New requirements for the quality of secondary general education have made the problem of improving its content relevant. To solve it, it was necessary to rethink the existing ideas about the essence of the content of education, its structure, the grounds for selection and design, as well as to formulate and test new theoretical ideas that allow developing the content of education adequate to the challenges of the time. The article describes the concept of selection and structuring of the meta-subject content of secondary general education, presents the essential characteristics and structure of this content. The methodological basis of the study is the anthropological approach, in line with the ideas of which the essential characteristics of the content of meta-subject education are defined. The model of meta-subject content of education was tested at seventeen innovative sites of the Ministry of Education of the Republic of Belarus.

The article considers corporate training as an integral part of the development of private schools in St. Petersburg. Based on the results of the conceptual analysis and the identified ideas of the participants in the educational process, the study substantiates the factors that determine the nature of corporate training in these schools: the presence of features of a self-learning organization, belonging to a particular direction of the four-tier classification concept, high level of intra-organizational trust. Private schools are identified in the work as self-learning organizations, which are a type of educational ecosystems. On this basis, intra-organizational trust is defined as a system-forming element of corporate training systems in private schools in St. Petersburg. The reliability of the research data is ensured by the use of multiple triangulation (methodological, theoretical, research, data triangulation).

The article traces the historical dynamics of ideas about the possibilities of state-public assessment of the quality of education. The author characterizes the features of external assessment of personal achievements, educational results of secondary school students at competitive events established by various organizations, societies, associations not related to the education system. A qualitative and quantitative analysis of such events is carried out, their importance as tools for external assessment of socially significant educational results is substantiated. Positive characteristics of external assessment are outlined, measures to eliminate existing problems in its implementation are proposed.

The article presents the results of the analysis of a set of research and experience in the use of technologies and tools for personnel management in education, which have become the basis for developing an approach to designing personnel policy in the context of the sovereignty of domestic education. The work covers the period 2020-2025, uses theoretical and empirical methods, as well as modeling and design methods. The set of conducted studies included the pilot testing of personnel management tools in 27 educational institutions across. More than 1600 teachers and heads of the education system became participants. The relevance of the topic of designing personnel policy in the context of the sovereignty of domestic education has led to the development and implementation of an additional professional development program «Formation of personnel policy of an educational organization». The key components of the program content correspond to the logic of designing personnel policy at the level of an educational organization (with the possibility of using at municipal and regional levels), contributing to the formation of the teaching staff capable of solving modern educational problems. The practical significance of the work lies in the fact that the proposed approaches, technologies and tools tested in practice, have proven their effectiveness and can be recommended for use in the practice of management in the education system.

The article is devoted to the theoretical substantiation and description of the practical implementation of the synthesis of the integrative and event approaches in natural science education. These methodological guidelines provide a substantive basis for interdisciplinary interaction and a qualitative leap in the development of the personality of the participants in the educational process. The key tool for such synthesis is an integrative educational event designed on the basis of an interdisciplinary concept, which is a fundamental category with high explanatory power and is found in the content of several or all natural science disciplines, which allows us to consider it as a didactic unit of content in the function of a concept. The specificity of an integrative educational event as a form of organizing the educational process is revealed, ensuring substantive integrity through the integration of knowledge based on an interdisciplinary concept in the function of a concept and their personal appropriation through jointly “lived”, reflexive and transformative activities of participants. Using the example of an integrative educational event «The World as a System: from a Cell to an Ecosphere», the process of implementing the synthesis of approaches is demonstrated.

The article is devoted to the study of the relationship between the components of professional development and the motivation of the heads of general education organizations. Based on the identified key components of professional development: cognitive, activity-based, value-based, and reflective, the authors examine their influence on the effectiveness of managerial activities. The study involved 127 school principals from five regions of Russia. The study used the method of questionnaires, content analysis of documents, factor analysis, and cluster analysis. The results showed that the heads of educational organizations have a predominance of internal motivation related to professional self-realization and achieving success. Based on cluster analysis, the types of motivational profiles of managers in the field of education are identified, and approaches to developing organizational programs aimed at increasing the motivation for professional development of managers with different motivational profiles are described. This article is valuable for researchers in the field of education management, as well as for organizing professional development for school principals.

The article examines the transformation of the teacher’s role in the digital age, driven by the development of information technologies, the accessibility of knowledge, and a shift in educational paradigms. The authors analyze the evolution of the teacher’s position from the traditional model of a «transmitter of knowledge» to a new, more complex and multifaceted role – that of a facilitator of the educational process. At the core of the article is the transition from reproductive, teacher-centered instruction to a personalized, activity-based, and constructivist approach, in which student autonomy, critical thinking, and reflection become central. The article reveals the substantive characteristics of the teacher’s facilitative role, including the organization of problem- and project-based learning, support for metacognitive processes, guidance in developing digital identity, and the promotion of communicative and emotional competencies. Special attention is paid to the key competencies required of teachers in the digital era, organized into eight interconnected categories – ranging from digital literacy to ethical and digital responsibility. The study analyzes systemic barriers hindering the shift toward facilitation: teacher resistance, deficiencies in professional training, organizational constraints, the digital divide, and contradictions between innovative approaches and rigid regulatory frameworks. Based on the research, practical recommendations are proposed for transforming teacher education, developing digital infrastructure, revising assessment systems, and establishing ethical guidelines for the use of artificial intelligence. It is emphasized that the transition to facilitation is not merely a change of methods, but a fundamental reform of educational culture, requiring systemic support from universities, educational administrations, and government bodies. In conclusion, it is argued that the future of education depends less on technology and more on the teacher’s readiness for reflection, guidance, and fostering the personal growth of learners within the framework of humanistic pedagogy.

Contemporary societal changes have transformed the role of the cadet corps teacher. They no longer simply impart knowledge, but also organize an educational environment that fosters the cadets’ personal and intellectual potential. Their key tasks include providing competent leadership, building a cohesive team, and enriching their lives with meaningful activities. This study used general scientific methods, including analysis, systematization, and synthesis of theoretical data from scientific sources, that provided comprehensive examination of approaches and principles for development of cadet education teachers. The study substantiates the choice of methodological approaches to development of cadet education teachers: axiological, humanistic, systemic, process-based, competency-based, event-environmental, and deficit- resource-based. Each approach is meaningfully interpreted in relation to the process of professional development of cadet education teachers. The article also substantiates new methodological principles that reveal the process of teacher development as a value-based and semantic adaptation to professional activities in an event-rich, militarized cadet educational environment. These principles include the historical determinacy of cadet educators’ activities; consideration of the diversity of the actual basic training of teachers and officer educators; mentalization of teachers’ activities; and the integration of civilian and military society. Dissemination of the methodological approaches and principles of professional development of cadet educators substantiated in the article will give the opportunity of the generalization of successful pedagogical practices applied in cadet educational institutions. This will ensure their accessibility to specialists, increase the effectiveness of teachers professional development.

The article presents the results of the analysis of socio-pedagogical and psychological factors of development of professional motivation of specialists in the field of general education. The relevance of the study of the value-motivational sphere of the teacher in connection with new problems and challenges caused by the new educational situation, the spread of modern technologies is noted. A number of socio-pedagogical and psychological factors influencing the nature of professional motivation, such as teacher satisfaction, problems of professional crises are analyzed. The results of psychological and pedagogical studies analyzing the features of professional motivation depending on the length of service in teaching are used. The article discusses the features of the teaching profession that should be taken into account when forming management mechanisms for personnel policy in the sphere of increasing and stimulating motivation and job satisfaction of teachers. A conclusion is made about the need to develop effective mechanisms for managing the process of professional motivation of teaching staff that combine various factors of a stimulating and stabilizing nature.

The article analyzes characteristics of adult motivation in the context of principles of classical andragogy and their current development, drawing on modern psychological theories of motivation, primarily self-determination theory, which pays special attention to the problems of intrinsic and extrinsic motivation. It also addresses changes in adult learning motivation associated with the intervention of artificial intelligence in education. The impact of development of artificial intelligence technologies on this motivation and the potential consequences of this phenomenon for the further development of the theory and practice of andragogy in general are discussed. The article builds on previous studies published in the journal «Man and Education» devoted to the development of andragogy in modern scientific research, and also analyzes the challenges for education due to the integration of artificial intelligence technologies. Based on the analysis, conclusions are drawn that are significant for research in the field of policy and practice for developing the motivation of educators, which is one of the fundamental conditions for achieving quality education.

The article presents a comprehensive analysis of the role of the director of an educational organization as a key subject in the professional development of the teaching staff. Based on empirical research and practical experience, it examines modern approaches to organizing a system of continuous professional development and analyzes effective models of leadership in the educational environment. Special attention is paid to practical tools and technologies that enable the director to act as an agent of professional change. The results of a pilot study on the effectiveness of various professional development strategies in educational organizations are presented. The practical tools and recommendations presented in the article allow directors of educational organizations to quickly implement an effective system for the professional development of the teaching staff, increase teachers’ motivation for self-improvement, and improve the quality of educational activities.

The study of the relationship between the motivational potential of students of pedagogical specialties and the success of their research activities is a key task of modern educational psychology. In the context of rapid changes in the educational environment and increasing requirements for the professional training of future teachers, understanding the factors influencing the effectiveness of students’ research activities is becoming especially relevant. Professional training of future teachers requires not only mastering teaching methods, but also developing the ability to analyze, critical, innovative thinking, a systematic approach to solving educational problems, which is impossible without developed motivation for research work. In the article, based on a theoretical analysis of scientific literature, various approaches to interpreting students’ research activities (cognitive-oriented approach, fundamental-methodological, personality-oriented, socio-cultural, practice-oriented, psychological and pedagogical, etc.) are identified. The main goal of the study was to determine the influence of students’ motivational potential (future primary school teachers, future teachers of physics and technology) on their success in research activities. The authors attempted to identify various aspects of motivation, including internal and external motivation, their impact on the intensity and quality of research activity of future teachers. The article presents the results of a comprehensive study of motivational determinants of the effectiveness of research activities of students of pedagogical specialties. As a result of the study, key motivational profiles of students in the field of research activities were identified. The results of the study showed that there is a significant relationship between the motivational profile of students and their levels of success in research activities.

The article analyzes the peculiarities of the transformation of the axiological foundations of socio-humanitarian education, considered in the context of the possible integration of complementary anthropocentric and sociocentric educational paradigms that organically combine both the individual needs of an individual for self-development and self-realization, and the needs of society for the assimilation by the younger generation of the unique Russian socio-cultural experience and heritage. The shift in value priorities from Western-oriented to domestic cultural dominants is being studied in the context of the implementation of a new national education concept aimed at shaping students’ traditional socio-historical, cultural, family, and spiritual-moral values. The article reveals the peculiarities of teaching various social and humanitarian disciplines at the university, one of the tasks of which is the appropriation of cultural norms and patterns inherent in Russian civilization, associated with a high moral ideal, service to the Fatherland and responsibility for its fate. The theoretical significance of the research lies in clarifying and comprehending the axiological priorities of modern university social and humanitarian education, its focus on the basic socio-cultural values inherent in Russian culture. The presented analysis of pedagogical practice can be used by higher school teachers to clarify the goals and objectives, as well as to implement the axiological function of social and humanitarian education.

The article addresses the issue of developing self-confidence in university students as one of the key qualities necessary for successful personal and professional fulfillment. The relevance of identifying effective psychological and pedagogical technologies for solving this problem within the context of higher education is substantiated. A theoretical model is proposed, according to which self-confidence is not formed through direct teaching but emerges as a result of acquiring personal successful experience in overcoming difficulties. The methodological foundation of the study is the activity theory of A. N. Leontiev. The article describes the organization and results of the formative experiment aimed at testing the effectiveness of a developmental program based on the principles of autonomous choice and regular performance of a «developmental action» by students. Self-confidence was assessed using V.G. Romek’s Self-Confidence Test and S. Reisas’s Self-Confidence Scale. The research results suggest that participation in the program leads to a statistically significant increase in the general level of self-confidence, social courage, and initiative among university students. The conclusion is drawn that creation of pedagogical conditions which provide students with opportunities for deliberate activity in situations requiring volitional effort is an effective means of fostering stable and adequate self-confidence.

This article explores opportunities for developing technical college students’ research competencies in the context of early professionalization. It demonstrates that the accelerated introduction of first-year students to real-world professional activities during general education classes leads to the targeted development of research competencies. Early professionalization promotes students’ ability to solve non-standard research problems with contextual professional content, adapt to change, and engage in innovative professional activities. The article presents the results of testing author’s teaching and methodological tool that integrates research assignments into the Geography course. The results were obtained during a formative experiment conducted at the Borsky Agro-Industrial Technical College (Leningrad Region) with first year students. The study demonstrates that the use of the developed professionally oriented teaching and methodological tool significantly improves the level of research competencies and, consequently, facilitates the successful early professionalization of technical college students.

The article argues for the idea of creating a holistic system of continuing education of educational workers, successively including levels of organization of this system, such as federal, regional and municipal levels. The design of this model is based on an analysis of innovative experiences of organization of postgraduate education in different regions of the country. The article proposes to consider possibilities of implementation of strategic guidelines for building a model of development of professional skills of pedagogical and managerial staff. These guidelines are taken into account the current trends of expansion of functional institutions for continuing training, analysis of the essential structure of professional competence of employees in the education system and experience of personal continuing training. In accordance with this, the article analyzes current trends and methodological principles of organization of activities of management services to implement a new version of the level model of qualification improvement. The implementation of the proposed system, in the opinion of the authors, will contribute to the creation and implementation of a single federal system for scientific and methodological support of pedagogical workers.

The article discusses the problem of developing project competence in students of psychological and pedagogical classes (PPC) in the context of modernizing the system of training pedagogical personnel. The authors set the task of improving the effectiveness of pre-professional training of schoolchildren through the introduction of an innovative cross-project model. The hypothesis is put forward that the experimentally developed model, based on the principles of inter-level interaction, distributed expertise, and integration into real practice, contributes to the more effective formation of project competence compared to traditional approaches. The article analyzes the shortcomings of existing strategies for integrating schoolchildren into the professional environment (school-university networking, cross-age technologies, isolated project activities) and describes the author’s cross-project model and its conceptual core. The main focus is on the practical implementation of the model during a formative experiment and the analysis of its impact on the motivational-value, cognitive-research, organizational-activity, and communicative-presentation components of students’ project competence. Empirical data obtained in the course of experimental work testify to the high effectiveness of the proposed model. The participants in the experimental group demonstrated a qualitative leap in their understanding of the essence of project activity, a transition from a referential approach to the creation of real practice-oriented products, as well as a significant development of meta-subject and communication skills. There was a noticeable overcoming of the deficit of subjectivity, an increase in conscious motivation to choose the teaching profession, and the formation of a positive attitude toward project activity. It has been proven that the model is a technology for the mutual development of all participants in the educational process, including student mentors.

The article considers the program «KUBERZNAYKA: travel from the future to the past with Russian cubes» as an innovative means of developing skills of the 21st century among younger students. The pedagogical value of constructive activities within the framework of KUBER travels, contributing to the formation of creativity, critical thinking, communication, self-organization and engineering literacy, is justified. The program integrates elements of the STEAM approach and project activities, which allows you to build training on the principles of personality-oriented and activity-oriented approaches. Both the theoretical foundations of the program and the results of the pilot implementation in educational practice are analyzed. The pedagogical conditions for the effective formation of meta-subject competencies in primary schoolchildren are being clarified. Particular attention is paid to the potential of plot-role formats that contribute to the development of initiative, visual thinking and reflection. The conclusion is made about the high degree of compliance of the program with the current requirements of Russian education and the directions of its scaling and improvement are indicated. The article is addressed to educators, methodologists and developers of educational programs interested in the practice of developing functional literacy and soft skills in elementary school.

This article examines modern approaches to using information sources in the self-education activities of university students. The relevance of this study is determined by the changing information environment and the increasing role of digital technologies in education, which requires developing students’ skills in independently searching, analyzing, and evaluating information. The purpose of this study is to analyze existing approaches to the use of information sources, identify their advantages and limitations, and define key criteria for assessing the quality of educational resources. The study examined sources such as print publications, electronic educational resources, expert opinions, and AI technologies. Particular attention is paid to the reliability, timeliness, and relevance of information, as well as the need to develop critical thinking in students. The authors conclude that effective self-education in the digital environment is possible provided that students have developed skills in working with a variety of information sources. The obtained results can be useful for teachers and methodologists when developing programs aimed at developing independent educational activity in students.

The aim of this article is a comprehensive assessment of the state of Russian-Chinese educational cooperation. The article provides a detailed analysis of the institutional foundation of educational interaction between the Russian Federation and the People’s Republic of China, identifies the main motivations why Russian students choose to study in China, as well as the key problems faced by Russian students. The methodology includes the analysis of regulatory documents, data from inter-university associations, and an analysis of an online survey conducted among Russian students studying or planning to study in China. The results revealed that the main motivations for Russian students to study in China are language learning and career prospects. At the same time, the key issues are financial difficulties caused by sanctions and the language barrier. The practical significance of the study lies in proposing measures to enhance organizational and informational support for students. The research contributes to the discussion on the adaptation of educational migration in the context of geopolitical changes.