№ 07 (July)

Modern journalism education is developing under the conditions of media space transformation, which requires the search for new approaches to the training of specialists capable of working successfully in the digital environment and taking into account the demands of the media market. The relevance of the study is determined by the need to integrate practice-oriented training methods, project-based activities, and digital technologies into the educational process at both pre-university and university stages. The aim of the article is to analyze existing approaches to the organization of journalism education in Russia and abroad, to identify key trends, and to determine appropriate forms of training that ensure the development of professional competency of future journalists. The methodological basis includes the comparative-analytical and systemic approaches, as well as the generalization of domestic and foreign educational practices. The transformation of the media sphere requires journalists not only to master new formats but also to develop a special type of thinking focused on audience needs in the context of digitalization. It is noted that the key trends of modern journalism education include an emphasis on practice-oriented training and the development of digital skills. In this regard, higher education should pay attention not only to classical disciplines but also to the training of specialists capable of working in the media environment of the 2020s. The analysis has shown that contemporary models of training are focused on combining an academic foundation with practical work in editorial offices, as well as student participation in media projects, internships, and competitions. Russian research emphasizes the importance of early professional orientation through school media, competitions, and creative workshops, which reduces the adaptation difficulties of first-year students. Foreign experience highlights the development of digital competences, the acquisition of multimedia formats, work with big data, and the improvement of teamwork skills. The theoretical significance of the study lies in the systematization of modern approaches to the training of journalists at the pre-university and university stages. The practical significance is seen in the possibility of using the results in the development of educational programs, curricula, and methodological materials, as well as in the improvement of professional orientation work and the organization of project-based activities.

The relevance of the research is determined by the need to strengthen the upbringing function of an educational organization in the context of the implementation of the Strategy for the Development of Education in the Russian Federation. The cooperation of education subjects generates a demand for practice-oriented forms of work with parents, especially at the stage of primary school age, which is characterized by the crisis of 7 years and adaptation to learning activities. Traditional educational formats (lectures, meetings) often do not satisfy the request of modern parents for dialogue and practical assistance, which makes the design of a pedagogical club especially relevant. The aim of the study is to justify the diagnosis of parental requests as a methodological basis for the development of a school pedagogical club program and to describe the testing of the model based on the material of a specific educational organization. The methodological basis is formed by the theories of the systemic activity-based approach, which define the development of a child through joint activity with an adult; concepts of partnership between family and schools; as well as approaches of subject-subject interaction and andragogy focused on taking into account the needs of parents as equal participants in educational relations. The theoretical base is supplemented by analysis of normative and scientific-methodological literature, generalization of domestic and foreign practices of working with the family. Empirical methods include a questioning of parents (N = 67 people) in nine positions, and pedagogical observation during the work of the Our Child club (Secondary School No. 29 named after I. N. Zikeev in Kursk). The diagnostics revealed priority topics: age and psychological characteristics of the primary school student (75%), methods of correcting behavioral difficulties (68%) and effective educational technologies (60%). Preferred work formats: trainings (85%), group discussions (78%) and case method (72%). Based on the data obtained, a thematic meeting plan, a feedback system, and a club organization model were developed, including conceptual, substantive, methodological, and analytical components. The developed model is based on the principles of voluntariness, confidentiality and flexible response to requests from participants. The feedback system, implemented through questionnaires and reflective sheets, ensured the prompt adjustment of the program. The theoretical significance lies in clarifying the concept of a "pedagogical club" as a form of psychological and pedagogical support for a family based on the actual needs of parents. The practical significance lies in the possibility of using the proposed tools and thematic plan by educational psychologists and classroom teachers to design programs for working with parents of primary school students.

The relevance of the study is determined by the contradiction between the demands of the modern education system for the training of an innovative teacher capable of pedagogical improvisation and non-standard solutions and the insufficient development of pedagogical means for developing creative competency of student teachers in higher education institutions. The student sports club, as a special environment combining not only physical education and health-improving functions but also educational ones, acquires significant potential in this context. However, the potential of student sports associations for developing creative competency of student teachers remains insufficiently studied. The aim of the article is to provide a theoretical substantiation of project-based activities in the student sports club as a means of developing creative competency of student teachers and to identify the mechanisms for developing its structural components in the process of involving students in various types of project-based work. The leading approaches to the research are based on theoretical analysis and synthesis of domestic and foreign scientific literature on the issues of creative competency, project-based activities, and the educational potential of student associations. The methodological framework is formed by competency-based, activity-based, and person-oriented approaches. The main results of the study include: systematization of key approaches to defining creative competency in science; substantiation of the pedagogical potential of the student sports club as a space for developing creative competency of student teachers; identification of types of project-based activities (socially significant, sports and health-improving, educational and outreach, organizational and managerial); establishment of the relationship between the types of student activities within project-based work and the components of creative competency being developed. The theoretical significance of the article lies in expanding scientific understanding of the educational potential of student sports clubs and substantiating project-based activities as an effective means of developing creative competency among student teachers. The practical significance consists in the possibility of using the presented materials for developing programs for project-based activity in student sports clubs, as well as for improving the system of professional training of student teachers in higher education institutions.

Currently, digital generation adolescents experience significant communication difficulties, with a decline in their ability to engage constructively in real life, despite the increasing use of online communication. Traditional approaches to developing schoolchildren's communication skills fail to address these new challenges and needs and are often ineffective. It is therefore important to study the specifics and design the content and forms of interpersonal communication development in modern adolescents using immersive games. Immersive games, as a form of personalized and emotional interaction, provide the opportunity to simulate social situations that promote the development of communication skills, self-awareness, and behavioral strategies in various situations. The adolescent acts as an active participant in this process, which fosters self-awareness and reflection. The purpose of this study was to conduct a theoretical and empirical study of the specifics of using immersive games as a means of developing interpersonal communication in adolescents with communication difficulties. The theoretical and methodological basis of the study was formed by the work of scholars in the fields of theoretical and practical pedagogy, educational and social psychology, and the psychology of communication. The study utilized theoretical, empirical, and data processing methods. Ninety-six adolescents aged 13–14 from three educational institutions in Tula participated in the study. The results showed an increase in the number of adolescents with an average level of sociability, a normal level of empathy, and a high desire for communication and interaction. The theoretical significance of the study lies in clarifying the specifics of using immersive games in the work with adolescents with communication difficulties and identifying their qualitative characteristics that contribute to the development of interpersonal communication. The practical significance lies in the development and testing of diagnostic tools for studying communication difficulties in adolescents of the digital generation, the characteristics of their interpersonal communication, and the creation of a set of immersive games. The recipients of the research results may be teachers, educational psychologists of an educational institution, a psychological center, a rehabilitation center, a children's school and a health camp, etc.

The relevance of the topic being studied is justified by a teacher's need to find effective ways to improve the creative abilities of students in modern Russian schools. The aim of this study is to identify and evaluate the potential of the Six Hats, Bloom's Cube and eduScrum technologies as innovative approaches for developing creativity in high school English classes. The central research method was a formative experiment, which revealed the impact of the pedagogical technologies "Six Hats" by the British psychologist E. de Bono, "Bloom's Cube" by the American educator B. S. Bloom, and eduScrum by the Dutch teacher-practitioner W. Wijnands on the development of creativity among students in three classes of 11 grade at “Lyceum No. 23” in Beloozersky. Other research methods include observation of the subjects during the experiment, a comparative analysis of the level of creativity before and after the use of the Six Hats, Bloom's Cube, and eduScrum pedagogical technologies, and a reflective survey of students. This study is preliminary and aims to create a foundation for further, more detailed and extensive research on the application of the above-mentioned technologies. The analysis of the research results suggests that the Six Hats, Bloom's Cube, and eduScrum technologies played a positive role in enhancing the creativity of high school students in the English classes. In particular, the positive impact of the pedagogical technologies of E. de Bono, B. S. Bloom, and W. Wijnands on the development of originality and resistance to becoming reserved was revealed. The reflective format questionnaire showed that the students themselves also positively evaluate the contribution of the technologies under consideration to the development of their creativity. The theoretical significance of the research presented in this article lies in the generalization, structuring, and systematization of data on the Six Hats, Bloom's Cube, and eduScrum technologies in relation to the English language subject. The practical significance of this study lies in identifying the empirical aspects that directly affect the effectiveness of the technologies studied and deserve special attention from practicing teachers who are interested in developing creativity among high school students.

The relevance of the study is determined by the need to develop effective mechanisms for professional self-realization of students with disabilities at pedagogical universities of the re-united regions of the Russian Federation, where integration processes are accompanied by a high degree of uncertainty, transformation of value-normative guiding lines and a deficit of adapted career tools. The aim of the article is to provide theoretical substantiation, development and empirical verification of a structural-functional model for constructing the life perspective of students with disabilities, integrating resource-based, environmental and personal activity-oriented approaches. The methodological framework comprises systemic, axiological, activity-based, environmental and reflexive activity-oriented approaches, as well as a set of theoretical (analysis, systematization) and empirical (questionnaires, reflective interviews, case method) methods. The results of the study include: identification of four groups of barriers (sociocultural, psychological, informational, economic) and resource factors (adaptability, reflexivity, social responsibility); analysis of institutional opportunities (quota system, «Work in Russia» portal, Abilympics movement, Perspektiva Regional Public Organization for Disabled People programs, assistive technologies); development of a cyclic model comprising analyzing, goal-setting, content-technological (six modules: personality cartography, future constructor, opportunity navigator, personal effectiveness, special route, workshop) and reflexive-evaluative stages-blocks. The conclusion provides practical recommendations for implementing the model into the educational process of pedagogical universities at the re-united regions for administration, teaching staff, psychological and pedagogical services, and students. Prospects for further research are related to the digital transformation of the model, longitudinal tracking of graduates’ professional trajectories, and adaptation of the model for various nosological groups.

In the context of the global transformation of higher education, there is a growing trend towards the atomization of the student environment, which significantly reduces the effectiveness of traditional administrative and directive methods of managing academic groups. A formal approach often ignores the adaptation stress of first-year students and hinders their engagement. Therefore, there is an urgent need to find new, flexible tools of pedagogical management capable of ensuring the value-driven and meaningful unity of the collective. The purpose of the article is the theoretical substantiation and development of a synergetic model of team building for a student group, based on the extrapolation of macro-level ideas of state administration from the ancient Chinese treatise "Guan-zi" to modern curator practice. The methodological basis of the research consists of systemic, hermeneutic, and cross-cultural approaches. The method of pedagogical modeling was used to construct the author's three-stage collective management technology. Research results and scientific novelty. For the first time, the effectiveness of applying the principles of "relying on people" and the "harmony of law and ritual" (the "Guan-zi" treatise) in the practice of micro-level pedagogical management has been proven. The isomorphism between ancient Chinese managerial wisdom and the modern tasks of the curator in overcoming the atomization of the student environment is revealed. The authors have developed a three-stage synergetic model of team building, including: 1) the diagnostic-adaptive stage, where the curator-tutor addresses the basic security and adaptation needs of first-year students; 2) the organizational activity-oriented stage, aimed at the self-organization of the group's active core with the support of the curator-facilitator; 3) the value-self-management stage, in which the curator, as a spiritual mentor, ensures the interiorization of norms and the harmony of law and ritual. Theoretical and practical significance. The theoretical significance lies in expanding the conceptual apparatus of pedagogical management through the introduction of cross-cultural managerial strategies. The practical significance consists in developing specific algorithms for the curator's actions, allowing for a transition from rigid control to soft mentorship and the development of students' agency, which ultimately ensures the autonomous functioning and sustainability of the group.

The study focuses on analyzing the challenges of teaching industrial terminology to graduate students in foreign language classes at a technical university. The relevance of this problem is driven by time imperative. Modern graduate students must know, understand, and use industrial terminology of their professional field. The purpose of this research is to examine the challenges faced by teachers and graduate students at technical universities when learning industrial terminology. We used methods of analysis, synthesis, and pedagogical forecasting in order to achieve this objective purpose. We used the analytical method to identify existing problems of industrial terminology teaching and the effectiveness of teaching methods, including those in the framework of an internal assessment system for educational outcomes. The synthesis method was used to conduct an integrative literature review and summarize the obtained data. data. Moreover, we utilized industrial training methods such as secondment, buddying, and shadowing. The analysis allowed us to determine the current state of industrial terminology teaching. The incorporating technical vocabulary is essential of scientific research work (article writing, master's thesis), reading technical literature and catalogs, and professional communication. A competency-based approach was used in tandem with contextual, communicative, and linguacultural approaches. Analysis of the empirical data suggests that repetition of industrial terms gives immediate results. Graduate students use the vocabulary of the current lesson when they solve quests and project assignments, but over time, terminological corpus gradually diminishes during the second and third knowledge assessments. In turn, the contextual learning method gives more lasting results. Thus, both methods are effective and they are not interchangeable. We believe that the second method is an extension of the first, and their interaction significantly contributes to the growth of graduate students' vocabulary. The article has theoretical value because it clarifies and analyzes methodological approaches for terminological and communicative competence developing. The practical significance lies in the description of specific methods for working with terminology and the analysis of the problems of teaching industrial terminology for further application of the results obtained in the training of masters in technical fields.

The relevance of this study is determined by the growing attention of educational research and practice to school–family partnerships in contemporary education and the need to understand the historical prerequisites of this phenomenon. Without grasping the path already taken, it is difficult to build effective collaboration in the present. The aim of the article is to provide a comprehensive historical overview of the evolution of parental participation in school governance in Russia, with particular focus on the emergence and development of the parental committee institution, an analysis of its structure and functions. The leading methodological approach is historical-pedagogical analysis, drawing on a review of Russian and international scholarly literature on school-family interaction. The empirical foundation of the study consists of archival reports on the activities of parental committees at gymnasia and technical schools (1905–1917), collected and analysed by the author using content analysis and historical comparison. The study finds that forms of parental participation underwent significant transformation: from personal and private guardianship to the establishment of elected parent bodies and contemporary partnership models. The structure and functions of the first parental committees are reconstructed: educational and upbringing work, social support and charitable activity, sanitary and facilities management, cultural and extracurricular activities. The author analysed their achievements – improved learning conditions, social protection of students in need, and organisation of extracurricular life – as well as their challenges – low engagement among the majority of parents, limited authority of committees, and cautious attitudes from school administrations. A comparative analysis of historical and contemporary patterns of parental participation reveals that key tendencies: parents' aspiration to influence learning conditions alongside their dependence on the school and the voluntary-enthusiast character of participation persist to this day. The theoretical significance of the study lies in expanding understanding of the history of public participation in education and refining the periodisation of parent committee development in Russia. The practical significance lies in the fact that drawing on the historical experience of parent committees can support more effective school-family collaboration built on genuine partnership.

The relevance of this study stems from the growing interest in the problem of moral education in the context of modern sociocultural transformations, accompanied by a reassessment of value orientations and a weakening of traditional mechanisms for transmitting spiritual and moral experience. In this context, turning to folk pedagogy as a historically established system of educational concepts accumulating centuries of experience in the development of moral qualities is particularly important. The folk pedagogy of the Karakalpak people represents a unique cultural and pedagogical phenomenon reflecting stable moral norms, social attitudes, and ideals that ensure the harmonious development of the individual and their integration into society. The aim of this article is to analyze the content and structure of the moral ideal of the individual in the folk pedagogy of the Karakalpak people, as well as to identify key moral qualities and the mechanisms for their development in the process of traditional education. The leading approaches to studying this problem are cultural-historical, axiological, and ethnopedagogical ones. These approaches allow us to consider the moral ideal as a result of the historical development of culture and as a system of value orientations regulating individual behavior. The methodological basis of the study is formed by theoretical analysis, interpretation of scientific literature, and a comparative analysis of folklore and ethnopedagogical sources. The study found that the moral ideal of the individual in Karakalpak folk pedagogy represents a holistic system of moral qualities, including respect for elders, hard work, honesty, fairness, collectivism, mutual assistance, and hospitality. These qualities are formed during the socialization process through inclusion in the traditional system of family and community education, as well as through the active use of folklore as a means of transmitting moral experience. Oral instruction, the personal example of elders, participation in work and collective activities, and mechanisms of public approval and condemnation play a special role. The theoretical significance of this study lies in its clarification of the concept of moral ideal in the context of folk pedagogy and its structural components. The practical significance of this work lies in the potential for using the identified educational mechanisms and value orientations in modern educational practices aimed at developing morally mature and socially responsible individuals.

In the context of competency-based approach and the requirements of the Federal State Educational Standard 3++ for developing universal competence UK-4 (foreign language communicative competence) in graduates of non-linguistic universities, a contradiction is revealed between the need to establish a holistic competence, including written communication skills, and the dominant practice of subject-language integrated learning, in which written activity frequently becomes a subject to reduction. The insufficient development of methods for the targeted development of foreign language writing skills in full-time and part-time students, as well as the presence of psychological barriers in students, determine the relevance of this study. The purpose of our work is to theoretically substantiate and elaborate a model for teaching foreign language academic essays, focused on developing the targeted competence and meta-subject skills (critical thinking, analysis, self-assessment) in bachelor's degree students of non-linguistic full-time and part-time programs. The methodological base of the study included a set of mutually complementary methods: theoretical analysis of domestic and foreign scientific literature on the problem in focus; pedagogical testing to determine the level of FLCC development; student questionnaires on the Yandex Forms platform; statistical processing of the obtained data; pedagogical modeling. A four-level model of teaching academic essays was developed and tested (motivational-orientational, analytical-cognitive, productive-training, reflective-evaluation stages). Post-experimental assessment showed that 98% of students mastered the essay structure, and lexical and grammatical correctness – in 83% of works. The theoretical significance of the study lies in clarifying the concept of the academic essay as a multifunctional methodological technique; in expanding the theoretical understanding of the content of foreign language education in a non-linguistic university. The practical significance lies in the development and testing of a proposed model for teaching academic essays, which can be integrated into the foreign language training of undergraduate students in non-linguistic programs. The developed essay evaluation criteria, as well as the identified sequence of pedagogical actions ("Ladder of Success"), can serve as a methodological guide for foreign language teachers to remove psychological barriers and develop academic writing skills.

The relevance of the study is determined by the rapid integration of digital educational technologies into foreign language teaching against the background of insufficient research into their impact on the cognitive mechanisms of spontaneous foreign language speech (SFLS) production. The pace of EdTech product and Automatic Speech Recognition (ASR) system dissemination outstrips scientific analysis, generating a methodological contradiction: marketing metrics supplant psycholinguistic analysis of actual changes in the learner's speech production architecture. The purpose of the article is a systemic analysis of the mechanisms by which digital tools affect the learner's cognitive functions in developing SFLS, and the development of a theoretically grounded integration model for distributing functions between the digital environment and the teacher. The leading approach is psycholinguistic analysis within A. Baddeley's multicomponent working memory model and W. Levelt's speech production model; the activity approach, comparative, typological, and systematising methods, and modelling are also employed. Main results: (1) three key concepts clarified – SFLS, cognitive functions, digital learning tools; (2) a symmetrical systematisation of eight advantages and eight limitations of digital tools correlating each position with a specific cognitive mechanism; (3) a typology of six ASR system failure types with their negative cognitive effects characterised; (4) the irreplaceability of live pedagogical interaction justified through three functions unrealisable in a digital environment; (5) a four-stage integration model proposed (orientation-diagnostic, training, productive, reflective stages), distributing functions between digital tools and the teacher on the principle of cognitive expediency. Theoretical significance: systematisation of psycholinguistic mechanisms by which digital technologies affect the learner's cognitive functions, with an explanatory framework correlating EdTech capabilities with speech production operations. Practical significance: methodological recommendations for the critical application of ASR tools and for the organisation of a hybrid educational environment that ensures an optimal balance between automated and live speech practice.

The relevance of this study is driven by the internationalization of higher education and the growing integration of artificial intelligence (AI) into academic communication. In light of the shift toward digital pedagogical tools, the conceptualization of the Individual Learning Pathway (ILP) for future foreign language teachers requires critical rethinking. While AI-enabled tools facilitate the individualization of academic writing, their effective implementation demands a high level of research agency and sustained dialogic mentoring. This study aimed to conceptualize the ILP as a process of dialogic co-construction and to identify mentoring practices that facilitate the transition from formal curriculum adaptation to the development of a professional-researcher identity. Grounded in sociocultural and learner-centered approaches within digital didactics, the research involved the design and piloting of an Academic Writing course structured around the ILP framework, focusing on drafting a scientific article in English. The pilot sample comprised 61 undergraduate students in teacher education programs. Results indicated that, despite high initial engagement, successful ILP implementation depends directly on the quality of mentoring dialogue: the mean score for research agency reached 4.60, and dialogue quality reached 4.53. A statistically significant precedence of research autonomy development over professional identity formation was observed (M = 4.06; p < .001, d = 0.71). Furthermore, very strong correlations were established between dialogue quality and agency (r = .89) and between mindful AI integration and research autonomy (r = .85). The theoretical significance of the study lies in reconceptualizing the ILP not as an administrative pathway, but as a dialogically mediated process of co-constructing meaning, wherein mentoring and critical AI engagement serve as catalysts for professional development. The findings hold practical value, as the developed ILP co-construction protocol can be integrated into academic writing courses to enhance teacher preparation programs in language and pedagogical higher education institutions.

The relevance of the problem of technologization of international exchange in the field of health-preserving education is confirmed by changes in the contours of the global educational space and the role of Russian education within it, which, together with increased attention to the health of the working-age population at the international, national, regional, and corporate levels, raises the problem of scientific development and substantiation of the principles, stages, and mechanisms of international transfer of educational and health-improving technologies. In this article, this problem is examined at the level of national corporations and using the example of corporate sports. The aim of the article is to determine the principles and technological basis of international transfer of health-improving and educational technologies using the example of corporate sports. The research methods include a theoretical review of scholarly sources and the regulatory framework of modern corporate sports on the research problem, an analysis of approaches to the application of foreign health-improving and educational technologies in Russian and foreign corporations, the development of a technological map for the implementation of health-improving and educational technologies, a survey to identify the resources of Russian corporations regarding the implementation of the identified mechanisms for the transfer of health-improving and educational technologies, and data collection and analysis. The concept of international transfer of health-improving and educational technologies in the context of corporate sports programs has been clarified; the leading principles for integrating foreign technologies into the corporate health environment and simultaneously promoting successful domestic corporate technologies to foreign partners have been identified and presented; the stages of technology transfer in corporate sports are presented for the first time based on project management methodology; the mechanisms for adapting foreign health-improving and educational technologies to the conditions of Russian reality have been updated and presented. The theoretical significance of the article lies in clarifying the concept of international transfer of health-improving and educational technologies, identifying the leading principles, and updating the mechanisms of their adaptation in relation to the field of corporate sports. The practical significance is the technological map of international transfer of health-improving and educational technologies in corporate sports.

Relevance of the study is determined by the need to train physicians for professional activity in the context of digital transformation of healthcare, which requires new pedagogical technologies integrating the development of soft skills into foreign language training. The discipline “Foreign Language” has significant didactic potential for developing meta-subject competences, but traditional methods do not fully realize this potential and fail to account for the current trends in digitalization of education. The aim of the article is to theoretically substantiate and experimentally verify the effectiveness of Kolb’s experiential learning cycle (ELT) in foreign language training of medical students for the targeted development of soft skills. The study is based on D. Kolb’s empirical cycle. An original pedagogical technology has been developed, combining the four-phase ELT model with digital tools, artificial intelligence elements, and gamification. The experiment was conducted at Pacific State Medical University in the period from September 2025 to February 2026 with the participation of 35 second-year students (experimental group – 17 students, control group – 18 students). The level of soft skills development was assessed by three independent experts using a standardized assessment battery. In the experimental group, a statistically significant increase in soft skills was recorded: average gain of 28.2% versus 7.3% in the control group (p < 0.01), with the highest dynamics in “self-management” (+31.7%) and “effective thinking” (+28.9%). Foreign language communicative competence in the experimental group improved by 38.7% on the lexico-grammatical test, by 43.1% in oral speech, and by 47.3% in written speech (in the control group – no more than 20%). The level of subjective satisfaction of students in the experimental group with the applied technology was 94.1%. Scientific novelty lies in the substantiation and testing of a model that combines the phase structure of Kolb’s cycle with digital tools, AI, and gamification, which makes it possible to purposefully form meta-subject competences of preservice physicians in a digital foreign language environment. Theoretical significance consists in expanding scientific understanding of the integration of digital didactic tools into the Experiential Learning Theory model in the context of medical education; the combination of personalization, micro learning, artificial intelligence and gamification with the phase structure of Kolb’s cycle has been substantiated. Practical significance is expressed in the creation of a reproducible didactic construct that can be adapted for foreign language training of medical students, as well as used in other disciplines and fields of study for the systematic development of soft skills.

In the context of the digital transformation of higher education, the strengthening of competency-based education and increasing demands on student agency, the problem of continuity of classroom and extracurricular work has become a psychodidactic and organizational-pedagogical challenge for university education. The fragmented connection between classes and independent activities leads to didactic discontinuity, weakening of the logic of increasing complexity of actions, a decrease in motivational and regulatory stability, and a reduction of extracurricular activity to the formal completion of assignments. The purpose of this article is to theoretically substantiate a model of continuity of students' classroom and extracurricular work at a university as a multi-level pedagogical construct that ensures the continuity of the educational process, the development of academic autonomy, and the transformation of externally organized activities into self-regulated, professionally oriented learning. The research methodology is based on the systemic, systemic activity-oriented, competence, personality-oriented and environmental approaches; the analysis and synthesis of literature, comparative-contrastive, structural-functional and conceptual-categorical analysis, as well as pedagogical modeling were used. As a result of the study, the concept of continuity as an integrative property of the educational process was clarified; its levels and principles of construction were determined; a structural and functional model was developed, including target, content-semantic, organizational-activity, motivational-regulatory, reflective-evaluative and result blocks; the mechanisms of its implementation were identified – a through task, a step-by-step removal of pedagogical support, reflective-evaluative recursion, environmental mediation and professional-contextual problematization; The pedagogical conditions for the model's effectiveness are systematized: criterion transparency, course architecture, increased independence, meaningful feedback, variability of extracurricular activities, and the return of the results of independent activity to the classroom discussion space. The theoretical significance of the article lies in the integration of concepts of self-regulation, engagement, formative assessment, and environmental organization of learning into a holistic model of continuity. The practical significance of the study is determined by the possibility of using the proposed model in the design of academic disciplines, modular courses, electronic resources, project-based and research-based work.

The relevance of this study is driven by the strategic imperative of ensuring Russia’s technological sovereignty and addressing the acute shortage of skilled personnel in high-tech industries, necessitating fundamental rethinking of approaches to youth professional self-determination. Within the secondary vocational education (SVE) system, a significant gap persists between the competences developed in graduates and the current demands of employers. Furthermore, traditional career guidance practices fail to foster a sustained value-based orientation toward engineering labor and technological entrepreneurship. The aim of this study is to theoretically substantiate and develop a graduate profile for engineering and technological SVE programs, positioning it as the value-driven and goal-oriented foundation for career guidance initiatives. The methodological framework draws on a situational-positional model of professional development and an age-normative developmental concept, both of which frame professional self-determination as a phased progression through stages of problematization, instrumental problem solving, and professional validation. Drawing on comprehensive empirical research, the SVE graduate profile has been operationalized, a three-component diagnostic readiness profile has been developed, and a situational-positional career guidance model has been proposed. This model integrates technopark infrastructure with a collaborative cluster encompassing schools, SVE institutions, universities, and industry partners. The study details four mechanisms for integrating this graduate profile into the educational process: diagnostic-orienting, design-oriented, reflexive-evaluative, and communicative-partnership. The theoretical and practical significance of this research lies in its scientific conceptualization of the SVE graduate profile not as a static competency checklist, but as a dynamic value-goal matrix that dictates the content and direction of career guidance. The proposed models, descriptor system, and diagnostic toolkit demonstrate strong potential for implementation across SVE institutions, technoparks, and regional administrative bodies. They facilitate the alignment of educational programs with industry standards, enhance student motivation for engineering careers, and improve graduate competitiveness in the labor market. The effectiveness of these approaches has been validated through successful pilot implementation in educational institutions across the Nizhny Novgorod Region.

The relevance of the research problem is due to the digital transformation of education, which fundamentally changes the nature of pedagogical communication, making it multi subject, hybrid, and technologically mediated. According to the demand of modern society, effective interaction not only in real but also in digital space, including interaction with artificial intelligence, is one of the necessary skills of a contemporary teacher. Meanwhile, traditional teaching technologies are increasingly failing to meet the needs of Generation Z and Alpha students, for whom gaming culture, interactivity and high-speed feedback are a natural environment. Gamification, understood as the use of game elements and mechanics in non-game contexts, is considered a promising pedagogical technology capable of translating learning content into a language understandable and attractive to new generations of learners. However, its application in higher pedagogical education for the purpose of forming student teachers’ communicative competence remains fragmented and episodic; there are no systematic methodologies based on the structure of the competence itself as a target basis for designing a gamified environment. The aim of the article is to theoretically substantiate the structure of the preservice teacher’s communicative competence as a basis for designing gamification technology. The leading methodological approaches were the competency-based approach, Self Determination Theory (SDT), the concept of game elements by K. Werbach and D. Hunter, and Flow Theory by M. Csikszentmihalyi. The study identified and substantiated a four-component structure of communicative competence, including value motivational, cognitive, practical operational and reflective evaluative components. A six-stage model for designing gamification technology was developed, each stage of which relies on the identified components as target benchmarks. A compliance matrix “competence component – game mechanics – expected educational outcome” is proposed, as well as a comparative analysis of instrumental solutions (SaaS platforms, LMS, no code/low code constructors and custom development). The theoretical significance lies in expanding scientific understanding of gamification design: unlike the traditional approach, the starting point is not the content of a discipline but the structural components of the competence being formed, which ensures targeted and systematic selection of game mechanics. The practical significance is that the proposed model and analytical tools can be used by university teachers in pedagogical education when creating gamified courses aimed at the holistic development of students’ communicative competence.

The relevance of the study is associated, on the one hand, with the need to develop research skills in primary school students as a meta-subject outcome of primary general education, and on the other hand, with the insufficient development of extracurricular activity programs that combine the development of these skills with reliance on ethnocultural traditions. The aim of the article is to theoretically substantiate, develop and experimentally verify the effectiveness of an extracurricular activity program aimed at developing research skills of primary school students through the ethnocultural traditions of the Yakut people. The leading method was a pedagogical experiment (October 2021 – May 2022), which involved 82 students in grades 3–4 from the Municipal Budgetary Educational Institutions "Sylanskaya Secondary School named after Professor G.P. Basharin" and "Arylakhskaya Secondary School named after T.M. Kazhenkin" of the Churapchinsky Ulus of the Republic of Sakha (Yakutia). The experimental group (EG) consisted of 42 students, the control group (CG) – 40 students. The diagnostics of the levels of research skills development was carried out according to five criteria (need-motivational, cognitive, emotional-sensory, behavioral, reflexive) using diagnostic tools based on the material of ethnocultural traditions. The main results: in the EG, the proportion of students with a high level of research skills increased from 11.9% to 30.9% (an increase of 19.0%), the proportion with a low level decreased from 40.5% to 16.7% (a decrease of 23.8%). In the CG, the dynamics were insignificant. The differences are statistically significant (Mann-Whitney U-test, p<0.01). The theoretical significance lies in clarifying the structure of research skills of primary school students and identifying the pedagogical potential of extracurricular activities as an organizational and pedagogical condition for their development. The practical significance consists in the development and testing of diagnostic tools and the extracurricular activity program "Ethno-laboratory: Törüt eyge", which can be adapted for schools in other regions of the Russian Federation with an ethnocultural component of educational content.

In the context of increasingly complex legal regulation, expanding the interpretative space of law enforcement, and strengthening the competency-based focus of higher legal education, developing legal argumentation in law students is becoming a significant theoretical and didactic task. Insufficient development of an argumentative culture manifests itself in a weak connection between norms and facts, the substitution of justification for the reproduction of normative material, difficulties in counter argumentation, interpretative instability, and insufficient readiness for publicly presenting a legal position. The aim of this article is to theoretically substantiate approaches to developing legal argumentation in law students and identify their didactic potential for designing the educational process in higher legal schools. The research methodology is based on systemic, competency-based, hermeneutic, logical-argumentative, rhetorical-discursive, and professional activity-oriented approaches. Theoretical analysis, comparison, conceptual and categorical reconstruction, structural and functional generalization and pedagogical modeling were used. As a result, the conceptual status of legal argumentation as a meta-subject professional and legal ability of a student to construct, verify and present a substantiated legal position in the conditions of regulatory uncertainty, factual variability and communicative competition was clarified; the argumentation situation as a basic didactic unit of training was substantiated; normative-cognitive, interpretative, factual-analytical, logical-procedural, rhetorical-communicative, axiological and reflexive-evaluative components were identified; the levels of formation of legal argumentation and pedagogical conditions for the development of argumentative competence were determined. The theoretical significance of this article lies in its integration of logical-formal, hermeneutic, rhetorical-discursive, and competency-based approaches into a holistic model of legal argumentation. Its practical significance lies in the potential use of the proposed components, levels, criteria, and conditions in designing academic disciplines, legal cases, assessment tools, written assignments, academic debates, and methodological scenarios for the professional training of preservice lawyers.

Digitalization is becoming a part of the modern world, without which it is difficult to imagine our life. In pedagogy, information technology is mainly considered as an auxiliary tool for the implementation of effective education. On the part of the child, gadgets satisfy many needs including communication. Groups and chats are created on social networks, thanks to which students are always in touch with their peers. Such immersion in the digital space creates a key risk – cyberbullying. Research shows that experiencing this phenomenon at school leaves a lifelong imprint. The aim of the study is to identify the nature of the influence of cyberbullying on the personal characteristics of students in an educational environment. The research is based on the approaches of domestic and foreign scholars. Thus, theoretically, there is a significant impact of cyberbullying processes on students' personality and academic performance. It is important to note that such cases of online harassment are accompanied by a lack of adult attention. The diagnostic toolkit is represented by two methods: the Questionnaire "Cyberbullying and Aggression on the Internet" and the "Kettell Test, 14PF/HSPQ". The selection of materials and research methods took into account age characteristics and the relevance of the methodology to adolescence. The empirical data obtained were processed and presented in the following distribution: the majority of the sample had a low level of cyber-victimization (47%), a low level of cyber aggression (49%), an average level of negative emotions (45%), and a high level of adult help (41%). A correlation analysis was made using the Pearson r-criterion between the scales of methods and within the same methodology "Questionnaire of cyberbullying and aggression on the Internet". We have identified the most significant relationships between: "Cyber-victimization" / "A"; "Negative emotions" / "I"; "Cyber aggression" / "C"; "Cyber aggression" / "E"; "Adult help" / "J". Also, the following relationships of indicators were statistically justified within the same methodology: "Cybervictimity" and "negative emotions" and "Adult help" and "Cybervictimity"/ "Negative emotions". Thus, it is possible to carry out preventive work by influencing the components that correlate with the victim's or aggressor's position. The theoretical justification of the research problem is presented by the analysis of domestic and foreign scientific literature. The practical significance is realized in the developed diagnostic tools.

The relevance of the research is determined by the need to improve the professional training of students at a pedagogical university in the context of modern socio-cultural and technological challenges that require a certain flexibility of educational programs while preserving their value and meaning basis. The increasing role of digital technologies, the expansion of educational environments and the changing nature of communications actualize the problem of developing tools that ensure the personification of the educational process. The aim of the article is to reveal the specifics of the composition of an interdisciplinary module as a means of personifying the professional training of students at a pedagogical university. The leading research approaches were the theoretical analysis of scientific literature on the problem of interdisciplinarity and modular learning, as well as empirical methods, including questionnaires, observation, expert assessment and analysis of student products during the testing of modules. The main results of the study are related to clarifying the concept of an interdisciplinary professional training module focused on the professional development of a student through inclusion in professional tests. The functionality of the module in giving the educational process the characteristics of non-linearity, eventfulness and productivity of communications is substantiated. The logic of the module implementation (preparation, culmination, aftereffect, certification) is developed and its block structure is proposed, including goal setting, architecture and content. The testing of the modules has shown their effectiveness in expanding the professional experience of students, in shaping their responsibility for pedagogical decisions and in preparing them for the organization of the educational process in modern conditions. The theoretical significance of the research lies in the development of ideas about interdisciplinary modules as a means of personifying teacher training. The practical significance lies in the possibility of using the proposed composition of an interdisciplinary professional training module to enrich educational programs, make them flexible and adaptable in the light of the challenges of the time.

In the context of the globalization and internationalization of higher education, professional musicians must possess English language proficiency sufficient to participate in international master classes, collaborate with foreign colleagues, apply for grants, and access authentic professional materials. Professional communication among musicians is characterized by multimodality, high contextual dependence, and the close integration of verbal language with gestures, sound, and demonstrations–features that distinguish it significantly from standard academic discourse. However, current approaches to teaching English in conservatories and university music departments often fail to address these specific linguistic and professional needs of music students, resulting in insufficient levels of communicative competence and restricted professional mobility. The objective of this study is to develop a comprehensive model for teaching English to students in university music departments – a model designed to bridge the gap between general language instruction and the specialized communicative needs of professional musicians. The primary methodological approach involves a comprehensive theoretical synthesis that integrates the concepts of English for Specific Purposes (ESP), task-based learning methodologies, the principles of Content and Language Integrated Learning (CLIL), and needs analysis models. Key Findings: The proposed model comprises four interconnected components: a needs analysis system adapted specifically to the context of music education; principles for curriculum design utilizing authentic musical content; pedagogical strategies for fostering communicative competence through professionally relevant tasks; and assessment procedures aligned with the requirements of professional communication. Specific implementation mechanisms and effectiveness criteria have been developed for each of these components. The theoretical significance of this research lies in its contribution to the theory of English for Specific Purposes instruction through the development of a specialized pedagogical model for music education – a model that effectively integrates linguistic, cognitive, and professional-musical dimensions. The practical significance lies in providing curriculum developers and educators with concrete recommendations for creating effective language programs that enhance the professional competence and international mobility of music graduates.

The article examines the transformation of the role of the family and social institutions in transmitting values to the younger generation, both in historical and contemporary contexts. The relevance of the study is determined by the deepening intergenerational gap, the erosion of traditional value systems, and the growing influence of new socialization agents, such as virtual communities and digital platforms, which create challenges for preserving cultural continuity and developing a holistic axiological foundation of personality. The article is a historical-analytical review of Russian and international literature, on the basis of which an original conceptualization is proposed. The aim of the article is to substantiate the author's concept of a "value ecosystem" and a three-component (cognitive–emotional–behavioral) model of value internalization as an analytical tool for optimizing the interaction between the family and social institutions in transmitting values to the younger generation. Special attention is paid to the family not as an isolated agent, but as an element of a complex institutional system that includes educational institutions, religious organizations, media, and new digital platforms. The methodological approach of the study is based on a comprehensive historical and sociological analysis, combined with structural-functional and socio-psychological paradigms, allowing assessment of cognitive, emotional, and behavioral levels of socialization. The article applies the “value ecosystem” approach, which considers different socialization agents as complementary elements of a unified educational environment. The main findings demonstrate that traditional hierarchical models of value transmission through the family or school are gradually transforming into a polycentric system, where various social institutions interact based on partnership and coordinated influence. Digitalization and globalization contribute to the emergence of new value orientations, while integrating face-to-face and virtual forms of socialization, as well as involving children in practical activities such as family volunteering and charitable work, enhances the effectiveness of value education and fosters prosocial behavior. The theoretical significance of the study lies in the development of an integrated model of value transmission, accounting for the multi-component nature of socialization and the impact of the digital society. The practical significance is reflected in the possibility of applying these approaches to optimize the interaction of families, educational institutions, and other social institutions to foster ethically oriented and socially responsible individuals.

In the context of the media environment digital transformation and the growing role of communications technologies in the professional activities of advertising and public relations specialists, developing comprehensive media literacy and digital competences in future professionals is becoming critically important. A historical and pedagogical analysis of the evolution of teaching digital communications disciplines in Russia allows us to reconstruct accumulated experience and identify key trends determining modern standards for training personnel for the media industry. The aim of this study is to trace the evolution of digital communications teaching in Russian higher education from an instrumental and technological model to a strategic one, identifying consistent patterns, key stages, challenges, and development vectors. The study is based on a systemic and historical-genetic approach, implemented within the framework of historical and pedagogical methodology using primary source analysis, comparative and contrastive analysis, and problem-based analysis, as well as scientific generalization. The author is the first to propose and substantiate a four-stage periodization for the development of digital communications teaching in Russian universities. The study identifies and systematizes five persistent challenges in teaching digital communications: terminological ambiguity, the gap between academic knowledge and industrial requirements, a shortage of active learning methods, faculty staffing issues, and the ethical and value-driven dilemmas of digital tools. An analysis of teaching practices, curricula, and scientific discussion allowed us to trace the shift in educational paradigms—from an instrumental-technological model to a modern competency-based and integrative model focused on strategic thinking and communications management in the digital environment. Theoretical significance: a deeper understanding of the development patterns of media education pedagogy. The practical significance lies in the possibility of using the findings to modernize curricula and methodological packages, as well as to substantiate priority areas for modernization: project-based learning, integration of industrial partners, simulation technologies, development of critical thinking, and the development of hybrid competences. Prospects are seen in strengthening interdisciplinary integration and the implementation of project-based and simulation technologies aimed at improving the quality of training communicators in the digital economy.

The modern educational environment is under the influence of major changes related to the digitalization of society and the emergence of new technologies such as neural networks and artificial intelligence. The study of artificial intelligence and the analysis of its positive and negative sides is one of the most promising areas for the development of pedagogical science. This is due to the growing importance of information technology and its widespread introduction into modern human life. The aim of the study is to analyze this transformation, identify the advantages and disadvantages of using artificial intelligence in the process of the English language learning. The main task is to conduct an experiment aimed at proving the influence of artificial intelligence on different age groups of students based on Howe's generational theory, which is popular today. Various methods have been used to conduct research and achieve more accurate scientific goals and results. Firstly, the analysis of foreign and domestic literature on this issue to confirm and build hypotheses describing the place of artificial intelligence in the field of education and in the process of learning English. Secondly, a scientific experiment was conducted, which included such research strategies as observation, collection and analysis of empirically obtained data. After conducting the experiment and evaluating its results, it was proved that it is necessary to make changes to the educational process when teaching English in order to increase the effectiveness of learning it. To integrate the latest technology into the educational process in order to turn the negative aspects of using neural networks into positive ones is also necessary. The scientific novelty of the study lies in identifying differences in the strategies used by Generation Z and Alpha students to work with artificial intelligence when completing English grammar tasks. The study demonstrated that lower performance in the presence of familiar vocabulary is associated with perceiving the task as routine and using simpler prompts, while the lack of the vocabulary is compensated for by making more detailed requests to the artificial intelligence. The theoretical significance of this study lies in substantiating the influence of artificial intelligence on different age groups of students within the framework of generational theory. The practical importance lies in the fact that the results obtained will help transform the educational process, make changes to it that will improve the effectiveness of teaching English through the competent introduction of artificial intelligence technologies.

The relevance of the study is due to the entry into force of Federal Law No. 475-FL (2024), which establishes quotas for children with disabilities and children with health limitations in public and municipal recreation organizations. This legislative innovation creates a new socio-pedagogical context in which the key issue is the staffing of inclusive shifts in children's summer camps. A contradiction has been identified between the legally enshrined right of children with disabilities to equal access to organized recreation and the unpreparedness of the system of professional training of team leaders to work effectively in an inclusive temporary children's group. The aim of the article is to theoretically substantiate, develop and experimentally verify a model for developing inclusive competency of future team leaders. The methodological basis of the study was a set of complementary approaches: systemic, competency-based, activity-based, personality-oriented and inclusive ones. The study included theoretical methods (analysis, synthesis, modeling) and empirical methods (pedagogical experiment, questionnaires, testing, expert assessment). Statistical data processing was carried out using the Pearson criterion (χ²). The experiment involved 336 students in the area of training 44.03.05 «Pedagogical Education» at the Melitopol State University. The results of the study: the concept of «inclusive competency of a team leader» is clarified, its four-component structure is identified and substantiated (personal-motivational, cognitive, activity-based and reflexive-evaluative components), a model for developing inclusive competency of future team leaders is developed and tested. It has been experimentally proven that the implementation of the proposed model allows developing a proactive-creative (high) level of inclusive competency in 54.61% of students in the experimental group, which is 38.37% higher than in the control group (16.24%). The theoretical significance of the study lies in clarifying the essence and structure of the inclusive competency of a team leader, as well as in developing a scientifically grounded model for its development. The practical significance lies in the creation and testing of diagnostic tools, the author's original special course and methodological materials that can be used in the system of professional training for team leaders in universities, as well as in professional development programs.

Modern challenges of natural science education are caused by the persistent fragmentation of chemical knowledge among applicants and students, formed by examination-oriented training and high abstractness of the subject. This does not contribute to the development of holistic objective thinking, increases learning anxiety and reduces cognitive motivation. Therefore, there is a need for specialized tools capable of transforming complex theoretical abstractions into visual modeling actions for a deep understanding of chemical patterns through practice, rather than through mechanical memorization of formulas and algorithms. The purpose of the work is to develop and methodically substantiate the author's original series of educational board games in chemistry, in which game mechanics serve as a metaphor for fundamental chemical laws, as well as to determine the minimum sufficient level of resource investment for their creation. The research was implemented in the design of iterative qualitative observation in the period 2021-2025. The empirical base consisted of more than 300 respondents of various age and educational categories. The key methodological principle of development is the self-sufficiency of game mechanics. The thematic blocks cover the most problematic sections of the course: the periodic system, atomic structure, organic nomenclature, stoichiometry, and electrochemistry. The rules of the games directly model scientific patterns, ensuring the learning of the material and a built-in system of self-correction of errors during repeated game cycles without external methodological support. The effectiveness assessment was based on qualitative indicators: verbal markers, the dynamics of reducing typical errors, and willingness to repeat sessions. The multi-stage testing confirmed the high diagnostic and formative function of the developed tools. Games effectively and objectively identify typical gaps in knowledge, ensure their independent correction through the internal logic of the rules, significantly reduce learning anxiety and form a stable internal motivation. A qualitative shift in students from generative reproduction to the causal justification of chemical processes has been recorded, while the fundamental feasibility of the approach in conditions of limited copyright resources has been proved. A promising transition from fragmentary didactic manuals to system gaming environments is theoretically substantiated, and key design principles are formulated. Practically developed games are ready-to-scale tools for implementation in the educational process of schools and universities, reducing the burden on teachers while filling basic gaps and providing a step-by-step, conscious development of subject thinking in chemistry.

problems of a normative, law enforcement, and expert advisory nature. However, the predominance of the theoretical aspect of university education does not allow students to fully develop practical skills. Practice-oriented training of law students makes it possible to ensure the development of relevant competences. The aim of the article is to theoretically substantiate the model of practice–oriented training of students - future lawyers and describe the process of its testing. The article presents the results of experimental work, during which the developed model was implemented in practice. The content of the model is based on activity-oriented, praxeological and systemic approaches and includes the following packages: target (relevance, purpose); methodological (approaches and principles); structural and technological (structure, technologies, tools); evaluative and effective (criteria). The model shows the sequence, the content of the process, and the organizational and pedagogical conditions for the professional training of preservice lawyers. The theoretical significance of the research lies in the fact that the author's original substantiation of the organizational and pedagogical conditions of practice-oriented training of preservice lawyers at the university is presented. The conditions include: software and methodological support for practice-oriented training of preservice lawyers at the university; improving the level of professional competency of teachers in the organization of practice-oriented training of future lawyers; the use of professionally oriented educational technologies. The practical significance of the research lies in the fact that the provisions and conclusions contained in it, the structural and functional model developed by the author, and the organizational and pedagogical conditions for practice-oriented training of preservice lawyers at the university create the basis for scientific and methodological support for practice-oriented training of legal personnel.

One of the components of psychological readiness for schooling is speech readiness, which includes the correct pronunciation of all sounds of the native language, the formation of phonemic processes and word formation and inflection skills, as well as a sufficiently developed vocabulary. The highest level of speech development in older preschool children is the ability to express their thoughts coherently, logically and consistently and to construct an oral utterance so as to be understood by peers and adults in the process of communication. Children with primary speech development disorders are at risk in terms of speech readiness for school, since their oral speech deficits negatively affect cognitive, emotional and personal development and, in the future, will lead to persistent specific writing errors. Therefore, the issue of timely identification, correction and prevention of difficulties related to the acquisition of coherent speech in preschool children with speech impairments is important and relevant. The aim of this work is to study the ability to compose a story based on a series of plot pictures in children aged 6–7 years with general speech underdevelopment (Levels III–IV of speech development) who are educated in compensatory groups for children with severe speech disorders. The research drew on the psychological pedagogical approach to the classification of speech disorders, as well as psycholinguistic, individual and person-centered approaches. The results of the diagnostic experiment are presented: in older preschoolers with general speech underdevelopment, the stories based on a series of plot pictures show the greatest deficits in the structural organization of the text, grammatical sentence construction, grammatical coherence and expressiveness of speech; lesser impairments are observed in the independence of sequencing the pictures and composing the story, thematic and semantic unity, and the lexical component. The theoretical significance of the work lies in the analysis and synthesis of national and international studies on the topic. The practical significance – the qualitative results obtained during the study on the ability of preschool children with general speech underdevelopment can be used by speech therapists to develop correctional and developmental programs for the development of coherent speech in preschoolers with severe speech disorders.

This study aims to investigate the development of social and communicative skills in preschool children with autism spectrum disorders (ASD) and other mental disabilities (OMD). The study's relevance stems from the need to promptly identify social interaction and communication difficulties in children with these conditions, as well as to improve diagnostic methods and organize personalized psychological and pedagogical support in preschool educational institutions. The aim of the study is to form social and communicative development in preschool children with ASD and mental retardation through diagnosis and subsequent socialization at the diagnostic, formative and control stages of the experiment. The study utilizes a systems approach that allows for the perception of social and communicative development as a multicomponent structure, an individualized approach that takes into account the specific psychophysical development of each student, and a person–centered approach that transforms the child from a passive object of pedagogical influence into an actively participating subject of the educational process. The assessment was conducted in fifty preschool children with ASD and mental disabilities (OMD) at the preschool educational institution during the 2025–2026 academic year. Analysis of results across all stages of the assessment indicates positive changes in the social and communicative skills of the majority of children. This is supported by the use of comprehensive diagnostic tools and individual educational plans to improve social interaction and communicative activity. The theoretical significance of the work lies in understanding Russian and global views on the socio-communicative development of children with ASD and OMD, as well as the importance of early diagnosis and correctional work for their successful socialization. The practical significance of the study lies in the diagnostic methodology, which is capable of recording not only the overall level of development of social and communicative competences but also qualitative changes within each stage, which is critical for working with preschool children with ASD and mental disabilities (OMD).

Given the shift of adolescent communication to the digital environment, the problem of cyberbullying has become particularly acute as a serious risk to psychological well-being. Choosing a safe behavioral strategy in the face of cyberbullying requires regulatory resources from the adolescent. The objective of this study is to examine the relationship between indicators of conscious self-regulation and the choice of specific cyberbullying coping strategies. The empirical study was conducted on a sample of 50 adolescents who had experienced cyberbullying. The findings indicate that the overall level of self-regulation is statistically significantly associated with constructive strategies, such as boundary setting, seeking support from close relationships, and active ignoring.