The adoption of the “Strategy for the Development of Education in the Russian Federation for the Period up to 2036 with a Perspective until 2040” raises the issues of appropriate development of personal and professional qualities of educators so that they are the subjects of the implementation of the planned strategy, and not formal executors. The article discusses the relationship between the processes of self-education and upbringing and lifelong learning through non-formal and informal education. The relevance of the work is related to the ongoing development of a strategy for the development of education in our country, which is focused on improving the system of academic (formal) education, while most of the professional competencies a person receives in the process of subsequent self-education and self-development throughout life. The purpose of the work is to consider the role of non-formal education and upbringing of the country population in the context of the adoption of the Strategy for the development of education in our country. It is based on the idea to construct formation of conformal education as a synthesis of academic and non-formal education (self-education). The novelty lies in the discussion of possible directions of self-education throughout life with periodic certification by authorized bodies and the need to resist negative ideologies and concepts in the process of educating new generations of students. With this in mind, a number of concepts and ideological provisions related to the formation of a patriotic and socially responsible personality are considered. A conformal cycle of lifelong knowledge renovation is presented, combining informal self-education and advanced training in academic educational institutions. The principle of education by means of the discipline taught is considered as the basic basis of interdisciplinary communication.

The article describes the resource capabilities of the life safety faculties of pedagogical universities in the field of developing the pedagogical potential of veterans of a special military operation. The analysis of regulatory documents was carried out, theoretical materials and practical experience of work were summarized. The article reveals the role of the faculties of life safety of pedagogical faculties in realizing the pedagogical potential of veterans of a special military operation in the following areas: participation in the patriotic education of students, participation in the training of students – future teachers of the discipline “Fundamentals of security and defense of the Motherland”; providing advisory assistance to faculty members on highly specialized military issues.

Over the last 10-15years demand for the digital transformation of higher education has grown. Individual behavioral characteristics play a crucial role in students’ engagement and learning outcomes online. This study aims to systematize the components of learner digital behavior, identify key behavioral patterns, and provide recommendations for digital course design. Literature analysis identified five behavioral components: motivational, emotional, social, volitional, and cognitive, as well as digital factors influencing each. These insights were compared with the results of two surveys administered to students of the online course “English for Engineers” on the “Open Education” platform (944 and 794 participants at course midpoint and completion, respectively). Results indicate that extrinsic motivation has a limited influence on digital learning behaviors, while the volitional component – self-discipline and self-organization – is the most significant factor in successful course completion. The optimal proportion of course content novelty is 31%-70%. Based on these findings, it is recommended that educators and course designers prioritize developing students’ self-discipline and organizational skills. Additionally, online platforms should be leveraged to diversify materials and assignments, better addressing individual learner needs.

The article discusses approaches to developing a training program for professional education teachers in the field of eco-management and eco-safety at Tomsk State Pedagogical University. Implementation of National project "Environmental Well-Being" is impossible without eco-management specialists. Teachers who can organize education on eco-management are demanded. A content analysis of 15 programs on ecology and pedagogy revealed trends in integrating the principles of sustainable development into teachers training. Employers have shortage of staff and will to cooperate with universities that provide teachers with environmental competence. Solution to the staffing shortage at Tomsk State Pedagogical University is Master's program "Professional Training (by Industry)", focusing on "Eco-management and Eco-safety," which has been implemented since 2025. The program's methodological core is a clear distinction and interconnection of key-concepts. Eco-safety is viewed as a goal. Eco-management is considered a means to achieve it. The master's program model is a response to challenges of modern environmental agenda.

The article presents a fundamental problem in pedagogical science: the actualization and characterization of new guidelines for pedagogical thinking as an active reflection of objective socio-pedagogical reality. Recognizing pedagogy as "a means of altruistic transformation of human society," it reveals the essence and content of the paradigmatic characteristics of pedagogical thinking as a new subject of pedagogical science. It presents a definition of pedagogical thinking as a phenological form of the subject's spiritual activity, which arises and develops in the process of professional pedagogical activity and has a socio-psychological nature in terms of the characteristics of its origin, modes of operation, and results. The following methodological approaches are outlined and disclosed: noospheric, dialectical, and social-prognostic.

The article presents the results of a theoretical analysis on the problem of studying the reproductive culture of behavior and the development of commitment to conscious parenting among students in an educational environment. Methodological approaches to the study of the peculiarities of attitudes towards parenthood, family life and the birth of children in people of reproductive age are considered in detail, the problem of defining the scientific concept of "reproductive culture of behavior" is revealed, scientific approaches to parenthood are considered, scientific concepts such as "conscious parenting" and "responsible parenting" are analyzed. The author's definition of the scientific concept "culture of reproductive behavior" is presented, and a model for the formation of a reproductive culture of behavior among students in an educational environment is formed. Based on the analysis of empirical and theoretical data, the authors have proved that psychological and pedagogical support is one of the effective methods of forming or improving the reproductive culture of behavior among students. A model of psychological and pedagogical support is presented, aimed at developing a culture of reproductive behavior and a conscious attitude towards parenthood among students.

The article analyzes contemporary models of pedagogical support for teachers' professional development through the lens of the andragogical approach. In the context of dynamic changes in the education system, which require continuous professional improvement from teachers, the search for effective mechanisms to support their growth becomes particularly relevant. The study examines key principles of adult learning, such as conscious autonomy, practice-oriented approach, actualization of experience, and differentiation, and their implementation in various support models. Special attention is paid to the authors' model of comprehensive support for teachers in developing students' functional reading literacy. This model integrates the diagnosis of professional deficits, individualized learning pathways, and the use of digital technologies, ensuring personalization and flexibility in the professional development process. The mechanisms of the model's implementation are presented, including a diagnostic system, invariant and variable pathways, as well as the integration of formal and non-formal education. The approbation of the model, conducted in 2020-2023 in the Central District of St. Petersburg, confirmed its effectiveness in developing teachers' professional competencies. The results of the study demonstrate a systematic transition from traditional forms of professional development to a personalized model of continuous professional growth based on andragogical principles.

The article considers the problem of personal Internet addiction, which is relevant in modern society and the digitalization of education, which is formed in young people with excessive use of the Internet, depends on emotional experiences and strong-willed personality traits and leads to a deterioration in interpersonal relationships, decreased physical activity and the development of mental disorders.The hypothesis that the formation of Internet addiction is facilitated by the peculiarities of the emotional and volitional sphere of personality has been empirically proven. The correlations of Internet addiction, anxiety, frustration, rigidity, neuroticism, extraversion and internality revealed in university students are presented and described. Students who felt the need to spend and spent a significant amount of time on the computer every day instead of actually communicating with friends, playing sports, etc., were characterized by high levels of anxiety, depression, rigidity of thinking in the process of solving problems and interacting with others.; the inability to effectively use their resources and influence events in their lives, passive behavior and avoidance of responsibility for their actions, which undoubtedly could negatively affect the process of their self-realization and socialization. The results of this study can serve as a basis for university psychologists to develop practical recommendations and programs to prevent and reduce students' Internet addiction in order to improve their communication and academic performance.

The article discusses the problem of developing learning autonomy among students in secondary vocational education in the process of preparing for the “Professionals” vocational skills championship. The relevance is determined by the requirements of federal state educational standards, which are focused on training competitive specialists capable of self-development and adaptation in a rapidly changing professional environment. Based on the analysis of the results of a pedagogical experiment, it was found that student participation in preparing for the championship contributes to the development of learning autonomy and its components: goal setting, planning, self-control, and responsibility for the results of activities. The experimental part of the study was conducted at the Polytechnic College of Polytechnic Institute of NovSU. Second-year students studying “Information Systems and Programming” were involved in the research. It is concluded that systematic preparation for the “Professionals” championship is an effective pedagogical tool for developing learning autonomy and can be included in the educational process as an element of the educational program.

The article is devoted to the problem of actualization of professional training of a student – a future teacher – as a carrier of value-oriented competencies, ready to effectively solve modern tasks of education and socialization of young people. The article presents an analysis of the works of modern Russian authors devoted to the formation and development of the value orientations of students of a pedagogical university as a complex socio-psychological and pedagogical phenomenon, reflecting the direction and content of the individual's personality in general, as well as his relations and activities in the professional sphere. The purpose of the research presented in the article is to analyze and interpret diagnostic data on the value-semantic competencies of students of a pedagogical university. To achieve this goal, a comprehensive diagnostic toolkit was used to study the value-based competence of a future teacher as a complex system of meanings.The study sample consisted of 2nd and 3rd year undergraduate students of Herzen State Pedagogical University of Russia, the Institute of Foreign Languages, the Faculty of Geography, and the Institute of Pedagogy, who were studying in the fields of Pedagogical Education and Psychological and Pedagogical Education. The presented research results demonstrate that the average values of the selected categories of meanings (cognitive, communicative, self-realization, and altruistic) are similar, but the value position of future teachers is insufficiently formed. Based on the data obtained, a number of conclusions have been drawn about the need to update various types and forms of interactive interaction in order to solve the identified problem. This is done by selecting socially significant information that reflects the current values and orientations of Russian society, as well as taking into account the specific values and meanings of the younger generation.

The article presents the analysis of predictors of school teachers' motivational readiness – satisfaction with their professional activities and the influence of their beliefs in self-efficacy. The work draws on psychological and pedagogical research analyzing the characteristics of professional motivation in general education specialists and socio-pedagogical and psychological factors of its development. The components of teacher motivation are identified in the value, goal, emotional-volitional, and reflective aspects associated with teachers' satisfaction and their perceptions of self-efficacy, as well as trends in their dynamics. The findings have important implications for teacher recruitment strategies, efforts to stabilize the teaching staff, and improvement of teacher education programs aimed at building a sustainable and motivated teaching staff. This study adds a new dimension to understanding the mechanisms for managing the professional motivation of teachers in general education organizations.

The article presents the analysis of the reasons for the modernization of the system of teacher training in universities in the context of the digital transformation of education. The necessity of comprehending the prospects of professional education of a future teacher in the context of digitalization of professional training is actualized. It is necessary to increase the educational potential of the teacher, focused on creating conditions for the effective and productive use of digital learning tools in the process of forming students' values of future professional activity. The educational potential of a university teacher is considered primarily as pedagogical management of the use of digital resources in the process of solving educational tasks. It is concluded that the educational activity of a university teacher in the "accelerating and updating" digitalization of professional training of future teachers is focused on creating conditions for their development and self-development in the Internet space, mastering the experience of online interaction, culture and values of online professional communities from the perspective of the values of their own professional self-determination. The process of creating such conditions occurs through the integration of the experience of mixed learning of students with the direct participation of the teacher in the classroom and the management of online active forms of students' work on practice–oriented tasks with the indirect participation of the teacher.

The article analyzes the content of the era of Peter the Great monument «Youth's Honest Mirror» in relation to the issues of teaching speech communication that are relevant today. Unlike the generally accepted assessment of this 18th-century work as the first textbook on etiquette in Russia, the authors of the article emphasize the components of the «code of speech behavior» that are necessary for the social success of young noblemans. This allows us to view it as the first step in creating a training manual on speech etiquette that meets the needs of the time. The purpose of this article is to trace the history of the formation of the goals and objectives of teaching new communicative behavior, to identify the components that the authors of the Petrine era included in its content, and to relate them to the modern principles of communicative pragmatics. The authors conclude that the teaching of communication according to the rules of Peter the Great's time is based on the same principles that can be found in modern textbooks on speech etiquette and speech culture. In the language of its time, «The Honest Mirror of Youth» presents the principles of cooperation and politeness, which involve the ability to adapt one's speech behavior to the interests of the interlocutor, and teaches the ability to choose a communicative strategy and tactics that align with the communicative goal, as well as providing examples of normative communicative behavior.

This article is devoted to the practical implementation of reflexive education. This approach is aimed at making the subject an independent, well-mannered and positive member of society. It is concluded that in the context of globalization, digitalization and transformation of educational values, reflexive education is becoming particularly important, it involves the development of a personality's ability to introspect, critically comprehend their actions, values and social roles. However, modern realities create both new opportunities and serious challenges for the formation of reflexive consciousness among young people. Based on a theoretical analysis of the psychological and pedagogical works of domestic and foreign authors, the article presents the most effective practices of reflexive education and diagnostics of the development of reflexive abilities. Effective models of reflexive parenting that develop critical thinking, empathy, and the ability to make ethical decisions independently are presented. The author presents criteria and indicators for the development of a person's reflexive abilities, and highlight the key principles of monitoring reflexive development.

This article analyzes the issue of psychological safety for children in children's health camps. The study utilized theoretical (analysis, synthesis, abstraction, modeling) and empirical (questionnaires, observation, interviews, document analysis) methods. The purpose of this publication is to develop a model for a unified psychological safety infrastructure for children in children's camps. Given that children are completely separated from their family environment during camp, the issue of ensuring psychological safety takes on particular significance. To address this issue, a unified infrastructure for psychological safety should be created in the camp, including developmental and educational programs that are interesting for children, as well as special programs that contribute to the formation and development of their social skills, training of qualified children's camp staff through periodic professional development and retraining, interaction with parents by organizing ongoing feedback through the parents' committee of the children's camp, a comfortable physical environment due to the rational organization of the camp space, and monitoring of the psychological state of children.

The article is devoted to the current aspects of the problem of forming a culture of life safety in children and adolescents in modern conditions. It shows that a culture of life safety is part of a person's overall culture in the modern world, and in the process of socialization of children and adolescents, the formation of the need to preserve life in their minds is an enduring universal value. The set of knowledge, skills, and abilities that characterize the level of training in the field of life safety is formed in young people through the education system, which is an integral part of upbringing. There is a need to increase the role of educational work in the formation of a culture of life safety among young people as an important area of pedagogy, and it often rises to the level of the main basic component of the educational process. It is concluded that in the modern era of digitalization and new information technologies, there is a need to find new effective means of forming a culture of life safety among young people, as well as to replicate effective social practices of safe behavior among young people.

The article presents a theoretical and methodological analysis of the category of "pedagogical accompaniment" as a system-forming concept of the modern educational paradigm in the context of a production and research cluster. Accompaniment is considered as an integral pedagogical system that ensures the synergy of personal and professional development of a specialist through the creation of a specially organized educational environment. Based on a historical and pedagogical analysis, five stages of the evolution of the concept are identified, its essential characteristics are revealed: processuality, prolongation, reflexivity, individualization, resourcefulness, dialogicity, contextuality, axiologicality. The principles of organizing accompaniment in a cluster are formulated: anticipatory response, resource sufficiency and network interaction. The specifics of accompaniment in a cluster environment are described, including multi-subjectivity, poly-contextuality, practice-oriented approach, research and innovation orientation. A system of criteria and indicators for the effectiveness of accompaniment has been developed, covering professional competence, personal maturity, social adaptability, professional identity, innovative potential and career mobility. The results of the study create a methodological basis for designing a conceptual model of accompaniment that is adequate to the challenges of the modern innovation economy.

The aim of the study was to analyze empirical data characterizing the educational environment as a factor in deviant escapist behavior among adolescents. The question was raised about the need to develop special methods of educational influence. The study includes a theoretical analysis of the structure of the modern domestic educational environment as a factor in adolescent personality development, in particular, consideration of the problems of constructive implementation of structural components of the educational environment that stimulate deviant escapist behavior in adolescents. The structural components of the educational environment are considered from the point of view of their educational impact on adolescents. The crises of adolescence that influence the formation of escapist behavior are identified. The factors of the educational environment that stimulate deviant escapist behavior in adolescents are determined, as well as measures to optimize the educational environment. The results of the study serve as a theoretical basis for the development of practical steps to transform the components of the educational environment in order to minimize the damaging psychological impact that triggers deviant escapist practices in the younger generation.

The article examines scientific approaches to understanding professional patriotism, provides a retrospective of the ideas of its formation among schoolchildren, analyzes some pedagogical research in the field of youth education with the formation of their professional values. The article emphasizes that the phenomenon of professional patriotism of schoolchildren should be considered as a synergy of two processes – career guidance and education of patriotism. The article describes a set of studies and dissertations aimed at revealing the features and effects of the formation of professional patriotism in schoolchildren. To experimentally substantiate the phenomenon of "professional patriotism" among 11th grade students, an essay on the topic "Professional Patriotism: How I Understand It" was conducted, and the results were summarized in the form of the need to form it among schoolchildren in modern conditions.

The article substantiates the thesis that didactics is an integral part of society; therefore, the transformation of didactics and the socio-cultural changes in society represent a single, interdependent process. An analysis of national and foreign research on the transformation of elements of the traditional didactic system in the context of digitalization is presented. Based on the conducted analysis, four key foundations for the formation of digital didactics are identified: ideas, rules, actions, and goals. Their implementation manifests itself in the reformatting of learning systems, changes in the content and forms of education, the discretization of educational elements, as well as in the transformation of goal-setting processes. The identified socio-cultural trends indicate that the integration of digital technologies into the educational process – an inherent feature of digital didactics – serves not only as a technical condition but also as a factor in enhancing the quality of education.

This article presents the results of an experimental study examining the influence of the digital environment on the development of value orientations in schoolchildren. The relevance of the study stems from the widespread penetration of digital technologies into the daily lives of the younger generation and the need to understand their role in personal development. The objective of the study is to theoretically substantiate and experimentally test the nature and extent of the influence of various aspects of the digital environment on the development of schoolchildren values.Based on the analysis of theoretical approaches and the results of the empirical study, it is shown that the digital environment is a new but significant agent of socialization. It is revealed that, despite the priority of traditional values (family, health), some schoolchildren show a decreased importance of education in favor of values associated with social popularity in the digital environment. The influence of clip thinking caused by information overload and artificial intelligence on value orientation is noted. Recommendations for teachers and parents on the harmonious development of personality in the context of digitalization are formulated. The obtained results have practical significance and can be applied by teachers, psychologists, and parents.

In the context of modern challenges to the education system there remains a need for effective practics of education. The article presents the results of a theoretical and methodological study of the specifics of social and educational practices of cadet corps as a factor in the formation of a value-oriented personality. The content of the concept of "social and educational practices" has been clarified through the integration of value-environmental and activity-based approaches. An original two-level classification of practices based on the principle of double determination is proposed: vertical (stages of student development) and horizontal (typology by target orientation). It has been confirmed that the complexity and systematic organization of these practices determine their effectiveness in the formation of civic identity and value orientations of cadets. The practical significance of the work lies in the development of tools for the design and optimization of educational systems.

The article analyzes application of the ecosystem approach in higher education in Russia and abroad. The aim of the study was to compare the application of the ecosystem approach in education using the example of the ecosystems of Stanford University (Stanford, USA) and ITMO University (St. Petersburg, Russia) as two educational ecosystems. It was found that the concept of "ecosystemicity" in Western educational ecosystems and business systems is often associated with social efficiency, public significance and business reputation, capitalization of innovation, business development, increased entrepreneurial activity. In Russian educational ecosystems, a focus on the common (public) good was identified. Thus, the scientific novelty of the study lies in establishing the relationship between the goal-based value component of the educational ecosystem, conditioned by the cultural and historical context of educational development and reflecting the interests of all ecosystem participants, and the characteristics of the ecosystem approach in education in Russia and the United States.

The article is devoted to the analysis and comparison of various approaches to understanding a number of closely related and overlapping concepts associated with family education. Among the categories considered are “family education,” “self-education,” “homeschooling,” “unschooling,” “home learning,” “alternative school,” “family school,” and others. The aim of this study is to identify common features and specific characteristics of these categories' interpretation, detect patterns, and propose its own version of a glossary. Research methods are based on analyzing Russian publications, normative documents, and official materials reflecting contemporary Russian experience in family education. Key findings include identifying fundamental distinctions between the categories, defining boundaries of their intersection and interaction, as well as offering solutions to address the problem of terminological ambiguity by compiling a specialized glossary that can serve as a foundation for further development of educational and regulatory documents in the field of family education.

The aim of the article is to analyze the specifics of implementing inclusive learning technologies in the professional language training of English teachers in India within the context of educational reforms initiated by the National Education Policy 2020 (NEP 2020). The research methodology is based on a comprehensive analysis of regulatory documents (NEP 2020, Sarva Shiksha Abhiyan, National Guidelines on Equitable and Inclusive Education) and a comparative study of curricula from leading Indian teacher training universities (before and after the adoption of NEP 2020) using content analysis, synthesis, and generalization methods. The research findings identified a systemic deficiency: lack of subject-oriented technologies specific for inclusive English language in instruction regulatory frameworks and curricula. It was found that existing programs often fail to account for India's unique socio-cultural context (multilingualism, the influence of the caste system, lack of resources) and do not equip future English teachers with subject-specific competencies for working in heterogeneous environments. The paper argues that effective inclusive practice requires not the import of Western models but a deep localization of approaches. Recommendations are formulated for integrating specialized modules into curricula aimed at developing adaptive methods of teaching English, cultural sensitivity, and skills in using low-cost technologies.

The problem of interpretation and correct application of the road map as a management tool in the educational system has been developing over the past 20-30 years within the domestic education sector. The latest wave of changes in the education system has intensified the need for using road mapping as an effective means to address emerging issues and challenges. The aim of this article is to analyze the method of road mapping as a team management tool for the educational system, using a general education school as a case study. The examination of different approaches to interpreting and applying roadmaps in educational system management, along with the modeled stages of their design and implementation, can enhance the role of this tool in the practical activities of both general education schools and municipal or regional educational systems.