Keyword: «educational environment»

This article examines the moral education of schoolchildren based on national values, a crucial task in today's world, where globalization and information technology are blurring boundaries. The relevance of this research topic stems from significant changes in the value orientations of today's youth, the lack of clear moral guidelines, and the strategic objective set in Decree No. 309 of the President of the Russian Federation dated May 7, 2024, on nurturing a harmoniously developed, patriotic, and socially responsible individual based on traditional Russian spiritual, moral, cultural, and historical values. A lack of comprehensive research proposing specific mechanisms and technologies for integrating national values into everyday school practice is noted, as well as challenges in implementing educational work, such as formalism and the lack of a methodological framework. The aim of this study is to identify the role of national values in the moral education of schoolchildren and determine the pedagogical conditions for its effective implementation. The study is based on a comprehensive, axiological, historical-pedagogical, and socio-functional methodological approaches. To achieve the stated goals, theoretical methods (analysis and synthesis, comparative analysis, deductive and inductive approaches, classification and systematization) and empirical methods were used. Among the empirical methods, pedagogical observation (to record moral qualities and attitudes toward national values) and anonymous surveys of schoolchildren and teachers (to identify the development of national value orientations and evaluate educational practices) were used. Interviews with parents and a study of student activity products were also conducted. The results of the study demonstrate the effectiveness of using national values for the moral education of schoolchildren. The survey of schoolchildren revealed that schoolchildren value patriotism but are weak in active advocacy and social activism. Teachers are aware of the importance of education, but they consider their methods to be ineffective and need to improve their qualifications. National values form the basis for the moral education of schoolchildren. The theoretical significance of this study lies in its complementarity with existing approaches to the moral education of schoolchildren, systematization of modern views, and highlighting the role of national values in the educational process. The practical significance of this work lies in the fact that its results can be used to develop curricula and extracurricular activities, as well as for teacher training.

The relevance of the study lies in the analysis of the processes of transforming the educational environment of the subject area "Labor (Technology)" under the influence of modern challenges from the dynamically changing labor market (digital industry); sociocultural changes associated with the increasing role of the digital environment. The research goal of the article is to identify the digital deficits of "Labor (Technology)" teachers and to substantiate the profound changes in the teacher's activities to overcome them in the process of digital transformation of education. The following approaches were used as the leading approaches to the study of the problem: theoretical analysis of scientific concepts, comparative method, qualitative thematic content analysis, systems activity-based and ecosystem approaches, and the principle of interdisciplinarity. The methodological basis of the study is the environmental approach, which allows for a systematic analysis of the influence of the educational environment components on the development of the subjects of the educational process in order to achieve optimal conditions for the development of the student as a subject of educational activity. The paper experimentally identifies and summarizes the digital deficits of teachers in the Labor (Technology) educational field, substantiates the concept of a "hybrid educational environment," and describes the necessary changes in its components to achieve the research goal. It has been determined that the prospective transformation of the educational environment takes place in a hybrid combination of various classroom (face-to-face) and digital practices that expand the spatial and temporal boundaries of learning, enhancing the material component of the environment with access to the equipment of partners (school-university-company) to develop a combination of marketable skills and competences among students; in scaling up network social connections and establishing new relationships among participants in the educational process, stimulating students to professional self-determination. Theoretical significance. The results of the study allow us to conclude that, in the context of digital transformation of technological education, teachers will not only need to improve their digital and methodological competencies, but also to develop their readiness for profound changes in their professional activities by designing and effectively using a hybrid educational environment. Practical significance. The presented results can be used to enhance self-educational activities and personalize learning, responding to the new demands for training specialists who will learn, choose a profession, and develop in the digital and data-driven economy.

The article is an analytical review summarizing the research related to applying ecological approach to the concept of faculty professional agency. Through this particular approach, understanding of nexus between educational environment and faculty agency is ensured. The topicality of the given research is rooted in the long-felt urge to reveal specific ways of researching faculty professional development relying on the combination of faculty organic resources and corresponding educational environment, while also taking into consideration present-day requirements towards university teachers’ performance. Such topicality is also stipulated by the need for a greater degree of ecological approach conceptualization. Analyzing the studies related to ecological approach to agency, we aimed at demonstrating the possibilities provided by ecological approach in the process of interpreting the faculty agency concept. With the help of the literature review method, modeling method as well as general scientific methods of analysis and synthesis, we concluded on the significance of using the ecological approach within such research as it demonstrates close interrelation between faculty professional agency and ecological conditions in which university teachers operate, allowing to understand not only their ability to engage actively in professional performance but also the possible ways of shaping such kind of agency. Receiving more detailed information related to ecological approach as one of the resultative ways of researching faculty professional agency, which provides a necessary focus for researchers, has become the result of the current study. Theoretical value of the latter is reflected in the combination of ecological approach with devising the principles of developing a university teacher as a professional, while practical application of the results might be found through considering the factors impacting professional agency growth in the professional development programs and teachers advanced training courses. Thus, ecological approach acts as a technology analyzing, modeling and constructing educational environment enabling faculty personal and professional development.

The relevance of the study is determined by the need to develop research competences in students, which become crucial in the context of the modern knowledge economy and digital transformation of society. Project-based learning is recognized as one of the most effective methods for developing such competences; however, its success directly depends on the quality of pedagogical support. In this regard, mentoring acts as a system-forming element that ensures the targeted development of students' research potential through individual support, transfer of experience, and organization of reflection. The aim of the article is to theoretically substantiate and practically demonstrate the role of a multi-level mentoring system in developing students' research competence in the context of project-based activities. The leading research approach is the system-activity approach, complemented by the concept of a level-based model of mentoring (mentor, tutor, coach, facilitator) and the competency-based approach. The methodological basis consists of an analysis of domestic and foreign scientific literature, generalization of pedagogical experience, and a description of the empirical implementation of the mentoring system at the Center "House of Scientific Collaboration named after S.V. Ilyushin" of Vologda State University. The main results of the article include: 1) theoretical substantiation of a mentoring model as a complex pedagogical system adaptable to the stages of developing research competence; 2) characterization of the structural components of research competence (motivational-axiological, cognitive, activity-based, reflective) and ways of their development through mentoring; 3) description of practical mechanisms for integrating mentoring into project-based activities (hackathons, project sessions, All-Russian Educational Initiative «Sirius Summer: Start Your Project»), illustrated with specific cases; 4) presentation of a system of methods and tools used by mentors to develop students' research skills. The theoretical significance of the work lies in systematization of modern approaches to mentoring and clarifying its role in developing research competence. The practical significance is determined by the presentation of tested formats and technologies of mentoring activity that can be implemented in general, additional, and higher education institutions to improve the efficiency of project-based work and prepare competitive personnel.

The article examines the phenomenon of emotional leadership as a key competency of a modern teacher. It analyzes ways of developing emotional stability in educators under conditions of increased professional stress. Practical tools for preventing emotional burnout are presented, including self-regulation techniques and methods for creating a positive psychological climate in educational settings. The study is based on experimental work conducted in secondary school settings, demonstrating the effectiveness of the proposed approaches in reducing burnout symptoms and improving teacher wellbeing.