Introduction. In the modern information society, innovation is a strategic resource that largely determines the competitiveness of any organization, including preschool education. In this regard, it becomes important to search for effective management mechanisms for the competent introduction of innovations into preschool practice. One of these mechanisms is the creation of an innovative environment in a preschool educational organization that is favorable for generating new ideas, creating and introducing innovations into the pedagogical process that significantly increase its effectiveness. An analysis of the scientific literature shows that this problem has not been systematically considered, and therefore there are no scientifically sound approaches to its solution. This fact makes it relevant to determine the methodological guidelines for modeling the innovative environment of a preschool educational organization.

Materials and methods. Interdisciplinary theoretical analysis of psychological, managerial, pedagogical, and economic literature on the problems of innovation, environment and environmental education, and innovation management; a method for modeling the innovative environment of a preschool educational organization.

Results. In the context of the ecological and personal approach and based on the structural and functional model of the educational environment developed by V.A. Yasvin, a model of the innovative environment of a preschool educational organization has been created, including socio-psychological, spatial, subject and activity components. In this model, the innovation environment is defined as a qualitative characteristic of the professional and pedagogical environment, a source and factor of successful creative activity of the teacher and as a resource for the development of a personality type with creative thinking. It is shown that a significant feature of such an environment is the unity of opportunities and conditions for innovation.

Discussion and conclusions. The developed ecological and personal model of the innovative environment of a pre-school educational organization, revealing its essential characteristics, such as the duality of nature, dynamism, manageability, system-structural and event-situational organization, a resource for professional and personal development of a teacher, deepens scientific understanding of this phenomenon of pedagogical reality.

Introduction. The human dimension of education as a problem has been relevant for more than one decade, which has objective grounds, in the article it is considered in the context of processes defined by the concept of anthropological transition. The purpose of the study is to raise the question of the measure of human dimension of education and to show the conditioning of the education system by this measure.

Materials and methods. In the process of scientific research, comparative and socio-cultural methods, interpretation, analysis, scientific theorizing were used.

Results. The novelty of the study consists in specifying the measure of human dimension of education, which is considered as an anthropotype, a definition of this concept is given. At the current stage of development of society, two anthropotypes are relevant: a mass person and a person of tradition, the interdependence of anthropotypes and processes of anthropological transition is shown, these are two different paths of development of society (technogenic and post-technogenic) and the corresponding strategies for the development of education. The article examines the parameters of anthropotypes: long-term coherence of historical thinking and joint thinking (traditional man), fragmentary thinking and constructive-projective attitude to reality and man (mass man). Two methodological principles of human-dimensionality of education are identified: unity of the universal and unique in man (measure of human-dimensionality – traditional man), and personalization (measure of human-dimensionality – mass man).

Discussion and conclusions. The modern education system is shown to be conditioned by the mass man anthropotype; education reform is carried out in line with the technogenic path of society development. The post-technogenic path of development will require a different measure of human-dimensionality of education – the traditional man anthropotype.

Introduction. In contemporary education, pedagogy is actively adapting to new fields of knowledge, leading to the formation of signature pedagogies for professions that require distinct thinking and competencies. The advancement of computing technology shifts the classification of educational practices from a theoretical framework to practical implementation, which is particularly significant for students in pedagogical universities. Taxonomies of educational practices today hold practical value as they enable the integration of various professional pedagogies and organizational methods developed across different scientific domains into a cohesive operational system.

Materials and methods. In constructing the fractal matrix, the methodological approach of S.V. Chebanov was employed, which involves forming two interrelated axes from homogeneous categories. These axes, represented by spheres of activity (didactics, engineering, computer science, modeling) and thinking approaches (didactic, engineering, computational, modeling), are arranged orthogonally to create a square table. The developed ontology of relationships is applied for the collection and systematization of educational practices on Semantic MediaWiki, enabling the integration of diverse content and accounting for the semantic differences among objects.

Results. The application of a didactic approach to engineering, computer science, and modeling fosters signature pedagogies aimed at developing engineering, computational, and modeling thinking. The engineering approach to pedagogy involves the use of engineering methods in the educational process, while in computational activities, this is manifested through the application of languages for creating scenario diagrams of educational practices. Special attention is given to the interaction between didactics and modeling, forming a model-based didactics that utilizes multi-agent modeling for designing educational practices, enabling students in teacher training institutions to effectively design and analyze educational practices.

Discussion and conclusions. The proposed framework in the form of a fractal matrix allows for the identification of promising research directions at the intersection of various disciplines, opening new opportunities for educational practices. The study emphasizes how didactics can borrow elements from other fields to develop effective curricula and shape key components of engineering, computational, and modeling thinking.

Introduction. In the era of globalization of the world economy, the role of mutually beneficial and constructive dialogue in the world professional space is growing. In this regard, constructive speech influence plays a priority role, in particular in conflict situations arising in pedagogical activities. The purpose of the research IA to test a model for the formation of constructive speech behavior of the future teacher in conflict situations of professional activity.

Materials and methods. The methodological basis of the study was the provisions of the concepts of pedagogical support, communicative, situational, competency and personality-activity approaches to the formation and development of cognitive knowledge, psychological stability and pedagogical functions in the conflicting communicative influence of students.

Results. A model has been developed for the formation of constructive speech behavior of the future teacher in conflict situations of professional activity, empirically substantiated pedagogical conditions and diagnostic tools for its implementation. The content of the course "Fundamentals of Pedagogical Skills" is supplemented by the educational and methodological manual "Communicative Conflictology," containing the educational module "Speech Tactics in Conflict Situations of the Teacher's Professional Activities," which presents a communicative workshop aimed at expanding conflictological knowledge, tactful manifestation and regulation of motives and needs in conflict situations (express interest in the constructive resolution of the conflict, objectively and tolerantly perceive the communicative intentions of the speaker, the context of the application of a particular speech formula), speech actions (the ability to control the process of destructive speech interaction, create and maintain a friendly atmosphere, reduce the degree of misunderstanding between conflicting parties and the level of conflict).

Discussion and conclusions. The formation of the future teacher's experience of constructive settlement by speech behavior of students in conflict situations as part of the implementation of educational, educational and developmental tasks occurs due to the use of game, modeling, personality and socially oriented pedagogical technologies based on problem learning in the educational process.

Introduction. The author substantiates the relevance of this topic in the context of the rapid development of technology and its impact on education. The article examines current trends in the modern education system related to the use of artificial intelligence (AI) in the learning process. The author explores a new direction in pedagogical science – didactics, analyzes the prospects of this direction and discusses whether this is a new trend or represents an evolutionary stage in the development of the educational system. The purpose of the publication is a theoretical substantiation and empirical analysis of the GII's capabilities for planning and implementing the learning process. The article also raises issues related to the ethics of the use of GAI in the educational process, which are fundamental in studying the problem of the use of GAI in education.

Materials and methods. A set of methods are used to analyze these problems, including the analysis of scientific publications on the use of GAI in education, as well as examples of successful projects and practices. The author reviews the existing approaches and methods used in the field of didactics both abroad and in domestic universities.

Results. As practical research results, the article provides an overview of technological solutions that act as modern means of AI didactics: LMS, digital assistants, chatbots with integrated AI. The author also suggests some didactic methods and techniques that will allow us to build a modern educational process in the paradigm of AI-didactics. As a result of the research, the author comes to the conclusion that the use of GAI in the didactic process can lead to increased learning efficiency, personalization of the educational process and the development of new forms of interaction between students and teachers. However, the author also notes that the introduction of AI requires a professional approach and compliance with ethical rules from a modern teacher who is ready to adapt to existing realities.

Discussion and conclusions. In conclusion, the author discusses the prospects for the development of didactics and its impact on the future of education. It is emphasized that the use of GAI can become an important stage in the evolution of the learning process, contributing to its adaptation to the changing conditions and needs of modern society.

Introduction. The disharmonious development of children's spatial representations may be the result of their language impairment, since spatial language plays a crucial role in the formation of spatial cognition and understanding, which in turn potentially influence social, emotional and academic development. This requires a detailed analysis of the characteristics of spatial representations in preschoolers with general underdevelopment of speech.

Materials and methods. A set of samples was created, which made it possible to approach carefully and in detail the experimental diagnosis of spatial representations in 5-6 years old children with general underdevelopment of speech. The method developed on the basis of the compilation made it possible to consider step-by-step all spatial categories of interest in their development in older preschool children with ONR and to reveal violations of this process.

Results. The following disorders are noted in older preschoolers with SEND: deficits in the formation of somatotopic representations, manifested in persistent difficulties with the definition of left- and right-sided relations, violations of egocentric orientation, which is one of the fundamental knowledge of space. Also found are deficiencies in learning the meanings of spatial prepositions and inability to operate them in active speech. Children are unable to identify ‘small space’ and reproduce the spatial arrangement of its individual elements relative to the plane. There are deficiencies in the development of spatial perceptions and spatial thinking. Visual and spatial analysis and synthesis are not formed to a proper extent. There are difficulties in comprehension and, accordingly, in memorising spatial and temporal concepts, as well as in establishing cause-and-effect relations.

Discussion and conclusions. Thanks to the conducted experimental study we can state that the process of development of spatial representations in older preschool children with SEND is slower, with deficits and deviations. The results of the study underline the need to develop and implement specialised techniques and exercises for the correction and development of spatial representations in children with general underdevelopment of speech, which can contribute to their successful learning and adaptation in the educational environment.

Introduction. The problems of trust and loneliness are among the central and most "painful" in modern society. However, the question remains open as to how closely trust or distrust in other people and in oneself and loneliness of personality, including its individual types, are related to each other and in what way. The article analyzes the features of the experience of loneliness by students in youth and reveals the specifics of its relationship with the level of trust in others and themselves.

Materials and methods. The study involved 203 students from different universities in Moscow and Nizhny Novgorod aged 18 to 22 years (M=19.3; SD=1.18), studying in the specialties of the socionomic profile, 80 % of them were women. To determine the types and severity of loneliness experiences, the questionnaire of E.A. Manakova and the technique of E.E. Rogova were used. The study also used the method of "Faith in people" by M. Rosenberg and a reflective questionnaire by T.P. Skripkina to collect data.

Results. It was found that most students do not feel like lonely people, because loneliness experiences are situational in nature, and loneliness is perceived by them, rather, as a forced short-term condition. Correlation analysis showed the presence of an inverse (negative) relationship between trust in others and in themselves and individual experiences and types of loneliness in youth. At the same time, a fairly large number of significant correlations with self-confidence, especially in areas related to relationships with peers (friends and classmates) were found.

Discussion and conclusions. Based on the results of an empirical study, we can talk about a pronounced relationship between the experience of loneliness by students with their level of trust in themselves and other people, which is reflected primarily in cases of temporary isolation and most often at the cognitive level.

Introduction. The article discusses individual results (constructive fear and indicators of actual self-perception) of an empirical study of 127 students who are in the conditions of self-isolation during the Covid-19 pandemic.

Materials and methods. To study statistical ties, the work used the author’s method that allows you to study the simplest non-linear addictions along with linear ties: with a maximum and a minimum, distant in form from linear monotonous and almost monotonous. All this expanding the range of dependencies, makes it possible to better understand the complex subject of psychological research, including anxiety that clearly does not fit into linear models.

Results. The article analyzes in detail, both from a psychological and methodological standpoint (nonlinearity of the nature of psychological data), the results devoted to the phenomenon of constructive fear among students and its dependence on the components of actual self-determination. All linear correlations between indicators of constructive fear and components of actual self-perception do not exceed 0.21, i.e. they are extremely weak and it is unacceptable to speak about the problem posed from the standpoint of linear models. For two indicators of constructive fear and 26 indicators of actual self-perception within the framework of the dependences model for quarts of independent variable, three strong simplest non-linear dependencies were identified, demonstrating a type 1 error, when the correlation is extremely small, less than even the "significant" value (0.17), and therefore there is no connection within the framework of the linear model of correlation analysis. At the same time, a traditional researcher between the indicators of constructive fear and actual self-perception has 6 “significant” dependencies, which, despite on the fact that they are weak and very weak, not exceeding 0.21 (0.17<|r|<0.21), he can consider as worthy for interpretation of the result, which is unacceptable from the standpoint of an objective study of the phenomenon of constructive fear.

Discussion and conclusions. The results considered in the article show that when studying anxiety, only the transition to the simplest nonlinear models allows you to find new strong ties between the studied indicators and build substantial interpretations on their basis, avoiding traditional errors, when oriented to linear models.

Introduction. The article presents an analysis of various aspects of educational motivation and satisfaction with school as an important aspect of the psychological well-being of children in primary school age. Domestic and foreign studies on these issues are analyzed.

Materials and methods. The following research methods were used: the theoretical method (analysis of scientific sources), the experimental method (psychodiagnostic techniques), methods of processing, interpreting and presenting experimental data. The study involved gifted primary school students, 74 students enrolled in grades 3-4 of a school with an enriched curriculum. The control group consisted of 80 children enrolled in grades 3-4 of a secondary school.

Results. It is shown that in the motivational profile of gifted children, the subjective position in relation to learning activities is more expressed than the object one, while these positions are equally significant by their peers with normative intellectual development. It also shows a positive relationship between school satisfaction and a subjective position and a negative relationship with a negative attitude towards learning activities. There is no relationship between school satisfaction and object position.

Discussion and conclusions. As a result of the theoretical analysis and experimental verification, it can be concluded that gifted primary school students (with a high level of intellectual development, being in an enriched educational environment) by the end of their primary school education lose faster the importance of the external motivation underlying the object position and there forefeel more like subjects of educational activity than their normotypic peers.

Introduction. Currently, our country is implementing many programs aimed at supporting women's employment and professional development through various educational and creative initiatives. Research into women's professional mentality will help develop more psychologically sound proposals for programs to support women's self-realization in the professional sphere. The aim of the paper is to develop a conceptual apparatus of the subject area of female professional mentality, which will allow describing it with the necessary and sufficient degree of completeness.

Materials and methods. Categorical method of mutations (permutations) of decoding concepts, based on the information-dynamic approach.

Results. 1) New concepts have been synthesized (emotional, intuitive and competence resources of female professional mentality; target, result-evaluative and motivational self-regulation; approaches to implementation, results and characteristics influencing the result of intellectual activity; socio-cultural, educational and professional conditioning of development; aim-oriented, result-oriented management and management of the motivational component), which represent a set of categories and concepts for describing the phenomenon of female professional mentality. 2) The synthesized concepts have been interpreted and generalized aspects of female professional mentality (resources, self-regulation, content, logic of development and management of female professional mentality) have been identified in accordance with the groups of synthesized concepts.

Discussion and conclusions. The developed conceptual apparatus of the subject area of female professional mentality: 1) describes female professional mentality with the necessary and sufficient degree of completeness; 2) provides a systemic understanding of the phenomenon; 3) defines directions for further research of this subject area.

Introduction. The purpose of the study is to analyze the content and structure of the image of history in the mythological picture of the world. In this research context, the problem of the meaning of history, occupies a special place. The novelty of the proposed solution to this problem is an attempt to combine its transcendental and immanent understanding using the example of a mythological worldview.

Materials and methods. The material of the work was the images and plots of classical ancient mythology, as well, as the works of domestic mythologists devoted to the typological features of the myth. The article presents «Rose of the World» by Daniil Andreev as a picture of myth-like version of the image of history. The paper uses methods of system and structural-functional analysis, modeling, reconstruction, idealization, comparison and description, corresponding to the features of the subject of research.

Results. The article highlights and analyzes three thematic blocks: the course of history in mythological plots about the past of mankind; mythological image of historical time and the principle of causality; the personal and extra personal basis of the mythological image of history. Based on the results of the analysis the following conclusions were made. Firstly, mythological representations of the «early times» are preserved only in the form of works corresponding to the culture of their era. Secondly, myths about the past of mankind serve the function of explaining the meaning of the order established in the world. Thirdly, one of the essential aspects of the image of history in the mythological picture of the world is the difference between empirical and mythological time. Fourth, the concept of objective law in the mythological worldview is replaced by a causal hierarchy of personalized forces and finite events. Fifth, the personal identity of the myth is both historical and anti-historical.

Discussion and conclusions. The image of the past found in the reconstructions of the mythological picture of the world has a dual ‒ both historical and anti-historical essence, and therefore contains the ideological potential for a new ‒ religious and philosophical understanding of the meaning of history, in which there will be not only an appeal to the sacred past, but also a profane modernity and an aspiration for the future. Thus, the unity of the real and unreal, immanent and transcendent in mythological descriptions of the past helps to better understand the nature of dualism of objective and subjective history.

Introduction. The content of the concept of "expert knowledge" and its composition are the subject of numerous discussions concerning its essence and composition, the form of linguistic representation, as well as combination with other types of knowledge in the activities of specific communities. The empirical experience of the authors' research of artistic communities shows that the creative and instrumental activities of members of artistic communities combine elements of different types of knowledge, primarily scientific, specialized, everyday, artistic, of which expert knowledge is currently described least fully, while it is this kind of knowledge that contributes to the integration and self-awareness of artistic communities. The description of the activities of artistic communities in this way requires clarification of the composition and existential characteristics of expert professional knowledge.

Materials and methods. The presented research is based on philosophical ideas about empirical knowledge, its essence and forms of existence, methods of abstraction and analysis, comparative method, elements of the biographical method, content analysis of sites of artistic professional communities are used.

Results. Expert knowledge is mainly empirical in nature, and the real forms of its existence allow us to assert its specific logical-epistemological and socio-communicative foundations. The former correspond to the forms of existence of empirical knowledge adapted to a specific type of activity (facts, patterns, laws, phenomenological theories specific to this type of activity), the latter are determined by the functional role of the subject in the process of artistic production and reproduction and are presented in the form of tasks of storing and distributing specialized knowledge, presenting expert knowledge in the world of everyday operations, forming and maintaining the unity of the artistic community. The successful solution of the tasks set allows us to assert that the community, as a collective subject of activity, has a specific communicative rationality that allows not only to make decisions of an instrumental nature, but also to form specific moral conventions governing issues of collective and individual responsibility.

Discussion and conclusions. The study of expert knowledge in the context of the activities of the artistic community makes it possible to clarify the characteristics of expert knowledge, determine its role in the processes of self-regulation of the artistic community, and also raise the question of the processes of interaction of different types of knowledge in the activities of the community and its individual representative.

Introduction. The relevance of the study of the phenomenon of philosophical personalism is related to the fact that personalism is a multi – valued philosophical concept used in different contexts. It can denote either a characteristic feature of a worldview (for example, it is very common to hear that the Christian worldview is characterized by personalism), or the teaching of a separate philosophical school (for example, French or Russian personalism). Finally, personalism can be used as a term that characterizes the teaching of a particular thinker about personality. The very use of this category in Russian and Western philosophical traditions has a certain difference. To understand the essence of these divisions and make some opinion about the truth of the definitions, it is necessary to refer to the history of the issue.

Materials and methods. The hermeneutical methods (author's translation and interpretation of foreign-language texts) are used as a methodological basis; general scientific methods: analytical, synthesis, generalization; private scientific methods: reconstruction of philosophical views of Western philosophers of the late XVII-early XIX centuries in combination with a comparative historical method.

Results. The study offers an analysis of the transition from a substantial model of personality to an existential one. The doctrine of the autonomous subject has its origin in Descartes ' philosophy and is developed in Modern European philosophy, finding full expression in Kant's transcendental anthropology. Personalism is formed as a kind of theological reaction to rationalism and materialistic tendencies characteristic of this line of development of philosophy. Thus, in the refutation of Spinoza's monism, the pluralistic monadology of Leibniz appears, which is the basis of metaphysical personalism. Similarly, as a result of the controversy surrounding Spinoza's pantheism and Kant's rational religiosity, the theistic personalism of J. Haman and F. Jacobi was formed, which became the basis of the tradition that led to existential personalism.

Discussion and conclusions. As a result of the study, a number of conclusions can be drawn. This is how we can talk about the substantial personalism of the Christian tradition, with its teaching about the human hypostasis, which has an individual body and soul. On metaphysical personalism based on Leibniz's monadology. And about the existential personalism that is being formed in opposition to Kant's subjectivism and rationalism in the religious and philosophical thought of J. Haman and F. Jacobi.

Introduction. The relationship between Russia and India has always been considered not only as one of the elements of strategic cooperation, but also as the basis for the unity of the fundamental values of the two societies. In recent decades, many cultural and religious organizations based on the philosophical and religious traditions of Indian culture have emerged in Russia. There is a growing number of people who are interested in the spiritual aspects, philosophy and practices of yoga, which are developing in the context of Hinduism. Hinduism includes ancient and contradictory customs and values that reflect the accumulated experience of the epochs to a greater extent than the events of any decade or century. Due to cultural and religious integration, modern people increasingly choose a religious tradition that is not typical of their ethnic group. One example of such a choice is the ancient, pious, and sometimes ascetic and eccentric tradition of Hinduism, Shaivism.

Materials and methods. The theoretical and methodological basis of the article is based on works on the philosophy of culture and philosophical anthropology devoted to the study of the essence of East Indian religiosity in the Russian socio-cultural space.

Results. Hinduism, as one of the main religious movements of India, is divided into three main directions – Vishnuism, Shaktism and Shaivism. These directions of Hinduism are recognized as equivalent. Each of the directions has its own sacred texts, symbols and rituals. Nevertheless, we consider it advisable to explore one of the most ancient philosophical and religious teachings of Hinduism – Shaivism. In turn, we observe the veneration of the Hindu god Shiva in Russia in multiple neo-orientalist cults. But at the same time, Kashmiri Shaivism is one of the most progressive branches of Shaivite teachings. Works on Kashmiri Shaivism continue to attract the attention of scholars specializing in the historical perspective of Indian philosophy, as well as religious scholars and experts on Oriental religious texts, demonstrating their importance and attractiveness to a wide range of researchers.

Discussion and conclusions. Indian culture has developed philosophical and spiritual ideas within the country over the centuries, resulting in a unique synthesis of traditions, beliefs and customs. This diversity has been expressed in a wide range of religions such as Buddhism, Sikhism, Jainism and, of course, the multifaceted Hinduism.

Introduction. The comprehensive development of digital technologies makes the worlds of computer games not only models of ideas about reality, but also systems that have similarities with it. Although alternative simulated worlds may differ significantly in goals and development logic, the representation and experimentation with moral systems in games provides a rich experience in the construction of digital moral systems and their limitations.

Materials and methods. The study uses the dialectical method, systems analysis, interpretation, comparison and synthesis. Comparative-typological and comparative-analytical approaches are used to study moral systems within digital game worlds and digital social systems.

Results. Many games introduce quantitative calculation of morality - morality points, karma, honor or reputation, representing either an assessment of actions by actors standing above game events (developers or game gods), or the implied attitude of others. Since in the ethics parameter, unlike other avatar characteristics, it is difficult to separate the protagonist and the player, moral systems are easily rebuilt to assess the behavior of the latter, and in general can become decisive in the ordinary world, as the example of China shows. However, many modern games refuse an artificial quantitative superstructure in the moral system, demonstrating instead the ambiguity of moral decisions and the unpredictability of consequences, presenting the impossibility of building a universal ethical system.

Discussion and conclusions. The existing uncertainty in moral assessment sometimes serves as a basis for assuming the role of artificial intelligence in building a moral system based on contradictory and incomplete data, but in this case we return to a model in which moral assessment is transmitted by an entity towering above reality, which is artificial intelligence.