Introduction. In recent decades, the role of scientific work as an element of the professional activity of teachers has increased significantly, and publication activity indicators have become the most important parameters used to assess the effectiveness of not only individual employees, but also universities as a whole. There is a need to form new management mechanisms that take into account the new structure and content of the professional activity of teachers.
Materials and methods. The study uses a wide range of methods – synthesis, comparison, deduction, analogy. The empirical base is made up of statistical data, as well as sociological research on the problems of scientific and pedagogical activity of higher education teachers.
Results. The study revealed that in the professional activities of university teachers, a balanced system of labor costs for the implementation of the main types of professional activity - scientific and pedagogical. The main reason is the deformation of the system of evaluation indicators, within which the parameters of the research activity of teachers dominate. Adaptation of teachers to new requirements of universities occurs in various forms, but most often, ensuring high scientometric indicators is achieved by reducing attention to pedagogical work.
Discussion and conclusions. In search of a balance between scientific and pedagogical activity, each teacher develops his/her own professional strategy. To solve this problem, administrative, managerial and organizational-economic measures are taken at the level of universities, aimed at creating conditions and forming sustainable motivation of teachers. Successful implementation of these measures will help prevent the spread of "imitation" strategies as forms of adaptation to the inflated demands made on teachers by the administration of universities.

Introduction. The problem of developing flexible social skills as a basis for cross-functional competencies has always been in the focus of attention of educators, but modern changes in society and the economy have made this issue particularly relevant. The purpose of this study is to determine the key aspects of developing flexible social skills that ensure the formation of crossfunctional competencies necessary for effective professional activity in modern conditions.
Materials and methods. The article presents an analysis of domestic and foreign literature devoted to the issues of flexible social skills and their role in the formation of cross-functional competencies. The study is based on the works of educators and psychologists considering the theoretical aspects and key provisions in the field of flexible social skills. To process the obtained data, systematization and classification methods, as well as general scientific methods of analysis, generalization and synthesis, were used.
Results. An analysis of approaches to the taxonomy of social competence was carried out from the point of view of the formation of social flexible skills in the context of global transformations occurring in modern society. The theoretical aspects of the problem of developing social soft skills as a basis for cross-functional competencies are considered, including the interpretation of the concept of "soft skills", the characteristics of soft skills, and a description of approaches to interpreting the component composition of social soft skills.
Discussion and conclusions. The use of general scientific methods of analysis, generalization, and integration made it possible to create a complete picture of the relationship between soft social skills and cross-functional competencies. Particular attention was paid to considering approaches to interpreting the components of soft social skills. This approach is of fundamental importance for determining the direction of further research and developing practical recommendations for educational organizations. The results of the study have practical significance for use in educational practice, allowing for the development of effective methods and techniques aimed at forming and developing students' soft social skills.

Introduction. The article reveals the essence of the definition of "primary school student's idea of life self-determination" and identifies the factors in the formation of this idea. The authors offer an updated list of factors that influence the formation of a primary school student's idea of life selfdetermination and should be considered when planning the activities of a class teacher.
Materials and methods. The authors conducted a comprehensive analysis of scientific works by Russian and foreign researchers studying the problem of the formation of a primary school student's idea of life self-determination in the context of the development of education and the whole society, also age characteristics of primary school age. The literature analysis and generalization consider as the key methods of the current research.
Results. The results of the conducted research include such factors of formation of the studied idea as family, educational organizations, virtual associations, self-concept; as well as the definition of "primary school student's idea of life self-determination", defined as a new formation formed at the stage of life self-determination of an individual in primary school age, based on the influence of such factors as individual self-concept, family upbringing, engagement in the educational process, participation in virtual associations.
Discussion and conclusions. Support for self-determination of students belonging to the Alpha generation should be provided in new ways and cover the entire school education, starting from primary school age. The analysis conducted by the authors provides grounds for the conclusion that modern education requires a comprehensive system of support for life self-determination of schoolchildren, considering the primary school stage. The results of the study can be used in the development of scientific and methodological foundations for supporting self-determination in the process of class management.

Introduction. Modern pedagogy pays considerable attention to the issues of spiritual and moral education of children, especially in the context of globalization and digitalization of education. Sunday schools, which have historically served as an established form of religious and moral education within the parishes of the Russian Orthodox Church, play a crucial role in shaping students' perceptions of moral values. However, the influence of age characteristics on this process remains insufficiently studied. This pedagogical study aims to identify educational conditions that contribute to the effective formation and development of moral values in younger schoolchildren and adolescents.
Materials and methods. The study employs a comprehensive approach that includes surveys of Sunday school students, interviews with teachers, and structured observation. Comparative and analytical methods, as well as statistical data processing, were used to analyze pedagogical approaches, allowing the identification of patterns and differences in the perception of moral norms among children of different age groups.
Results. The data obtained indicate that the formation of moral values is influenced by age-related characteristics: younger schoolchildren perceive norms through the authority of adults and external stimuli, whereas adolescents develop moral awareness through personal experience and reflection. The pedagogical study also revealed significant variability in teachers' approaches to educational work, highlighting the need to unify methodological recommendations and enhance the integration of spiritual and moral values into the educational process.
Discussion and conclusions. The analysis of pedagogical approaches to organizing educational activities in Sunday schools demonstrates that the effectiveness of spiritual and moral education depends on the use of age-oriented methodologies. For younger schoolchildren, game-based and visual methods are the most effective, whereas discussions, project activities, and social practices yield better results for adolescents. The findings of this pedagogical study can be useful for improving moral education programs, developing methodological materials, and enhancing the professional training of teachers working within the religious education system.

Introduction. The article addresses the problem of widespread use by students of conversational artificial intelligence technologies to substitute their own statements and conclusions with artificially generated texts. This issue plays a crucial role in language education due to the specifics of learning conditions and competencies being developed. The aim of this study is an attempt to systematize and substantiate ways to mitigate negative consequences under the spread of artificial speech activities.
Materials and methods. To achieve this goal, various scientific research methods are employed: analysis and synthesis of scholars' works on issues related to student-teacher interaction with artificial intelligence tools, regulation and control over the use of such tools by foreign language learners at different educational levels; summarizing vulnerability points of such interactions concerning language education; modeling the educational process for teaching a foreign language while compensating for identified weaknesses through pedagogical means; pedagogical experiment. The methodology of the study was based on the work of Russian and international scientists in the field of problems and prospects of artificial intelligence in education (K. M. Belikova, P. G. Bylevsky, P. V. Sysoev, N. V. Tikhonova, A. V. Fedorov, and others).
Results. Analysis and synthesis of scholarly literature on the peculiarities of applying artificial intelligence in education revealed five vulnerable aspects of this process: data obsolescence (delay) upon which text generation is based; data falsification; lack of depth and superficiality in neural network-generated responses; need for detailed prompts; bias and subjectivity. These findings allowed us to outline concrete directions towards solving the plagiarism problem in linguistic education: shifting from continuous texts toward new forms of speech products; reliance on consciously formed strategies of foreign language speech activity so that the process of creating a speech product becomes more important than its result; development of critical thinking and enhancement of cultural components in foreign language instruction using comparative and contrastive analysis methods; step-by-step reflection not only on outcomes but also on the entire cognitive process; strengthening the cognitive component throughout the language learning process.
Discussion and conclusions. Research findings can be extrapolated to other areas of higher education. There arises a question about continuing the scientific search for effective solutions to the problem of student plagiarism. The authors call on psychologists, philosophers, and culturologists to join the academic discussion on the ethical, moral, and motivational aspects of addressing the negative effects of introducing new technologies into the sphere of education.

Introduction. Interest in students' information behavior is determined by the high relevance of research on the interaction of people with information in modern society and the importance of students as an intellectual resource of the country. The article presents the results of a pilot pedagogical experiment, the purpose of which was to study the influence of pedagogical tools on students' information behavior in the process of searching for scientific literature.
Materials and methods. The experiment was conducted at the Ryazan State University named after S.A. Yesenin in 2024; 26 students of the "Human Resources Management" program, secondyear bachelor's degree students, took part in the experiment. The hypothesis about the influence of habitualization on the formation of effective skills in searching for scientific literature was tested. Along with the experiment, methods of description, systematization, analysis and generalization were used. To habitualize information search practices, a set of practical tasks with clearly defined requirements for search results was developed.
Results. The data obtained were assessed according to the criteria of search accuracy and quality of list design. The criteria were operationalized into 6 indicators reflecting in points the observance of the chronological framework of the search and quantitative requirements for its results; compliance with the topic, specified types of scientific works and requirements for the design of the bibliographic list.
Discussion and conclusions. Comparison of the data obtained at the diagnostic and final stages of the experiment showed that the applied pedagogical tools ensured sustainable progress and a significant improvement in quality: the efficiency of search skills increased by 27.2 %, for individual indicators the percentage of deviations decreased several times. It was found that the students develop knowledge of the types of scientific literature most slowly. It can be argued that the use of habitualization has a positive effect on the formation of students' skills in information search for scientific literature and, in general, it can be concluded that the targeted use of pedagogical tools contributes to the successful formation of effective information behavior of students.

Introduction. Preparation of teachers for the performance of changing professional-pedagogical functions is devoted to a number of studies (M. M. Asil'derova, I. O. Eleferenko, E. V. Piskunova, I. Ju. Stepanova and others). Updating the content, methods and technologies of such training of teachers of secondary vocational education in «Engineering, technology and technical sciences» seems difficult without a thorough study of the specifics of their pedagogical activity. Aim – study of the specifics of pedagogical activity on implementation of professional educational cycle of secondary vocational education programs in the field of «Engineering, technology and technical sciences».
Materials and methods. Methodology: for the study of vocational-pedagogical activity of teacher training as a system, analysis of teaching specifics on educational programs of vocational education in the field of «Engineering, technology and technical sciences» The holistic approach (V. S. Il'in, V. V. Serikov, N. K. Sergeev) and the systemic approach (I. V. Blauberg, V. N. Sadovskij, A. I. Uemov, V. P. Bespal'ko, Je. G. Judin) are used. Research methods: theoretical analysis and synthesis, abstraction and concretisation, analogy.
Results. The specifics of pedagogical activities for the implementation of the professional educational cycle of secondary vocational education programs in the field of «Engineering, technology and technical sciences» are revealed through the subject of professional pedagogy (B. S. Gershunskij), laws of professional pedagogy (S. Ja. Batyshev), the norms of vocational school education (S. Ja. Batyshev, G. I. Ibragimov, G. V. Muhametzjanova, A. M. Novikov) and corresponding didactic principles (G. V. Muhametzjanova, N. N. Shamraj).
Discussion and conclusions. Scientific novelty: views on the laws of professional pedagogy, the patterns of pedagogical process, characteristic for professional educational organizations, and the principles of learning in a vocational school are generalized and correlated with each other in the context of a professional technological culture (as the basis of the content of vocational education), educational and pedagogical activities (as the basis of the process of vocational education). Practical significance: specific aspects of the pedagogical activity of the professional teaching staff can be used for further work on updating the content, methods and technologies of training of engineering teachers, Technology and technical sciences to perform changing vocationalpedagogical functions.

Introduction. The unique opportunities of business education in technical universities of Russia have not yet been revealed in many ways. Reasonable bold systemic decisions are required that would allow it to be brought to a new level, eliminating the obstacles described in the article. The purpose of the study was a comprehensive review of the situation in technical universities with business education of personnel trained for industrial enterprises of Russia, as centers of economic growth, and suggestion of ways of systemic development of such training using the opportunities existing in the country.
Materials and methods. In carrying out the study, in addition to the analysis of scientific sources, legislation, current activities related to the topic under consideration, representatives of government, surveys of students, faculty of technical universities, analysis of 332 business plans completed by students, comparative analysis of the intensity and results of business education of students and the personnel reserve of enterprises were used.
Results. The article substantiates the feasibility of active state financing of the second stage of higher education in technical universities in areas related to business education. The greatest effect will be achieved when training at the second stage of those who received basic industry education at the first. The author suggests a graphical model of possible interaction of subjects in organizing and supporting the second stage of higher business education in technical universities. The contradictions between the goals and motivation of business education subjects in technical universities are considered. Their causes and recommendations for correcting the current situation are analyzed. The directions of support for talented students receiving business education in technical universities of Russia are considered. Positive results in this area are analyzed and recommendations for further development of such support are given.
Discussion and conclusions. The obtained results reflect the current situation regarding business education in technical universities. The significance of the research lies in the disclosure of areas of activity to improve the training of personnel in technical universities, capable of increasing the economic efficiency of business processes of Russian enterprises. One of the arguments for increasing the number of budget places in such areas is the need to transfer knowledge in the field of economics and management to participants in a special military operation. At present, the state must create conditions so that a sufficiently large number of people who have proven themselves in the field of protecting the interests of the Motherland would have the opportunity to build a career in the civil service, in the management of economic processes.

Introduction. A study of world experience in the field of diagnostics of reading difficulties for adults shows that there are a number of standardized tests. However, their transfer to domestic practice is a methodological problem due to the variable understanding of the term «dyslexia»; the focus of most foreign tests on reading words, not texts; the uniqueness of the linguistic characteristics of different languages. The relevance of developing standardized text tasks for a valid quantitative assessment of the reading capabilities of adults in domestic practice is due to the need to create scientifically based diagnostic methods. The purpose of this article is to analyze international diagnostic tests for assessing adult reading and to describe the main characteristics of diagnostic tools for studying reading in the Russian-speaking segment of the population.
Materials and methods. Validation of the results of a pilot study of written and speech activities of students of a pedagogical university (2015-2023) and analysis of the content of foreign reading tests for adults TOWRE, GORT, YAA-R, CC2A, BDT, DAST, MDDDT-A, TIL, SLS-Berlin, NART, and the Programme for the International Assessment of Adult Competencies (PIAAC) for people aged 16-65 years made it possible to determine the main provisions of the protocol for conducting a full-scale study of reading among Russian-speaking adults.
Results. A protocol for a sample study of reading characteristics of Russian-speaking people aged 16-65 was developed, inclusion and exclusion criteria were defined. We constructed a diagnostic instrument «CHITOPUS: reading test for adults». It includes four texts for reading aloud and silently. Comparison of test material by parameters: style, volume, structural and lexical complexity, readability, as well as additional comparison of propositions in texts with implicit meaning showed a balance of lexical tasks by linguostylistic characteristics.
Discussion and conclusions. Insufficient development of materials in domestic practice that allow for reliable assessment of various aspects of reading in adults actualizes the need to prepare diagnostic tools for studying reading. The key aspect of diagnostics will be the definition of normative reading parameters. This requires a systematic study of various reading characteristics, including speed, accuracy, method, expressiveness and understanding of the text read. It is important to establish reference indicators, deviation from which can be interpreted as a manifestation of a disorder, possibly developmental dyslexia. The study of reading characteristics will allow replenishing data on the profiles for Russian-speaking adults with dyslexia.

Introduction. The article examines the specifics of cognitive activity of students with autism spectrum disorders (ASD) in the course of mastering natural science disciplines, including the process of performing mathematical tasks. The necessity of a differentiated approach in teaching, taking into account the cognitive sphere of this category of children, is substantiated in order to increase the capabilities of each student in mastering the program material. Categories of errors and difficulties are identified, reflecting the special problems that arise in the educational activity of children with ASD and requiring systematic pedagogical work.
Materials and methods. The theoretical part of the study is based on the analysis of scientific publications devoted to the peculiarities of the development of natural sciences by students with ASD. The data of own empirical research based on the analysis of the results of annual control works in mathematics performed by students with ASD, studying in the fourth, sixth and eighth grades of a general education school, are given. The works of 55 students with ASD aged 11-16 years old, studying according to the variant of the adapted educational program 8.2, intended for children with ASD, who do not have intellectual disabilities, are considered. The study also used data from questionnaires filled out by teachers who conducted the tests. Thus, the study is based on a synthesis of scientific literature and a quantitative and qualitative analysis of the results obtained through empirical research.
Results. A summary of current research data has identified two main categories of cognitive challenges faced by children with ASD that must be taken into account when teaching them science: difficulties related to executive function deficits and difficulties related to verbal comprehension and social perception deficits. These two categories account for almost half of the errors made by students with ASD in math tests. The article provides an overview of the main types of errors in each category. In addition, the results of an empirical study showed that the proportion of errors related to executive function deficits decreases over the course of education, as does the proportion of "non-specific" errors for children with ASD, which are related to a lack of knowledge and computational skills. However, the proportion of errors caused by deficits in verbal comprehension and social perception increases from year to year.
Discussion and conclusions. The data of the empirical study based on the assessment of errors and difficulties in the performance of students with ASD of control works in mathematics, allowed to analyze their specificity and assign to different categories. At the same time, the difficulties of one of the identified categories, associated with the deficiencies of verbal understanding and social perception, were the most stable and, accordingly, require special attention of teachers at all stages of education of children with ASD. By summarizing and analyzing the data obtained from the teachers' questionnaires, it was possible to identify a set of methods and techniques aimed at systematically addressing the challenges faced by children with ASD in the process of learning science subjects. The results of the study indicate that methods and techniques aimed at improving verbal understanding and social perception are the most relevant, as these specific problems for students with ASD are the most resistant to pedagogical interventions in our study.

Introduction. The article is devoted to studying the connection between the time perspective and the hardiness of individuals with depressive disorders. Depression is one of the most common mental illnesses worldwide, which significantly reduces the quality of life. One of the insufficiently studied factors related to the severity of depression is the time perspective. A distorted time perspective may be associated with depression and an assessment of past experiences, the current situation, and plans for the future. In this study, we will look at how a balanced time perspective is interconnected with a person's ability to overcome life's obstacles and cope with difficulties.
Materials and methods. Analysis of literature on depressive disorders, theoretical studies of time perspective (K. Levin, F. Zimbardo), the concept of hardiness (M. Maddi). The following methods were used as empirical methods: “Depression scale” by A. T. Beck (adapted by N. V. Tarabrina), “Hardiness survey” by S. Maddi (adapted by D. A. Leontiev, E. I. Rasskazova), “Time perspective” by F. Zimbardo (adapted by A. Syrtsova, E. T. Sokolova, O. V. Mitina). For statistical processing, the parametric Student’s t-test of differences, the parametric Pearson correlation test were used, and the statistical program “Jamovi” was used for calculations.
Results. A correlation was found between low levels of hardiness, depression, and an unbalanced time perspective. Healthy respondents had higher levels of hardiness and a more balanced time perspective. The data indicate a positive orientation of respondents towards time, manifested in a positive perception of past experiences, enjoyment of the present, and optimistic expectations for the future.
Discussion and conclusions. People with depression are characterized by an unbalanced time perspective that distorts their perception of the past, present, and future, as well as low levels of hardiness. Empirical analysis showed that individuals without depression have a more balanced time perspective and higher levels of hardiness indicators, such as involvement, control, and risk acceptance. Individuals without depression had more balanced time perspective indicators and higher levels of hardiness. The study findings suggest that an unbalanced perception of time may reduce hardiness by weakening self-control, motivation, and increasing the risk of depression.

Introduction. Identification of suicide risk factors makes it possible to provide timely support to a teenager and avoid the irreversible consequences of solving existential problems. The aim of the study was to identify the structure and severity of suicide risk factors and their relationship in middle-aged and older adolescents. The study identified combined groups of factors that provoke suicidal risk at different stages of adolescence.
Materials and methods. The methodology "Suicide risk questionnaire" by T.N. Razuvaeva was used. The study involved 235 students in grades 7-10 (Age = 15.4 years). The correlation analysis of the results was carried out using the Pearson criterion.
Results. The study revealed numerous correlations between risk factors. The differential and typological features of the structure of the severity of risk factors and protection factors in different age periods of adolescence are revealed. The most pronounced factors are "Breaking down cultural barriers", "Social pessimism" and "Maximalism", the most pronounced factors are "Affectivity", "Inconsistency" and "Demonstrativeness", the least pronounced are "Uniqueness" and "Time perspective". The structure of the severity of the factors of middle-aged and older adolescents turned out to be relatively invariant. At the age of crisis (13-14 years), the factors of "Social pessimism" and "Affectivity" dominate.
Discussion and conclusions. The revealed direct average correlations (0.6) between the severity of the factor/rank and the number of high correlations between the factors confirm the expediency of considering risk factors as a combined integrated model with a low variable structure. The hierarchical components of the structure are the factors "Breaking down cultural barriers", "Maximalism", "Social pessimism" and "Affectivity". The combination of these factors requires the use of psychocorrectional techniques aimed at reducing the risk of suicide. The results obtained make it possible to specify preventive work with adolescents in order to prevent suicidal behavior.

Introduction. Addresses the reader to psychological and pedagogical support for the processes of professional self-determination of pupils as one of the key tasks of cadet educational organizations. Brief conclusions are given from the analysis of the processes of developing the problem of professional self-determination of pupils in pedagogy and psychology, a qualitative description of the state of the theory is given.
Materials and methods. The method of problematization is characterized, the conditions and procedures for its application in the framework of solving a specific scientific problem are justified. Problematization is carried out according to the results of a longitudinal study of the processes of implementing educational policy in the field of cadet education in 10 regions of the Siberian Federal District. The results of more than 3,000 monographic studies of the processes of professional self-determination of pupils are summarized; the pedagogical experience of 16 cadet educational organizations was analyzed, a content analysis of dissertations and monographs devoted to cadet education and completed in the period from 2000 to the present was performed.
Results. A qualitative description of the state of the theoretical base on the problem of professional self-determination of pupils of cadet educational organizations is given, the ratio of general, in particular, and special psychological knowledge is given. Through problems of pedagogical practice, gaps in psychological knowledge are illustrated. Receives a general description of the range of "outputs" of monographic stories beyond the current concepts of professional selfdetermination of students. An analysis of the socio-cultural situation affecting the processes of professional self-determination and the practices of their pedagogical support was carried out. Arguments in favor of a new conceptual design of professional self-determination of pupils of cadet educational organizations in psychology are substantiated.
Discussion and conclusions. The conclusion on the need to develop a psychological concept of professional self-determination of pupils of cadet educational organizations is substantiated, arguments in favor of this scientific task are given.

Introduction. Phenomena that reveal the anthropological subjectivity of both oneself and in relation to others fall into modern philosophical optics. Nevertheless, these phenomena can be considered independently. The main focus of the study is the analysis of the features of solitude, fatigue, and trust. The philosophical and anthropological approaches of thinkers of the 20th and 21st centuries (such as H. Arendt, M. Schiller, M. Heidegger, B.-Ch. Han and others) provide an answer to the question of who a person is: the place of human in the universe, how one affects and influences on other.
Materials and methods. We used the researches belonged to the philosophers of Russia and Western countries and analyzed it using hermeneutical approach and comparative analysis. In particular, we studied the characteristics that describe a connection between a man and the environment.
Results. The conducted study reveals that a man grows a person provided that the work is wellreflected in the sense that the conditions of the word are fragmentary. Due to a partial and fragmented process of interaction between a man and the society, the first tends to a consumer attitude than to his personality enrichment. Implementing trust as a category we use to explain a man’s attitude to the society, we conclude that the more a man trusts the more fully he lives, because he knows what he lacks and understands how it can be used in the life.
Discussion and conclusions. Large-scale social upheavals lead a person to a state of alienation, which is expressed in the desire for loneliness, while feeling tired can be the key to changing the situation. Modern society says what a subject can do, which sounds like faith in a person’s ability to complete a particular task. However, this luring of the boundaries of “can not” leads to an increase in productivity and, at the same time, fatigue, which ultimately reflects in the experience of solitude and a decrease in trust in others. Greater independence leads to apathy, including work, which detaches from the outside world, and therefore leads to a decrease in trust.