Keyword: «systemic approach»

The relevance of studying the features of pedagogical design in the course of writing graduation qualification works by students is substantiated; the concepts of pedagogical design, its types and stages are given; pedagogical design is considered as a function of a teacher; its relevance in modern conditions is determined. Peculiarities of pedagogical designing during the period when students were writing their graduation papers are indicated: the choice of a search or normative approach to designing, determining the content of pedagogical goal-setting, building pedagogical designing based on a systematic approach. Design components based on a systematic approach are identified. The conclusion is made about the formation of design competence when writing final qualification works.

The article presents the experience of the main areas of teaching biology in preparation for the GIA necessary to achieve a good result. The author talks about various forms of preparing graduates for ex-aminations. These recommendations can be used by colleagues for more successful preparation of high school students for the GIA in biology in the format of the OGE and the USE.

The exacerbation of personnel challenges in Russian universities manifested in the reduction and aging of faculty, disruption of generational succession, and a shortage of young educators motivated to build a career within an educational organization necessitates the development and implementation of comprehensive measures to ensure sustainable personnel reproduction. The aim of the article is to develop and substantiate a model for nurturing a university talent pool from among promising young people studying at the levels of general, secondary vocational and higher education, based on a systemic approach. The theoretical foundation of the research comprises works by Russian and foreign authors on human resources policy issues in higher education. The empirical base includes observational data, surveys, and in-depth interviews conducted by the authors in 2023–2025 at universities in the Amur Region. Within the systemic approach, the university is considered as a system, and the student as an element integrated into the faculty through managed processes. The main result of the study is a three-tiered model for early identification and support of promising youth developed by the authors: 1) pre-university stage (identifying talented schoolchildren and college students); 2) university stage (engaging students in research and project-based activities); 3) mentoring stage (integration into teaching practice). The model is implemented through four interrelated elements: identification, development, motivation, and adaptation of students. Key barriers to implementing the model have been identified: bureaucratization, excessive instructional workload, motivational issues among experienced educators, and the lack of a holistic personnel strategy in some universities. The theoretical significance of the work lies in generalizing the experience of forming university talent pools and systematizing approaches to working with potential educators. The practical significance consists in proposing a specific model and toolkit for the systematic reproduction of teaching staff, starting from the school stage, which can be used by university administrations when developing a personnel strategy for the educational organization.