Introduction. In the context of escalating international tensions, strengthening traditional values as a factor in ensuring the country's national security is becoming increasingly important. Given the growing need for Russian science and practice to develop effective solutions to the problem of introducing students to traditional Russian values, international experience is of interest, particularly that of Russia's closest neighbors, with whom Russia shares much in common in culture, value orientations, and folk traditions. These countries include the Republic of Belarus, whose experience in developing scientific problems of introducing students to national values is of particular interest to Russian pedagogical science and practice today.

Materials and methods. The study utilized methods of theoretical analysis, synthesis, search, selection, systematization of sources, comparison of research results, and generalization of the obtained data. Pedagogical periodicals from the Republic of Belarus were reviewed over five years (2021-2025): scientific articles were selected and analyzed that examine various aspects of pedagogical axiology, approaches to developing students' value orientations, and preparing teachers to address this pressing issue. 

Results. A review of research trends in pedagogical axiology in the Republic of Belarus was conducted using materials from periodicals published over the past five years. Development trends in this research area, relevant aspects, and theoretical and practical experience in enhancing the value potential of education and developing teachers' readiness to transmit traditional national values to students were identified.

Discussion and conclusions. The analysis demonstrated a strengthening of the axiological approach to the development of all levels of education and to the training of teaching staff; an expansion of the scope of pedagogical axiology in terms of updating and in-depth development of approaches to developing specific groups of values in students (patriotic, spiritual and moral, environmental, aesthetic, family, etc.); and a development of understanding of the essence and independent significance of axiological competence, teachers' professional values, and the conditions for their development.

Introduction. The current development of digital technologies has a significant impact on all areas of activity, including education. The digital transformation of education is an undeniable global trend in the modernization of educational systems. It is driven by global trends: the introduction of artificial intelligence, big data, and digital platforms; the use of various blended learning models; the use of immersive learning environments, various AI assistants, and performance analytics systems. Under these conditions, the demands on the professional competence of teachers as key agents of educational change are increasing. In the Pridnestrovian Moldavian Republic (PMR), as a subject with limited integration into international educational spaces, there is a systemic gap between the potential of promising digital technologies and their actual implementation in the practice of general education organizations. This article identifies the level of digital transformation of schools in the PMR, including teachers' proficiency in various digital technologies, based on an analysis of the regulatory framework; the experience presented on the "School of Pridnestrovie" portal and in various publications; and the results of a survey of teaching staff in the PMR. The conducted analysis allowed us to formulate recommendations for the development of a system of organizational and methodological support for teachers in the use of advanced digital technologies in the general education system of the Pridnestrovian Moldavian Republic.

Materials and methods. The following methods were used to achieve the research objectives. Theoretical methods include analysis and systematization of scientific and methodological literature, regulatory documents, and online sources on the problem under study; study of pedagogical experience, analysis, synthesis, and generalization of theoretical positions; induction, deduction, forecasting, and modeling. Empirical methods include questionnaires, a survey, and the formulation of recommendations for developing a system of organizational and methodological support for teachers using advanced digital technologies in the general education system of the Pridnestrovian Moldavian Republic. The study was conducted using an interdisciplinary, project-based network methodology.

Results. The study collected data on the current state of digital technology use in the general education system of the PMR. The study revealed that digitalization of education in Transnistria includes the creation of a digital educational environment in each school; the use of online platforms, electronic libraries, and learning management systems; and the development of original digital educational content by teachers, including using artificial intelligence. Analysis of the study results revealed that the digitalization of the general education system in the PMR opens up new opportunities for all its participants, but is also fraught with difficulties related to budgetary shortages; insufficient digital infrastructure; limited integration of digital solutions into educational institutions; limited use of digital services; and issues of cybersecurity and data protection. The study results provided the basis for the development of a system of organizational and methodological support for teachers on the use of advanced digital technologies in the general education system of the PMR.

Discussion and conclusions. The digitalization of education in the PMR is aimed at creating a modern and accessible educational environment that meets the demands of the times and promotes the quality of knowledge and the development of students' skills in demand in the digital age. To overcome the challenges that hinder the effective development of digital transformation in education in the PMR, comprehensive measures are necessary: increased funding, expanded access to modern equipment, collaboration with the IT sector, and, of course, the development of a system of organizational and methodological support for teachers on the use of advanced digital technologies in the educational process and the development of in-demand digital competencies.

Introduction. Nowadays educational organizations of the Ministry of Internal Affairs of Russia are focused on the digitalization of education, which significantly contributes to the self-development of cadets, endows them with the relevant competencies. Self-development of cadets is largely predetermined by the educational environment, encouraging the formation of their professional position aimed at finding ways of self-improvement, activating internal potentials. Digitalization of education in self-development of cadets is one of the mechanisms that contribute to the acquisition, comprehension and transfer of large volumes of professional information.

Materials and methods. Following main methods of theoretical research were used to achieve the set goals and objectives such as theoretical analysis of domestic and foreign literature, study of scientific articles and publications on the topic, generalization and systematization of research results, analysis and synthesis.

Results. The article substantiates the relevance of the widely conducted search for new opportunities for self-development of cadets of Higher School of Ministry of Internal Affairs of Russia in the context of digitalization of education. Features of the process of self-development of cadets of Higher School of Ministry of Internal Affairs of Russia are determined by the tasks facing police officers at the present stage, consisting in the need to independently carry out effective professional activities, determine the paths of self-construction and self-education. It is necessary to use digital platforms (for example, VitaLMS, etc.) within the transition to digitalization of education, in the course of professional training of future police officers which are focused on the implementation of professional tasks with the inclusion of specialized educational environments; an electronic information and educational environment (EIEE) that integrates existing educational resources and technologies that ensure the mastery of educational material in full; digital programs which are focused on professional tasks in the training of police officers that simulate practical situations.

Discussion and conclusions. The process of self-development of cadets of the Higher School of the Ministry of Internal Affairs of Russia in the context of digitalization of education is observed by modern researchers, which is reflected in the acquisition of competencies by cadets related to the mastery of information technologies, in the process of acquired knowledge using open digital platforms; in the use of digital space resources in the process of professional practice-oriented training; in building individual trajectory of self-development which is based on the analysis of a digital competence profile.

Introduction. Continuity in the development of textual activity is the subject of modern research, mainly localized within a single educational level or academic subject. The article is aimed to analyze the international experience textual activity development in primary and basic education, including the distribution of the sequence in national curriculums and programmes of various countries. Materials and methods. This article involved a comparative analysis based on national curricula and federal educational programmes of the Russian Federation, the USA, China, India, the Philippines, and Singapore. The criteria of the analysis were: the structure of the curriculum / programme, the role of textual activity or text-related skills in the curriculum and academic subjects, the text-related skills as learning objectives, the sequence textual activity development, inconsistencies and contradictions in the sequence.

Results. It was possible to identify factors that lead to a more explicit sequence for textual activity development. The use of these factors produces a number of tools for tracking the continuity of textual activity development.

Discussion and conclusions. The identified factors can be integrated into the federal primary and basic general educational programmes of the Russian Federation, leading to significant positive changes in the development of textual activity and other learning skills. The analysis suggests specific directions for developing educational programmes to enhance the quality of general education in the Russian Federation.

Introduction. Market changes and the withdrawal of the Russian Federation from the Bologna education system have focused on the export of educational services, which is a strategically important area for the development of national higher education systems. The export of Russian education today is an indicator of the global competitiveness of the national education system. It performs not only a socio-economic, but also a geopolitical function, strengthening the country's influence in the international arena, primarily in the five rapidly developing member countries: Brazil (Brazil), Russia (Russia), India (India), China (China) and South Africa (South Africa) – BRICS. In the context of the export of Russian education, the issue of studying the integration of foreign students in modern Russian higher education institutions at the scientific and methodological level arises.

Materials and methods. Using the methods of observation, questioning, analysis, design, study, and generalization, the authors present a theoretical analysis of the legal framework for exporting Russian education, scientific publications, and research on pedagogy and professional education in the context of integrating foreign students into Russian higher education. In the practical part of the article, the authors present the results of a formative experiment on integrating foreign students into the university's educational system. The implementation of a summer school for foreign students as an additional general development program and the development of an educational tourism project for BRICS students have been chosen as tools for integrating foreign students.

Results. The main directions of integration of foreign students into the educational system of Russian universities in the conditions of export of Russian education are revealed – educational language and adaptation programs at the preparatory department of the university, academic and socio-cultural adaptation, legal integration, support and assistance of foreign students by international departments of universities.

Discussion and conclusions. The results of this experiment have been covered in the mass media. This publication is the initial stage of research work on the integration of foreign students into the educational ecosystem of a Russian medical university.

Introduction. The formation of telecommunication competence among students in higher legal education is an important topic for scientific research, since in the context of globalization, the integration of legal systems, the development of artificial intelligence and communication systems, the need for lawyers with not only theoretical knowledge, but also high telecommunication skills in interacting with clients, colleagues and other interested parties is increasing. in both full-time and hybrid (including remote) formats; Improving the telecommunication competence of lawyers contributes to the formation of a digital legal culture in society, which is important for the development of citizens' digital legal awareness and improving law enforcement practice; modern educational standards require university graduates not only to have in-depth knowledge of law, but also the ability to effectively interact in a professional environment, including with the use of information and communication technologies. communication technologies.

Materials and methods. In preparing this study, such methods of scientific knowledge as analysis and synthesis, surveys and questionnaires, experimental methods, case studies, monitoring and evaluation were used, which allowed the development of new approaches aimed at the formation of telecommunication competence among university students in the legal field of study. The research methodology is based on three approaches: systemic, competence-based and innovative.

Results. In the course of the research, it was established that the modern approach to the formation of the communicative competence of students in the legal field of training is the integration of new technologies and teaching methods, which makes it possible to prepare future lawyers more effectively for work in the context of building a digital state.  

Discussion and conclusions. The obtained research results can be used both in educational practice when building an educational trajectory for the training of lawyers, and for further scientific developments in the field of legal education using telecommunication technologies. 

Introduction. Pedagogical aspects of achieving productive professional longevity, which are of significant scientific interest, remain understudied due to the difficulty of obtaining primary data. The aim of this study is to identify factors associated with productive professional longevity in social services based on a comparative analysis of the educational trajectories, professional values, and project-based learning activities of employees with outstanding work achievements and at least 20 years of work experience.

Materials and methods. The study utilized phenomenological, integrated, systemic, and conceptual approaches, ensuring the targeted collection, analysis, and interpretation of data characterizing the subjective experiences of continuous education and development among finalists of the All-Russian Competition of Professional Excellence in Social Services. The following methods were used: analysis of theoretical sources, pedagogical expertise, biographical, theoretical, non-participant observation, unstructured interviews, and others. Content analysis was conducted in accordance with the concepts of Schwartz's motivational continuum.

Results. Factors influencing long-term productivity in the social services sector were identified; institutional, exogenous, and endogenous issues related to the imbalance in the development of professional and universal competencies were identified.

Discussion and conclusions. Scientific propositions characterizing the characteristics of educational attainment in adulthood were confirmed; directions for further scientific research in the field of vocational education were substantiated. The practical significance of the study lies in the potential use of its results for developing the educational environment of regional universities in the context of supporting, enhancing, and leveraging the expertise of long-serving professionals in the social services sector.

Introduction. In the context of ongoing changes, the creation of effective teams is a key factor for the success of organizations of any profile. This article presents a technology for designing change teams and examines the specifics of applying coaching mentorship on the example of a pedagogical university. The purpose of the article is determined by the strategic directions of university development. The main idea is that coaching mentorship technology is an effective and scientifically grounded tool for designing and developing teams of organizational changes in a pedagogical university operating under conditions of continuous advanced education and strategic transformation (within the framework of programs like «Priority–2030»). We have identified key steps that help form a successful team. The paper discusses important reasons for designing organizational change teams, as well as factors that contribute to the creation of effective teams in the context of internal corporate training.

Materials and methods. The degree of novelty of the research results is determined by tools aimed at developing a change team and methods for assessing its effectiveness. The technology for designing a change team is based on coaching mentorship methods as a management tool for transformation, capable of effectively responding to contemporary challenges.

Results. The research set out to identify and experimentally verify the extent to which conducting practice-oriented intensive cycles influences the development of the team's reflexivity and balance. The developed technology for team design can be used in creating new models for managing human resource development.

Discussion and conclusions. During the analysis of the problem field of transformational changes, the team of Minin University as a participant in the «Priority–2030» project found that approaches to designing a new system of higher education levels are rather formal, and a sufficiently wide range of training areas remains within the traditional («Bologna») form of student education.

Introduction. Modern adolescents often face demands that significantly exceed their internal resources, which eventually leads to a number of problems, including victimization associated with deviations and social exclusion. However, in modern psychology, the question of the gender specificity of exclusion experiences and victimization in relation to older adolescence remains open. This article analyzes the features of the manifestation of role victimization and the experience of social exclusion in older adolescents in the gender dimension.

Materials and methods. The study involved 100 older adolescents aged 15-17 (50 girls and 50 boys). The questionnaire of M. A. Odintsovo and N. P. Radchikova "Type of role victimization" was used to identify the type of role victimization. To study the experiences of social exclusion, the methodology "Experiencing social exclusion (PSI)" by G. V. Semenova, S. A. Vekilova and O. V. Rudykhina was used.

Results. The study confirmed the hypothesis about the gender-specific manifestations of role victimization in older adolescence. In particular, it was found that the autovictimal type of role victimization is more common among boys than among girls, who are much more likely to have a victim type of role victimization. The results also showed the presence of gender specificity in the experiences of social exclusion of older adolescents. Girls were more likely than boys to experience rejection in the dyad, while boys, unlike girls, had more pronounced experiences related to bullying. At the same time, in the group of victimized and hypervictimal older adolescents, gender differences corresponded to those found in the sample as a whole, while in the group of autovictimic adolescents they were recorded in favor of boys experiencing exclusion from status figures. The highest rates of experiencing social exclusion, regardless of gender, were observed in victimized and hypervictimal older adolescents.

Discussion and conclusions. Based on the results of the study, it is possible to talk about the presence of gender specificity in older adolescence, not only in terms of the manifestation of role victimization, but also in terms of experiences of social exclusion, and experiences of social exclusion in interpersonal relationships have some gender differences depending on the type of role victimization of older adolescents.

Introduction. The study is aimed at identifying the specifics of personality traits in the structure of psychological regulation of behavior of future and current IT specialists. The goal of the research is to assess the personality traits of future IT specialists with subsequent forecasting of professional trajectories. Special attention is paid to risk factors that reduce the productivity of professional activities of IT specialists. The role of personality traits in overcoming these risks, as well as methods for developing personality traits in the educational environment, is determined. To test the hypothesis that such personality traits of students in the field of IT technologies as emotional-volitional, moralethical, organizational, and communicative significantly influence the regulation of behavior and educational outcomes, an empirical study was conducted.

Materials and methods. The collection of empirical data was carried out using an author's questionnaire dedicated to studying the relationship between educational outcomes of students and their personality traits, the Big Five questionnaire, the Subjective Control Level (SCL) research methodology, the "Self-Regulation of Behavior Style" (SRBS) questionnaire by V.I. Morosanova, the methodology for studying motivation for success and avoidance of failure (A. Mehrabian), as well as the questionnaire on professional orientation of personality (AND). At the first stage, the method of group expert evaluation was applied, during which two expert groups were formed, consisting of IT company managers (25 people aged 30 to 55, of whom 52 % are women and 48 % are men) and teachers implementing educational programs related to IT technologies (30 people aged 28 to 60, of whom 60 % are women and 40 % are men). At the second stage, an empirical study was conducted, in which 60 students – future IT specialists participated, of whom 56 % are girls and 44 % are boys, aged 20 to 24.

Results. This study on the formation of personality traits in the structure of psychological regulation of IT specialists revealed risk factors that reduce the effectiveness of their work and the role of emotional-volitional, moral-ethical, organizational, and communicative qualities in their development. The more developed these qualities are, the higher the indicators of planning, flexibility, and independence. The empirical study allowed to study the personality traits of future IT specialists and to predict professional trajectories, comparing the data with the survey of experts from among company managers and teachers.

Discussion and conclusions. Based on the results of the empirical study, it is concluded that the research hypothesis is confirmed and the importance of the task of forming personality traits in the structure of psychological regulation of behavior of students – future IT specialists is substantiated.

Introduction. Emotional well-being is an important indicator of a person's psychological state, especially in the context of increased social tensions in recent years. However, currently there is no unified approach to defining emotional well-being, which makes it difficult to compare results of different studies and hinders the development of scientific methods for its formation and maintenance. Therefore, it is crucial to understand the conceptual foundations of this phenomenon as a distinct psychological phenomenon. This paper reviews Russian and international research on emotional well-being and provides a definition for the concept, as well as a theoretical model.

Materials and methods. The article analyzes the definitions of the concept of "emotional wellbeing" in terms of the categories included in them, published in eLlibrary.ru, Scilit, PubMed, and Google Scholar.

Results. The analysis identifies 10 categories of concepts that are included in the definitions of emotional well-being. Two interrelated time perspectives have been identified for considering this concept: a short-term state and a relatively stable personality trait. It has been shown that emotional well-being includes elements of both hedonistic and eudaimonic well-being. It is emphasized that it is necessary to take into account cultural and historical factors that influence emotional experience.

Discussion and conclusions. Emotional well-being encompasses both situational elements (the balance between positive and negative emotions) and dispositional elements (satisfaction with life, self-esteem, sense of purpose, and meaning in life). It is essential to develop a comprehensive assessment tool based on this model in order to effectively measure emotional well-being.

Introduction. Based on the analysis of modern scientific research, the importance of assertive behavior for the successful professional activity of state and municipal employees is shown. The need for the comprehensive development of all components of the structure of assertive conduct in the development of programs for its formation is emphasized, which should begin in the process of training students – future civil servants in a specialized university. 

Materials and methods. The following methods were used in the study: theoretical – analysis of Russian and foreign psychological and pedagogical literature, generalization, systematization and interpretation of data. empirical – questionnaires, psychodiagnostic methods; instrumental and statistical methods.

Results of the study. The study took place in two stages. The first stage is ascertaining, during which a pilot study of preferences and differences in the answers of students (112 people) and working civil servants (163 people) about professionally important qualities, motives and models of behavior of civil servants was carried out. It was shown that students know little about assertive behavior, what importance it has in the professional activities of state employees. In the experimental study, it was found that the components of assertive behavior among students participating in the experiment (240 people – 1st, 3rd and 4th year students) are mainly at an average level of development, there is no positive dynamics of their growth from course to course, and negative dynamics are demonstrated in terms of autonomy-dependence and self-confidence.

The second stage of our research was the development of a program for the formation of assertive behavior of students – state and municipal employees in the conditions of psychological and pedagogical support, the content of the program is presented. As the main conditions for the formation of assertive behavior of students, we have singled out: the continuity of the theoretical and practical parts of training and the use of educational situations to deploy the environment of interpersonal interaction between civil servants and clients, modeling their professional activities. At the formative stage, 127 students took part in the study: 57 of them made up the experimental group and 70 people made up the control group. To assess the effectiveness of the program, a comparison of positive changes in the structural components of assertive behavior in the experimental group compared to the control group was carried out, which showed that the students of the experimental group showed statistically significant positive dynamics in the entire complex of studied indicators of assertive behavior. In the control group, no positive dynamics was revealed.

Discussion and conclusion. The results obtained in the study show that the effective formation of assertive behavior of students – future state and municipal employees can be carried out with the help of the program of psychological and pedagogical support in the process of studying at the university. This allows us to recommend this program for inclusion in the process of training students of management universities. 

Introduction. Cultural diversity is one of the challenges for modern education. Multicultural education, among other things, presents difficulties related to education and socialization of students from migrant families. Along with many other difficulties, the issues of professional selfdetermination are actualized for high school students. This problem is unexplored in the Russian context. The aim of the study: to identify the problems and readiness of students from migrant families for professional self-determination.  

Materials and methods. A qualitative method, semi-structured interviews, was chosen for data collection. The method of grounded theory in a constructivist position is used to analyze the data. Students of grades 8-11 from migrant families participated in the interviews. 

Results. The surveyed sample showed students with different degrees of readiness for professional self-determination and vocational education regardless of the grade of education Positive factors in the confidence off choice a profession are: planning and preparation for professional education, attitude to overcoming difficulties, their own experience of activity, professional experience of parents as an example, communication and support of family and friends, the process of selfanalysis. 

Discussion and conclusions. The study revealed specific predictors and problems of professional choice related to the Russian context and specifics of family migration. The results of the study show the importance of developing culturally sensitive programs of psychological and pedagogical support for students with a migration background. Practical significance. The findings can be used in the design and implementation of career guidance programs in schools with students from migrant families.

Introduction. Psychological well-being of cadets in departmental educational organizations serves as an integral indicator of their successful adaptation to the specific conditions of professional training involving exposure to multiple stressogenic factors. The relevance of this research is determined by the absence in Russian psychology of a comprehensive analysis of valid psychodiagnostic instruments for measuring psychological well-being in a specific departmental educational environment.

Materials and methods. A content analysis of literature (2020–2025) and dissertation research was conducted. Selection criteria included: validity (α ≥ 0.70), relevance to cadet samples, conformity to Ryff's model, presence of Russian adaptation, and use in current research (2022–2024). Three dissertation studies involving cadets of the National Guard troops and students of civilian universities were subjected to detailed analysis.

Results. Nine main valid psychodiagnostic instruments for measuring psychological well-being of cadets were identified and systematized (α ≥ 0.70). Each is associated with specific components of psychological well-being. A three-component structure of well-being was established: psychological (personal development, self-acceptance), social (interpersonal trust, group identity), and physiological

(emotional stability) components. An extremely high correlation between adaptedness and well-being was revealed (r = 0.909–0.919, p < 0.001), confirming adaptation as a central predictor of well-being in the departmental environment.

Discussion and conclusions. An integrative approach to psychodiagnostics of well-being requires a complex of instruments accounting for the specificity of the departmental environment. Special attention should be given to components of successful adaptation (personal development, group identity, interpersonal trust) and components of maladaptation (communicative barriers, emotional rigidity, low motivation for cooperation). Implementation of the proposed battery of 12 instruments will ensure psychological and pedagogical support for cadet adaptation and contribute to the development of preventive programs to reduce burnout and maladaptation in professional groups exposed to persistent stressogenic factors.

Introduction. This article provides a comprehensive analysis of the phenomenon of globalization from the perspective of the foundations of Christian social ethics, with a particular emphasis on Orthodox socio-theological discourse. The relevance of this study stems from the universality of globalization processes, which, being the subject of active academic debate, are considered, among other things, in terms of their cultural, ethical, religious, and social implications. Particular attention is given to the ethical dimension of the problem associated with the development of technological progress and the preservation of the spiritual and moral components of culture.

Materials and methods. The aim of the study is to develop a framework Christian approach to assessing globalization and to identify mechanisms capable of guiding globalization processes toward the ideal of the common good. The scientific novelty of the study lies in the integration of Orthodox social teaching into the analysis of current trends in the development of human culture, thereby avoiding extremes and offering a balanced, rational approach. As a philosophical and methodological foundation, a position is proposed that combines the principles of sobornist’ and personalism, enabling an examination of globalization from both a meta-social perspective and an anthropological one, informed by Christian teaching and associated with the challenge to human ontological dignity. The study utilized a hermeneutic method (to evaluate the social concept of the Russian Orthodox Church and the speeches of its representatives), a historical-comparative method to identify the Orthodox approach in comparison with other approaches, and a critical discourse analysis method to reconstruct the ideological basis and identify the destructive features of globalization.

Results. The ambivalent nature of the phenomenon of globalization was established. The following criteria were developed to assess globalization: 1. An anthropological criterion, which determines whether globalization promotes the development of individual dignity and integrity or leads to depersonalization and fragmentation; a solidarity criterion, which analyzes whether globalization fosters genuine unity among people based on genuine, principles of sobornost’ or replaces it with faceless network structures; a justice criterion, which evaluates the distribution of benefits and the emergence of risks in globalization processes; and a criterion of preserving cultural diversity, which is used to determine whether globalization contributes to the development or the erosion of various cultural communities and traditions. These criteria have demonstrated that the key challenges of globalization are rooted in an anthropological crisis, whereby a focus on individual spiritual development is replaced by a focus on consumer success.

Discussion and conclusions. It is argued that globalization, lacking an internal ethical framework, urgently requires rational governance based on traditional principles and values. These principles can serve as tools for uniting humanity, where integration processes are subordinated to the idea of individual spiritual development in the context of achieving genuine human community. Orthodox social ethics, with its emphasis on the idea of  sobornost’ and a vertical hierarchy of values conditioned by religious personalistic presumptions, can be viewed as a framework for the fruitful management of globalization. This approach, which can be characterized as managed polycentric globalization, avoids both the extremes of total homogenization and fundamentalist isolation.