The article discusses the problem of fundamentality in the context of the contemporary modernization of Russian education aimed at creating a national educational system. It is shown that under conditions of rapid technological changes in all spheres of human activity, together with the growing role of information systems and artificial intelligence, the problem of fundamentality in the educational system becomes critically important. Whereas previously fundamentality was regarded as merely one component of education, today it acquires a systemic character and should serve as the foundation for building a national educational system capable of effectively responding to the numerous challenges of the modern world.

Educational psychologists operate at the intersection of multiscientific knowledge and practical intervention; the effectiveness of their work is determined not only by professional skills, but also by epistemic competence (from the Greek episteme – scientific knowledge; the ability to comprehend and understand new knowledge, interpret it correctly, critically evaluate and transpose knowledge into practical solutions). The system "higher education – additional vocational education (AVE)" today faces a paradox: despite an excess of educational content, there is a deficit of methodological reflection among specialists in the psychological and pedagogical profile. Thе article systematizes approaches to defining "epistemic competence", substantiates a conceptual basis for the development of it among educational psychologists in the continuum "university – AVE", proposes an integrative model of this process, describes the educational, organizational and didactic mechanisms for implementing the model, methods for evaluating results and implementation tools; It has been proven that a high level of the competence development distinguishes professionals from amateurs in the field of psychological and pedagogical intervention. The conclusion emphasizes the need to implement an epistemic approach in the continuing vocational education system for educational psychologists to combat the spread of pseudoscientific practices and improve the quality of psychological and pedagogical assistance.

The article substantiates the methodological framework for studying the effectiveness of university-student-school interactions in the context of pedagogical practice. An integrative methodological framework is proposed, synthesizing system-activity, competency-based, praxeological, and network approaches. The limitations of each approach when applied separately are identified, and the synergistic effect of their integration is substantiated. The research triad is formulated: the variable is the level of methodological integration of pedagogical approaches; the outcome is the effectiveness of student-teacher professional development; and the sample is an educational network, including universities and basic schools.

This article examines the transformation of the role of postgraduate studies in the modern higher education system: the traditional model of "scientific apprenticeship" is giving way to the concept of graduate professionalization. The authors analyze the essence of pedagogical support for postgraduate student professionalization as a process of facilitating the development of an existing or emerging professional identity, as well as the design and implementation of a postgraduate student's individual career path. The article presents a critical analysis of the conceptual foundations of pedagogical convergence in the context of training highly qualified personnel. The work systematizes modern approaches to the pedagogical support of professionalization of postgraduate students and substantiates the need for a transition to a new educational paradigm. The authors propose a structural and functional model of the postgraduate professional development system in the form of a four-dimensional ecosystem, including a goal-motivational dimension, a content-cognitive dimension, an operational-technological dimension, and a reflective-evaluative dimension.

The article is devoted to the consideration and analysis of the social orientation of the practical training of future teachers, which presupposes the formation of special socio-professional competence necessary in modern professional pedagogical activity. The content of socio-professional competence is also considered as manifestations in the teacher's ability to effectively implement his functions, develop and socially adapt to social life, engage in new practices, take into account contexts, analyze, compare, select ways to solve professional problems and apply them in his increasingly complex socially active professional activity. The authors characterize practice as a form of student learning and a key form of professional development and the main component of the applied training of future specialists, being a mandatory part of the university's core curriculum.

The article presents specific strategies as guidelines in managing support and accompaniment of a young teacher. General methodological approaches to the definition of conditions for accompanying a young educationalist are characterized (alignment of the stages of entry into the profession of a young educationist with modern requirements for the development of professionalism, the effect of being ahead in training a young educationist, the multifactorial nature of building a system for working with a young educationist, etc.). It has been shown that for a young teacher, professional well-being is one of the leading qualities such as readiness for further professional activity, availability of social advancement, and prospects for career development. In the article, specific strategies for supporting the accompaniment of a young educationist are developed. The Andragogic strategy is revealed from the point of view of the stages of a specialist’s entry into the profession - adaptation, integration, personalization. Special attention is paid to the presentation of a comprehensive strategy for supporting young educators, based on the pilot project of the education system in Arkhangelsk region. In the relationship, a set of support programs for young educators is presented - identification of professional deficits, program of implementation of individual and team educational routes, implementation of mentorship system, etc. The article focuses on the problem of mastering a professional standard by young teachers. The main characteristics and ideas of the professional standard of a teacher, which must be taken into account at the stage of entering the profession, are revealed as well as the strategies for informatization. It is shown that a young teacher faces the problem of diversity of conditions, technologies and ways of solving educational problems. The work emphasizes the importance and application of cultural-historical criteria for updating national pedagogical experience.

The article is an attempt to comprehend the strategy of continuous education (lifelong education) through the eyes of teachers of "silver" age: its significance and prospects in the education system as a whole and in their professional life, motives for continuous in-service training, possible scenarios for its implementation. The article provides the justification for the design of educational programs for teachers of "silver" age in-service training based on andragogic, gerontological and level approaches. The andragogic approach sets the key principles for adult education. Gerontological focuses on the features of the corresponding age of the teacher. The level approach concretizes the provisions of the andragogic and gerontological approaches in relation to teachers of "silver" age: 60 and older. The system of three-level in-service training of older teachers is proposed: initial (compensatory), advanced (updated) and acme (creative). According to the results of the study, the dependence of the choice of the level of advanced training on the biological age and professional experience of teachers is shown. The perspectives of four provisions for the integration of andragogy and educational gerontology are shown: the provision on the value of old age as a natural stage of human development; the provision on the motivation of third-age teachers to an active personal and professional life; the provision on the use of the potential of age teachers in the implementation of the mentoring program in education; the provision on attracting andragogs to educational formal and informal activities of experienced teachers.

The article highlights the problem of resolving the contradiction between the increasing transformations in the educational process of a pedagogical university and the consistency of their consideration in teacher training. Socio-cultural circumstances are aimed at setting new pedagogical tasks related to the development of educational sovereignty, digitalization and technologization of education. The idea of personification of education as a strategic guideline for ensuring the professional development of a student in the holistic educational process of a pedagogical university is put forward. The article describes the results of a study conducted at the Herzen State Pedagogical University of Russia aimed at creating and testing a model of personified professional teacher training. The results of a theoretical analysis and pedagogical experiment are presented, which made it possible to present the developed model based on the trinity of characteristics of a personified educational process: non-linearity, eventfulness and productivity of communications. The content and semantic "core" of teacher training in the model are increasingly complex pedagogical tasks that reflect the logic of professional development. The results of the model testing are presented, in particular, data from local experiments, which confirmed the positive dynamics of changes in indicators according to the chosen criterion of the student's professional development. The choice of ideological, pedagogical, legal, spatial, temporal and methodological conditions for the implementation of the presented model in educational practice is substantiated.

The article presents a theoretical and empirical study aimed at identifying factors that determine future engineers’ decisions to dropout from an industry-related university during their adaptation to a new educational environment. The purpose of this article is to find a way to minimize such expelling risks at both strategic and tactical levels. The research is based on written questionnaire data collected from students of engineering faculties of Siberian Transport University (575 respondents). The analysis revealed key risk factors for student expelling: lack of motivation; mismatch between expectations and the actual content of training, chosen specialty, or career prospects; necessity to combine studies with employment; financial difficulties; interpersonal conflicts; organizational issues in the educational process. However, the first four factors are found to be statistically significant according to the one-sample z-test. The study also identified varying degrees of influence of these factors across different faculties, which justified personalized organizational and pedagogical support as a strategic approach to reducing expelling among first- and second-year engineering students. At the tactical level, the author proposes implementing this strategy within a hybrid educational environment of an industry-related university. This solution agrees with current trends in the digital transformation of engineering education. This proposal is substantiated by an analysis of students’ own recommendations for reducing attrition risks. The novelty of the research lies in its industry-specific contextualization of the expelling problem, taking into account the distinctive features of engineering faculties. The article represents a new perspective on organizational and pedagogical support as a strategy for preventing motivation crises and sustaining students’ interest in their chosen engineering specialty.

This article presents an analysis of teachers' professional creative activity as a key factor in modernizing the educational process. It examines theoretical approaches to defining the essence of creative activity, identifying key contradictions between the declared need to develop creativity and the actual conditions of pedagogical activity, necessitating the search for new ways to enhance professional creative activity. Particular attention is paid to diagnostic tools for assessing levels of creative activity, as well as the factors hindering its full realization. The authors propose a typology of relevant barriers and outline ways to optimize pedagogical creativity in modern schools. The study shows that teachers who regularly practice self-reflection demonstrate higher levels of creativity and resilience to professional burnout. Reflection allows not only to understand successes and failures but also to identify resources for professional creative growth. Empirical data confirm the effectiveness of creative laboratories, project groups, and tutoring support for teachers aimed at enhancing their professional creative activity.

Pedagogical practice plays a vital role in the preparation of future teachers. This article analyzes models of pedagogical practice, examining theoretical issues and existing examples. It explores the role of effective interaction between school teachers, university instructors, and students of pedagogical universities in creating a holistic, structured model of pedagogical practice. The article describes the specific features of collaboration between participants in the pedagogical practice process within these models, which contributes to the growth of the professionalism of future teachers. It is shown that existing models of pedagogical practice underrepresent the characteristics of interaction between the participants. Aspects of international pedagogical practice models are analyzed, demonstrating examples of interaction between students, universities, and schools. The study demonstrates that the implementation of a system approach to building effective models of pedagogical practice should be based on specifically structured coordination of interactions among all its participants.

The article presents the results of a research devoted to the study of the personal resources of young teachers and mentors in the context of the institute of mentoring in modern Russian education. The authors approach the problem of the research from the point of view of a systemogenetic approach, considering personal resources as professionally important qualities necessary for effective pedagogical activity. The main goal is to identify the characteristics of personal resources and their relationship with the style of pedagogical activity among young teachers and mentors. It has been found that young teachers have a lower need for self-change and a reduced ability to consciously change themselves compared to mentors. At the same time, it is shown that with an increase in the length of teaching experience, young teachers have a strengthened potential for self-change, while no such pattern has been identified in the sample of mentors. The significance of the indicator of the possibility of self-change as a characteristic of the flexibility of thinking, important for the formation of motivating teaching styles, is emphasized. It is concluded that it is necessary to create conditions for the implementation of mentoring, contributing to the development of personal resources of both mentees and mentors.

The article, based on theoretical analysis and empirical data generalization, examines the problem of integrating the militarized (disciplinary, patriotic, physically oriented) and civil (humanistic, legal, socially adaptive, critical) educational environments within the system of cadet education in Russia. The dual nature of education in cadet institutions, which simultaneously prepare defenders of the Fatherland and responsible citizens, is revealed. The main contradictions between autocracy and democracy, order and conscious choice are identified. Special attention is paid to the figure of the educator (including the officer-mentor) as the primary agent of integration. Professional deficits of civil educators and officer-mentors are systematized. A model of competence readiness for cadet education teachers is proposed, encompassing pedagogical, military, and axiological components. A system of indicators for assessing the level of integration of militarized and civil environments is proposed, and it is shown how the positive experience of military service (including combat veterans) can enrich the civil pedagogical culture. Promising directions for improving the system of training and retraining of pedagogical staff based on the synthesis of military and civil pedagogical cultures are identified.

During a period of global geopolitical and digital transformations, the stable components of folk culture, which support connections between generations and contribute to the formation of national identity, are acquiring particular significance. The aim of this study was to identify the current state of folk games in the lives of modern schoolchildren and their parents. Based on theoretical analysis, the key concepts related to the research topic are substantiated and their interrelations are identified, and the socio-pedagogical potential of folk games is clarified. Options for incorporating elements of folk games into preschool and school education are outlined: in physical education classes, in the organization of relevant thematic events, and in special elective courses. The experimental study showed that schoolchildren and their parents understand the valuable educational potential of folk games, but only half of families spend their leisure time playing together. The educational potential of some popular folk games is analyzed. The conclusion is drawn regarding the need for elective courses and workshops for children, parents, teachers, and students in pedagogical fields on folk game culture to preserve its valuable heritage and apply it for educational purposes.

The purpose of the article is to substantiate the author's model of a teenage theatre studio as a humanistic space that synthesises professional methodology (the K.S. Stanislavsky system) and the ethical principles of nurturing education – the child's right to respect (J. Korczak) and the support of independent action («help me do it myself», M. Montessori) under the supremacy of the key pedagogical imperative «first, do no harm» (primum non nocere). The theoretical basis of the model is a synthesis of theatre pedagogy, humanistic psychology, and a cultural-anthropological approach. An analysis of pedagogical practice has made it possible to identify the key mechanisms for implementing this model: creating a space of responsible freedom through work on original etudes, structuring the educational process as an equal research dialogue, and adhering to the principle of voluntariness as a fundamental condition for the adolescent's sincere creative engagement. It is concluded that the teacher's position as a careful «surgeon», diagnosing the group's condition and flexibly choosing pedagogical tools, transforms the initial risk of didactic violence into a resource for personal development. The presented model helps to overcome characteristic adolescent psychological blocks and to form stable skills of self-reflection, conducting constructive dialogue, and taking personal responsibility. The model's effectiveness is confirmed by empirical data obtained during the work – qualitative pedagogical cases and positive feedback from parents, noting positive changes in children's communication and confidence.

The article discusses the problem of developing a responsible attitude to the choice of profession among students of a pedagogical university at the initial stage of their studies. The relevance of the research is due to the increasing role of personal responsibility of students for professional choice in the context of the transformation of the higher pedagogical education system and the expansion of individual educational trajectories. Special attention is paid to the first year of a pedagogical university as a significant stage of professional self-determination, at which initial ideas about future professional activity and its social significance are formed. The purpose of the study is to identify the level of formation of students' ideas about the profession and a responsible attitude towards its choice. The main research method used was a questionnaire aimed at identifying students' professional preferences, motives for choosing a profession, sources of professional information, and ideas about the possible consequences of a professional decision. The diagnostic tools were developed by the authors taking into account the specifics of teacher education and the characteristics of the initial stage of university education. The practical significance of the research lies in the possibility of using the data obtained in the organization of pedagogical support for the professional self-determination of first-year students in the modern educational environment of a pedagogical university.

The article systematizes scientific and methodological concepts of binary lessons in secondary vocational education as a form of professionally oriented and integrated learning, ensuring the alignment of theory and practice in the training of specialists. Various aspects of understanding the binary lesson and its didactic foundations within the logic of competency-based and activity-based approaches are explored. This article describes models for organizing binary lessons and the specifics of their implementation in a vocational institution (co-teaching, interdisciplinary integration, and theory-practice integration in educational and industrial contexts). The pedagogical conditions for their effectiveness are characterized, including the distribution of roles between teachers and industrial training instructors, lesson design, and methodological support. Criteria for assessing learning outcomes and tools for monitoring the development of professional and general competencies are proposed. Implementation challenges, organizational constraints, personnel and resource risks, and prospects for the development of integrated learning in secondary vocational education are highlighted.

The article examines network interaction as a methodological foundation for modern web-based education. The relevance of this topic is determined by the fact that, in the context of the digital transformation of the educational environment, the web is increasingly serving not only as a channel for delivering educational content, but also as a space for organizing collaborative activities, communication, resource exchange, external knowledge storage, and the construction of individual educational trajectories. The purpose of the article is to theoretically substantiate a network approach to web education, drawing primarily on domestic research in the field of electronic, blended, and online learning. The methods include theoretical analysis, comparison, and generalization of scientific publications on network interaction, blended learning, digital educational environments, massive open online courses, and digital accessibility. It is shown that the methodological productivity of the network approach lies in the ability to describe the educational process through a system of nodes, connections, digital artifacts, and activity coordination mechanisms. It is concluded that the methodology of network interaction allows us to consider web education as a special form of organizing the pedagogical process, which combines constructivist, connectivist, and practice-oriented foundations.

The study examines the phenomenon of the "educational simulacrum" – the situation where the presentation of formally impeccable learning outcomes does not attest to the student’s authentic comprehension and mastery of the educational content. The purpose of the study is to reveal the essence of this phenomenon and to rethink the possibility of verifying knowledge in the context of the availability of generative models of artificial intelligence. The methodological basis of the study is a philosophical and pedagogical analysis of technological determinism, the philosophical ideas of D. Chalmers about the «complex problem» of cognition, and the pedagogical ideas of K. D. Ushinsky in the field of pedagogical anthropology. The study reveals a structural contradiction in the modern education system: anthropological goals (the development of critical thinking and spirituality) are declared, but the results are evaluated according to a functionalist logic (tests, scores, and competencies). Generative artificial intelligence does not create this contradiction, but rather exposes it, breaking the connection between the result and the cognitive process. It is argued that overcoming this contradiction lies not in technical prohibitions, but in the realm of value choices. The study provides arguments for rethinking the process of verification: shifting the focus from the result to the process of thinking, strengthening dialogical forms of control, and using artificial intelligence as a tool. The study describes the empirical manifestations of the crisis in the educational practice of Russian educational institutions: shadow digitalization, a paradoxical return to former forms of control, and the deepening of institutional inequality. The study concludes that the future of education is determined by the ability of pedagogical science and culture to recognize, defend, and establish their anthropological foundations.

The study identifies and analyzes the motivating factors and satisfaction of international students engaged in the digital educational environment of Russian higher education institutions. The respondents were international students from India, China, and neighboring countries. It was found that the predominant motivational orientations are associated with internal drives, such as cognitive activity, goal achievement, and personal growth. Correlation analysis revealed statistically significant relationships between various types of motivation and satisfaction with the educational process, particularly in the context of interpersonal communication and the availability of digital educational resources. Extrinsic and introjected motivation have the most significant positive impact on positive assessments of the learning environment. Conversely, amotivation has a negative impact on satisfaction and is associated with the use of dishonest strategies related to academic dishonesty in the digital environment. These findings highlight the need to create a motivating environment that fosters internal initiative in international students in digital learning.

This article presents the results of a comparative empirical study examining the implementation of a free-choice approach at English seminars at a university where English is taught as a non-major subject under conditions of AI integration. The study addresses the growing need to reconsider the highly-structured externally-regulated approach, which relies on predetermined tasks and strict instructional control, as many standard assignments can now be completed using AI tools without meaningful student engagement. The aim was to determine the comparative effectiveness of the free-choice and highly-structured externally-regulated approaches in fostering metacognitive skills and knowledge transfer in the context of AI use. Data were collected through classroom observation, questionnaires, content analysis of student work and reflective reports, and assessment of knowledge transfer. Then, they were analysed using comparative qualitative analysis with elements of quantification and examined statistically with the Mann–Whitney U test. The findings revealed statistically significant differences between the experimental and control groups. The free-choice approach demonstrated stronger outcomes in learning motivation, reflective AI use, and metacognitive development compared to the highly-structured externally-regulated approach. This study contributes to the field by suggesting that the free-choice approach offers a viable direction for modernising university seminars in AIintegrated settings, particularly by fostering learning outcomes that extend beyond algorithmic performance and are therefore less susceptible to automation.

This article presents an analysis of the pedagogical activities of classic Azerbaijani intellectuals and pedagogical thinkers and their influence on the development of pedagogical knowledge and the modernization of the education system in Azerbaijan in the 19th and 20th centuries. The article examines the social and cultural prerequisites for the modernization of the education system, analyzing pedagogical ideas and educational strategies that contributed to the formation of national identity, the development of critical thinking, moral and cultural values, and the integration of various fields of knowledge and the arts, such as literature, theater, and journalism, into the educational process. Particular attention is paid to how classic scholars combined theoretical and practical aspects in their pedagogical views, creating a systemic model of teaching and education focused on the comprehensive development of students. The unifying principles that characterize the educational and outreach activities of humanist educators are highlighted, as well as the specific contributions of each to the development of modern pedagogical knowledge.

This article examines the results of a diagnostic study examining the effectiveness of organizing and scaling educational projects (initiatives) involving 585 respondents from 39 constituent entities of the Russian Federation. Based on the authors' analysis of the data, they describe the potential of regional, municipal, and school scientific and methodological infrastructure for scaling up national educational initiatives, outline measures to correct negative trends, and describe systemic industry and social impacts. They also establish links between infrastructure capabilities and the scalability of educational initiatives.