The article is a comprehensive study of the role of military historical and professional traditions as a system-forming factor of the educational process in modern pre-university educational institutions of the Ministry of Defense of the Russian Federation. Using the example of the St. Petersburg Cadet Military Corps named after Prince Alexander Nevsky, the phenomenon of continuity linking the Imperial Guard, Soviet military schools and modern cadet corps is analyzed in detail. The author examines the mechanisms of incorporation of the historical heritage of a particular place (Peterhof) and military formations (Life Guards Dragoon Regiment) into the modern educational and educational paradigm. Special attention is paid to the analysis of pedagogical conditions in which tradition is transformed from an external ritual into an internal value attitude of the cadet's personality. The dialectic of preserving established norms and introducing innovative educational technologies is considered. It is concluded that the Cadet corps acts as a unique social institution that provides not only training for military service, but also the formation of civic identity, patriotic consciousness and professional orientation through a deeply structured, meaningful environment.

The article discusses the issues of professional and personal development of workers in the system of advanced adult education. This issue is relevant due to the needs of the national economy and its challenges. The human resource component is considered as a factor that sets the vectors of technological changes. In relation to the formation of the professional and personal potential of a modern worker, the principle of advance is stated and substantiated, and the most important features and distinctive characteristics of advanced education are identified. The concept of "professional and personal potential" is analyzed as an integral characteristic of a person, which includes a set of interconnected personal qualities and professional competencies. In this regard, the importance of personalizing adult education, ensuring its end-to-end and multi-level nature, and overcoming the limitations of the so-called predictive-technocratic approach is noted. In the mechanisms of advanced professional and personal development of workers, the problem of mastering by adult learners not only national and industry-wide competencies, but also competencies demanded by the labor market, is particularly emphasized and analyzed. It also involves the development of existing and the formation of new personal qualities necessary for successful work and adaptation to new conditions. The article presents the results of a study of personal qualities and competencies that are formed during advanced professional training and determine the professional stability and success of modern workers.

In the system of departmental training of specialists for the Russian Ministry of Emergency Situations ensuring a high and stable level of residual knowledge in fundamental natural science disciplines, including chemistry and materials science, is critically important for maintaining professional readiness. Existing control methods are often fragmented and do not allow for system diagnostics. In this regard, the development of a scientifically based methodology for the formation of a fund of assessment tools for the diagnosis of residual knowledge is of particular importance. The aim of this study was to develop a scientifically sound methodology for creating a specialized assessment toolkit aimed at comprehensively assessing the residual knowledge of cadets at the Russian Emergencies Ministry's (EMERCOM) University in chemical and materials science disciplines. The proposed methodology is based on the principles of professional contextuality, systematicity, criterion-based objectivity, and level-based differentiation. The author's methodology for creating a pool of assessment tools includes a structural and functional model and stages of its implementation. The model comprises target, content, procedural-technological, and assessment-result blocks. The substantive core of the methodology is a representative bank of test tasks of three difficulty levels, based on the professional context of an EMERCOM employee's work. The developed pool of assessment tools is an algorithmic tool that enables faculty in natural science departments to move from episodic monitoring to systematic monitoring of student training quality.

The article is devoted to the study of the peculiarities of perception of school knowledge by modern schoolchildren belonging to generation Z, the first generation who grew up in the era of digital technologies and the Internet. The study was conducted on the basis of a qualitative sociological method – a focus group with the participation of high school students from the city of Krasnoyarsk. The authors consider various factors influencing the perception of school knowledge and Internet information by adolescent culture. In the context of the new technological reality, the relevance of schoolchildren's understanding of information as the main trend of modern education and its opposition to thinking as an independent process of critical assimilation of reality is being clarified. It is argued that the difference in the framework of the "knowledge – information" dichotomy in relation to school and the Internet plays an essential role in substantiating the tasks and functions of the educational process in a modern school, which is dealing with a completely new generation in its socio-cultural characteristics.

The article presents the general logic of designing the model for development of professional skills of a teacher. It is shown that the structural construction of the model is subordinated to the implementation of the principle of continuity in the formation of professional expertise, which provides for the motivation of the participants to study current problems of education (aspect of problematization), to active immersion and mastering a chosen area of knowledge and individual development (immersion aspect), to the practical realization of the development potential of the course participants with a view to the individual result – improvement of professional skills of the teacher and manager of the education system. The article reveals the potential of improvement of the management model of continuous education of teachers, which provides for the availability of scientific and technical support of educational activities of teachers, testing and implementation of the automated information system to accompany individual and team routes of continuous education of pedagogical and managerial staff.

The article presents a theoretical analysis of the evolution of approaches to the professional and personal development of a future specialist through the prism of the continuity of pedagogical traditions and current educational trends. Based on a systematic and comparative analysis, key traditional foundations and modern vectors of development are identified. It is proved that the effective training of a competitive specialist requires not the denial of traditions, but their synergistic enrichment with innovative practices. An integrative conceptual scheme has been developed, in which traditional values act as a semantic framework, and modern trends as a technological toolkit for building individual educational environments. The research results form the theoretical and methodological basis for designing educational systems adequate to the challenges of digital transformation and uncertainty.

The article analyzes the problems of professional qualities and values development among students of pedagogical specialties of secondary vocational education. The study was carried out on the basis of Nizhny Novgorod Provincial College. The paper explores the specifics of the professional and value profile of a future teacher, which includes such axiological components as the value of a child's personality, the social mission of the profession, and a focus on continuous development and innovation. The study analyzes the structure and hierarchy of values among students in pedagogical fields, revealing dominant pragmatic orientations towards stability and security, while there is a lack of meaningful orientations related to the social significance of teaching. The paper also establishes weak connections between the understanding of the teacher's social mission and actual career preferences. The article concludes that there is a need for a systemic transformation of the educational process aimed at integrating the value component into the training of future teachers.

The article examines the problems and prospects of updating the system of professional training for mid-level specialists for the hospitality industry in Moscow in the context of the digital transformation of the economy. The specifics of training hospitality specialists are identified, which are to integrate service competencies with digital technologies for hospitality management and to develop emotional and communicative readiness to work with clients in a multicultural environment. Based on an analysis of modern labor market requirements and regional specifics, key organizational and pedagogical conditions are identified that ensure increased efficiency in the use of educational resources and the alignment of graduates' qualifications with the requirements of the dynamically developing capital labor market. The results of a pedagogical experiment demonstrating the effectiveness of the developed organizational and pedagogical conditions are presented.

The article presents the results of a study on the pedagogical ethos of archival education, which is of significant interest to historical and pedagogical science, as it reveals the value-based foundations of the formation of one of the key professions in the field of preserving historical and cultural heritage. Modern scientific literature is dominated by works devoted to the institutional history of archival affairs, while the issue of professional value orientations in the training of archivists remains understudied. There is a clear gap in research on the evolution of the normative and value system of archival education in Russia. The aim of the research is to identify and analyze the main stages in the formation of the pedagogical ethos of Russian archival education in its historical dynamics. The methodological basis consisted of the historical-genetic method, which allowed tracing the formation of the ethos in chronological sequence, and the historical-comparative method, which ensured the comparison of value models from different periods. Content analysis of curricula and pedagogical works was additionally used. As a result of the study, it was established that the genesis of the pedagogical ethos of archival education in Russia was characterized by a contradictory interaction of two main models: the scientific-enlightenment model and the service-pragmatic model. Three historical stages in the formation of the professional ethos of archivists were identified, each characterized by a specific correlation of scientific and service values. Key factors that influenced the transformation of value orientations in archival education were determined. The scientific novelty of the work lies in the systematic reconstruction of the evolution of the pedagogical ethos of archival education as an integral historical and pedagogical phenomenon. The obtained results expand scientific understanding of the patterns of professional identity formation in the field of historical and archival disciplines.

The article discusses the current problem of cyber socialization of adolescents in the context of digital transformation of society. Based on the analysis of modern research, the essence of the concept of cyber socialization and its specifics in adolescence are clarified. The main focus is on identifying and justifying the system of pedagogical conditions necessary to ensure positive and safe cyber socialization of students in a general education school. These conditions include: the creation of a holistic educational system that fosters digital culture and citizenship; the integration of content aimed at developing media literacy and critical thinking; and the organization of socio-psychological support based on the development of trusting relationships between students, teachers, and parents. The article concludes that effective cyber socialization is possible only through a systematic, interdisciplinary approach that brings together the efforts of all participants in the educational process.

The purpose of this study is to analyze the role of children's public associations in the prevention of antisocial behavior among adolescents, based on the regulatory framework in the Russian Federation, and to compare domestic and international practices. The research employs methods of systematic analysis of legal acts, comparative legal and content analysis, as well as synthesis of empirical studies and evaluations of the effectiveness of children's associations in preventing juvenile delinquency. The main problems hindering the implementation of the preventive potential of children's public associations are identified: insufficient methodological support, limited resources, and uneven coverage of the target audience. Special attention is paid to the formation of sustainable models of interdepartmental and social partnership in preventive activities. Based on the analysis of successful practices implemented within Russian and foreign programs, the need for systematic support and development of children's associations to increase their contribution to the prevention of deviant behavior among adolescents is substantiated. The results obtained can be used in the development and improvement of regulatory legal acts, as well as in the practice of educational organizations and prevention authorities.

The article explores the characteristics of social manipulation based on modern approaches to this phenomenon and analyzes its various aspects in the school environment. The first part of the article examines the essence of the concept of "social manipulation." It is concluded that this phenomenon has been sufficiently studied within the framework of sociological, social-psychological, political science, socio-philosophical, and linguistic approaches, but that its disclosure from a pedagogical perspective is weak. Examples of definitions within various approaches are provided. The characteristic features of social manipulation are highlighted. The second part of the work is devoted to interpreting the results of a survey conducted among homeroom teachers and students in grades 7–11 in Tyumen and the Tyumen region. In addition to a general analysis of the opinions of homeroom teachers and students, the article examines the convergence and divergence of opinions between homeroom teachers and adolescents on the same issues. The study provides an understanding of the positions of homeroom teachers and students on the issue under study and reveals the need for more information on ways to counter social manipulation and for organizing more practical classes.

The article presents the results of a survey of representatives of educational organizations in 68 regions of the Russian Federation. The purpose of the study was to identify, analyze, and describe current practices of labor education in schools. The analysis of the survey results revealed the dominant role of labor education in the career guidance of schoolchildren, the orientation of labor education practices towards the socialization of students, a significant expansion of social partnership precisely within the framework of the implementation of labor education practices. The results obtained indicate that labor education in modern schools is considered not only as a means of forming practical skills, but also as an important component of professional self-determination, socialization and integration of education with the community and the labor market.

The article examines the problem of forming ethnocultural competence of primary school students through folk art in the context of modern primary education. The aim of the study is to identify the pedagogical potential of folk and decorative and applied arts in ethnocultural education, as well as to analyze the readiness of primary school teachers to implement this area of educational work. The paper emphasizes the importance of primary school age as a sensitive period for the development of value orientations, cultural identity, and respectful attitudes toward the traditions of one’s own and other peoples. The study reveals that teachers generally recognize the significance of ethnocultural education and use certain elements of folk art in educational practice. At the same time, it is found out that this activity is predominantly fragmented and does not always demonstrate a systematic character. A gap is identified between teachers’ awareness of folk arts and crafts and their systematic use in classroom and extracurricular activities. The results confirm the need to improve methodological support and to enhance teachers’ ethnocultural competence as a condition for the effective formation of ethnocultural competence in primary school students.

This article examines the characteristics of psychological counseling for students in a comprehensive school, focusing on the relationships between levels of psychological distress, school engagement, and subjective satisfaction with counseling support. Key factors determining the accessibility, quality, and perceived effectiveness of school counseling are identified, and practical recommendations for optimizing counseling practices in a comprehensive school setting are proposed. A cross-sectional empirical analysis is presented, which shows that students seeking psychological help, on average, exhibit higher levels of distress. Satisfaction with counseling is statistically positively correlated with engagement and negatively correlated with the level of distress. The results highlight the importance of increasing school engagement and a differentiated approach to counseling: students with severe distress require in-depth assessment and, possibly, specialized assistance. It is recommended to integrate programs (SEL, social and emotional learning) and systemic monitoring of the emotional state of students.

The content of the concept of "communicative and interactive competence" of students – future teachers is investigated and its structure is described. The interrelation of the communicative and interactive aspects of professional interaction is shown. The components of communicative-interactive competence are defined: motivational-communicative, interactive-activity and reflexive-evaluative. The article describes in detail the diagnostic study aimed at identifying the initial level of formation of this competence among students of pedagogical training areas. The diagnostic criteria were: motivational-communicative (showing interest in interaction and the need to apply communicative skills), interactive-activity (willingness to cooperate and use interactive methods of interaction), reflexive-evaluative (analysis and assessment of the communicative situation. The conclusions present the results of diagnostic work and identify the pedagogical conditions conducive to the development of this competence in the process of professional training.

The article examines the problems of designing and applying a process-oriented model of multi-media education in a modern school. The methodological vision of the model is presented as a tool that allows forming a visual representation, studying, analyzing pedagogical phenomena, management processes. The application of the process-oriented model of multi-environment education in modern schools is argued from the standpoint of the application of similar models in business and production, the combinatorics of interaction and intersection of various spaces and environments, management based on stochastic management theory, random processes. In the logic of business process methodology, two groups of subprocesses are considered, meaningfully and functionally included in the educational process (work subprocesses; event subprocesses). An essential interpretation of the phenomenon of eventfulness in the field of education and upbringing is given. Separately, within the framework of the multi-environment education model in a modern school, the article highlights the mechanisms for coordinating a network of processes and subprocesses, as well as mechanisms for ensuring the sustainable functioning of a cross-multidimensional educational process in different spaces and environments.

This article examines current issues related to the integration of digital technologies into physical education education, particularly the use of fitness trackers as a monitoring and motivation tool. It analyzes the theoretical foundations of distance learning, the functionality of modern wearable devices, and the challenges of their implementation in teaching. Based on an analytical assessment of educational institutions' experiences, a methodology for monitoring student physical activity using fitness trackers has been developed, including individual configuration, collection, and analysis of biometric data. The practical part of the study includes organizing the educational process with a blended learning format, analyzing the effectiveness of the devices, and developing recommendations for teachers. It has been proven that the use of fitness trackers contributes to an increase in physical activity levels, intrinsic motivation, and overall academic performance of students, as well as the development of self-monitoring skills and a sustained interest in a healthy lifestyle. The conclusion outlines the prospects for the development of digital technologies in the field of physical education, associated with the use of artificial intelligence, VR/AR technologies, cloud platforms, and big data systems, which ensure a personalized approach and enhance the effectiveness of the educational process.