Keyword: «pedagogical education»

The article examines interest in the teaching profession as a motivational component of choosing a teaching career. Understanding the mechanisms of interest influence on the choice of a profession at the stage of university training is important for training highly qualified and motivated teachers in the context of a shortage of teaching staff. The psychological foundations of professional interest, its structure and connection with various aspects of pedagogical activity are considered. The results of a study of the dynamics of interest of future teachers from the first to the fifth year (n=158) are presented, showing the absence of a direct connection between the presence of interest and the desire to work in the profession.

The relevance of this study stems from the rapid development of modern technologies and their expanding application within the educational sphere. The digital transformation of education, the active implementation of artificial intelligence (AI) tools, and the growing demand for educators' digital competence underscore the necessity to investigate the readiness of preservice teachers to work with new technologies. However, contemporary teacher training programs often prioritize traditional methods, neglecting the need to integrate AI into the teaching process and develop relevant skills. This creates a risk of professional obsolescence among graduates and a decline in the quality of educational services in the context of technological revolution. Consequently, the aim of this article is to identify the level of readiness among students in pedagogical specialties to apply artificial intelligence in educational activities. Within the research framework, a literature analysis was conducted to identify AI modules in the curricula of teacher training universities. Additionally, an analysis of the content of these curricula was made, revealing the relationship between module design and students' AI readiness. Based on the research findings, shortcomings in the current content of AI-related courses within pedagogical universities were identified; risks associated with students potentially neglecting personalized learning and AI utilization were presented. The following solutions were proposed: reforming teacher education curricula; focusing on addressing ethical and privacy challenges arising from the use of this technology; strengthening student teachers' AI preparation through empirical research and scientific methodology, including experimental studies; integrating AI via digital pedagogy modules. The theoretical significance of the study lies in defining the direction for future research on the specifics of AI application in education. The practical significance of this research is driven by the imperative to prepare students in pedagogical universities for implementing AI in the educational process.

In the context of updating the legal framework for education, it is becoming increasingly important to strengthen the requirements for protecting the rights of students and ensuring the responsibility of teaching staff. This is because the legal competence of a future teacher is an integral quality that ensures the legitimacy of their professional activities and helps to prevent legal risks for educational organizations. The need for targeted development of this competency is determined by the requirements of federal legislation, current federal state educational standards in the area of «Pedagogical education», as well as the professional standard «Teacher». Another factor that contributes to this is the increased regulation of the processing of personal data of students and their parents or legal representatives within the educational system. The aim of the article is to theoretically substantiate the concept of «legal competency of the preservice teacher» and to develop a model of mechanisms for its development at the stages of professional training at the university. The methodological basis of the research was based on competence-based, activity-based, systemic, and axiological approaches. The methods used included analysis and synthesis of scientific sources, regulatory analysis, typologization, and conceptual modeling. The main results presented are: 1) clarified substantive definition of legal competency of preservice teachers; 2) structural model of competency, including value-motivational, cognitive, operational activity-based and reflexive-evaluative components; 3) a set of interconnected mechanisms for its development (normative-regulatory, didactic, digital-environmental, project-expert, reflexive-evaluative), ensuring the transition from the acquisition of basic legal knowledge to sustainable methods of lawful professional behavior; 4) the algorithm for integrating the developed model into the main professional educational program of pedagogical education (diagnostic-target, design, activity-based, assessment-reflective stages) and the assessment construct based on criteria and indicators (legality of decisions in typical and non-typical pedagogical situations, readiness for legal expertise of local acts, compliance with the requirements for personal data, the ability to legally interact with participants in educational relations). The theoretical significance of the work lies in clarifying the conceptual and categorical apparatus of the pedagogy of law and substantiating a holistic model for the development of legal competency. The practical significance lies in the possibility of using the proposed model in designing work programs for disciplines and practices, developing funds of assessment tools and intra-university regulations for the legal security of educational activities.

The relevance of the study is due to the complex of modern challenges faced by the Russian education system: geopolitical changes, globalization and digitalization processes. In these conditions, the task of preserving and developing ethnocultural diversity, in particular, the culture and traditions of the Udmurt people, is of particular importance. A key role in solving this problem is given to the teacher, whose own developed national identity and the ability to use modern tools to educate schoolchildren are becoming especially important. The aim of the article is to determine the role and potential of media pedagogy in the development of the Finno-Ugric identity of student teachers in the Udmurt Republic. The work is experimental in nature and relies on a combination of methods: questioning and interviewing students of a pedagogical university, analyzing essays by schoolchildren and student teachers, as well as a method of expert assessments to identify key factors affecting the development of national identity. The study revealed a contradictory situation. On the one hand, student teachers have a fairly high level of personal Finno-Ugric identity. On the other hand, significant gaps were found in their preparation for the use of media technologies to develop this identity among schoolchildren. Analysis of the essays showed that students understand insufficient manifestation of the ethnocultural component in the work of a modern school and expect its strengthening in the "school of the future." At the same time, preservice teachers demonstrate limited awareness of specific media resources and weak readiness for their practical use for educational purposes. The results of the work emphasize the need to integrate media pedagogy into the teacher training system. At the theoretical level, the study justifies the importance of the teacher's media competence as a key condition for effective ethnocultural education. At the practical level, recommendations have been developed for the educational policy of the Udmurt Republic: the introduction of special courses in media pedagogy into the curricula of pedagogical universities, the creation of school media centers focused on the production of ethnocultural content, and the development of partnerships between educational organizations and national media.

This article examines the activities of Armavir State Pedagogical University (ASPU) in implementing international educational projects in the Republic of Armenia, the Republic of Abkhazia, and the Republic of South Ossetia. Based on an analysis of specific work results for 2025, key principles determining the effectiveness of these activities are identified and characterized: relevance, integration, interactivity, and practice-oriented approach. ASPU projects, aligned with Russian state initiatives promoting the Russian language and education, serve as an effective tool for strengthening humanitarian and cultural ties and creating a common educational and value space.