hand, an indicator of personal or social difficulties.

   The psychological determinants of labor mobility, in particular, the relationship between value orientations, motivation and coping strategies, have not been sufficiently studied. A comparative empirical study was conducted. The sample: 60 people aged 25–40 years, divided into two groups: with high (n = 30, changed ≥ 2 jobs in the last 2 years) and low (n = 30, have been working in one place for ≥ 2 years) labor mobility. A set of valid methods was used: Schwartz’s Portrait Values Questionnaire (PVQ), Schein’s Career Orientations Inventory, Labor Motivation Profile (LMP), and Lazarus and Folkman’s Ways of Coping Questionnaire (WCQ). Descriptive statistics and the Mann-Whitney U-test were used for statistical analysis. Systematic statistically significant (p < 0.05) differences between the groups were found. Individuals with high labor mobility are characterized by a dominance of “openness to change” and “self-enhancement” values (self-direction, stimulation, achievement, power), pronounced motivation for money and career growth, orientation towards professional challenge and entrepreneurship. In stressful situations, they more often use confrontation, distancing, and avoidance coping strategies. Individuals with low mobility are dominated by “conservation” values (security, conformity, tradition, benevolence), motives for stability and positive relationships in the team, as well as self-controlling and positive reappraisal coping strategies. The obtained results confirm the hypothesis that labor mobility is not only a consequence of market conditions but also a behavioral expression of a specific configuration of personal characteristics. This justifies the need for a differentiated approach in personnel management and psychological career support. A promising direction is the development of programs based on a cognitive-behavioral approach aimed at developing adaptive coping strategies and conscious career planning.

   The relevance of studying the problem of personal mindfulness is dictated by complex global processes affecting the socio-economic, spiritual and moral foundations of society.

   Mindfulness as a special state of consciousness can be the only constructive response to the challenges of changing reality. Mindfulness as a cultural and psychological phenomenon of modernity can be said to have “embraced” the social world, becoming a fashionable topic in the media space. Scientists see this as a spontaneous coping strategy of society in a situation of social turbulence. The article presents an analysis of monitoring the well-being of participants in club activities: factors of mindfulness, volitional and emotional manifestations of personality. The problems of mindfulness are considered from the standpoint of the psychological and social well-being of the individual, as a socio-psychological construct formed during the life of an individual. The dynamics of changes in mindfulness and its intrastructural components in different groups of respondents, depending on age and socio-psychological parameters, is presented. The study involves people who are at the adult stage of their ontogenetic development, the sample was divided into three age groups: young age, mature age, and old age.

   Conclusions: 1) The desire to communicate and expand the range of their physical activity are the main motives for involving adults in club activities; 2) Young club members have higher values for the factors “F4 – Observing” (27.9) and “F3 – Nonjudging of inner experience” (27.5) than representatives of the two older generations (25.3 and 25.2); 3) Low scores on the “F3 – Nonjudging of inner experience” scale among older club members can be considered as a positive phenomenon associated with critical thinking; 4) According to the “F2 – Describing”factor, the descriptive experience of older club members is better expressed (29.3) than that of young and middle-aged representatives; 5) The elderly have significantly higher indicators for the factor “F1 – Acting with a wareness” (28.1); 6) There are differences between the three age groups on the scales of “Value of emotional control” (H-test=7.305, at p < 0.026) and “Self-efficacy of emotional control” (H-test = 7.478, at p < 0.024).

   This article examines a range of issues related to the constitution and functioning of identity in a multiethnic civil society.

   The central question addressed is how the unity and functionality of a civil society consisting of multiple ethnic groups, each with its own culture, language, historical memory, and often a desire for political self-determination, is possible.

   The article aims to analyze the main socio-philosophical models for addressing the problem of identity in a multiethnic context.

   It examines the fundamental contradiction between the universalist ideal of civic identity based on equal rights and common political affiliation and the real diversity of ethnocultural, national, and religious identities. Key theoretical approaches to addressing this issue are considered, including liberal universalism and equality, multiculturalism, and cosmopolitanism. Particular attention is paid to the challenges posed by global migration processes, which are transforming previously monoethnic societies into complex multicultural systems, where the relationship between the civic nation and ethnic nations becomes particularly pressing. The problem of identity in multiethnic civil society is also analyzed within the Russian socio-philosophical context. A promising direction appears to be the development of a civic and political community within the Russian nation, based not on the denial of ethnicity, but on its dialogic inclusion in a common public space. It is concluded that the prospects for the development of a multiethnic civil society lie in the development of a flexible, common civic identity, based on shared constitutional principles and a common historical destiny, allowing for the combination of political integration with the recognition and institutionalization of cultural differences.

   The article examines the actual problem of the formation of the philosophy of science as an independent branch of knowledge.

   The purpose of the study is to reveal the patterns of its formation in the context of the historical and cultural confrontation of religious and scientific types of thinking, represented respectively by the medieval and Modern European eras.

   The methodology in the work is based on the use of comparative analysis, which provides the possibility of a systematic comparison of cultural paradigms and the identification of immanent characteristics of cognitive activity. As a result, the proposed approach makes it possible to reconstruct the logic of the transformation of scientific ideas and their correlation with the religious worldview in various historical contexts.

   The central aspect was a critical analysis of the Eurocentric dichotomy in the foundations of proto-philosophy, the science of religious (metaphysical) and scientific (rational) discourses.

   It has been established that binary opposition does not have universal validity and does not represent the complexity of the interaction of various forms of cognition. The results of the study demonstrate that the relevance and heuristic potential of the philosophy of science are determined by productive interaction with the religious type of thinking, stimulating reflection on the fundamental foundations of scientific knowledge. At the same time, syncretism does not restrain the development of science, contributing to the intensification of intercultural dialogue in the context of the search for universal models of cognition. A promising vector for the development of the philosophy of science is the integration of various forms of rationality, contributing to the formation of innovative methodological approaches and overcoming the limitations of both purely scientific and exclusively religious types of discourse. In conclusion, the study confirms that the genesis of the philosophy of science as an independent discipline is determined by the synergetic interaction of socio-cultural, historical and intellectual factors, and its evolution is determined by the dialogue of different types of thinking and cognition.

   Roman Ingarden, one of Husserl’s most prolific students, interpreted his teacher’s works with the aim of restoring the realistic value of phenomenology and correcting idealistic metaphysics. Starting from the image of culture as text, Ingarden makes literary works the primary subject of his research, but the ultimate motives of this approach extend beyond the debate between idealism and realism. Quite unexpectedly, aesthetic conclusions help counter extreme idealism, where the world and all its objects depend on subjective consciousness. Never considered the primary philosophy, aesthetics now introduces correctives to the metaphysical ontology of transcendental idealism. The mode of being of the external world, which Ingarden seeks to define through multilayeredness, constitutiveness, intentionality, points of indeterminacy, and intersubjectivity, allows for the creation of a comprehensive ontology of the world and its diverse objects. An analysis of the formal-ontological components of various objects leads Ingarden to the conclusion that objects exist independent of consciousness, contrary to the assertions of Husserl’s transcendental idealism, which describes the world and the entirety of its objects as dependent on consciousness. A pure intentionality of all being would be too radical even for Berkeley. Thus, Ingarden’s rich phenomenological corpus is based on the debate between idealism and realism. At the same time, Ingarden utilizes Husserl’s phenomenological reduction to shift attention to perception, its conditions, and context. The existence of cultural objects as intentional correlates of acts of consciousness and the constitutive cognitive process is where the phenomenological continuity between Ingarden and Husserl is preserved.

   Valentina Nikolaevna Kunitsyna (1935–2023) – Honored Worker of Higher Education in the Russian Federation, Honored Professor of St. Petersburg State University, Honorary Professor of St. Petersburg State University, Professor of the Department of Social Psychology at the Faculty of Psychology, St. Petersburg State University.