Introduction. The article addresses the development of the value-motivational sphere of future teachers within the transforming university educational environment.

   The study is relevant due to the need for designing a new educational environment in teacher training universities that considers the specific characteristics of the value-motivational sphere of modern students.

   Empirical data on the comparative specifics of future teachers and students from other fields are currently insufficient. The study aims to identify the specifics of value orientations, academic motivation, and the level of spiritual well-being among students in pedagogical and non-pedagogical fields.

   Materials and methods. The research methods included: I.G. Senin's Terminal Values Questionnaire ("OTsTs"), the "Spiritual Well-Being Scale", and the method for diagnosing student academic motivation (by A.A. Rean and V.A. Yakunin, modified by N.Ts. Badmaeva). The sample consisted of 1,827 students. The Mann-Whitney U test was used for group comparison.

   Results. The results revealed statistically significant differences between the groups. Student teachers demonstrated a higher importance of the values of achievement, self-development, and preservation of individuality, as well as a higher overall level of spiritual well-being. Key spheres of self-realization for them are public life, hobbies, and studies. It was found that the academic motivation of future teachers is more associated with motives for creative self-realization and prestige, while professional motives are of low significance.

   Discussion and conclusions. The discussion of the results allowed for formulating key pedagogical conditions for designing a new educational environment in a teacher training university: 1) expanding opportunities for social activities and self-realization; 2) developing a flexible system for rewarding academic and extracurricular achievements; 3) targeted work to enhance the professional component of academic motivation through practice-oriented forms of learning. The obtained data substantiate the necessity of considering the identified specifics of the students' value-motivational sphere when building educational work at the university for the effective professional development of future teachers.

   Introduction. The use of artificial intelligence (AI) tools in the educational process is expanding, particularly in teaching English writing. Despite this growth, there remains a need for deeper exploration into how AI can enhance the effectiveness of teacher feedback received by students on their written works.

   This study aims to investigate collaborative approaches between teacher and students to improve the quality of learners’ response to the feedback with the help of AI tools.

   The relevance of this research lies in advancing emerging educational trends and identifying ethical and responsible ways to incorporate AI into pedagogical practices.

   Materials and methods. An analytical approach was employed to examine theoretical and empirical literature on the topic. Through comparative analysis of classical feedback models, an expanded framework incorporating AI-driven responses was developed. Additionally, a phenomenological method facilitated the synthesis and organization of the authors’ pedagogical experiences, resulting in the design of an algorithm intended to optimize the management of students’ responses to teacher-provided feedback.

   Results. The study produced a novel feedback response model that integrates AI tools as a key component. Alongside this, a practical algorithm for applying the model in the context of written assignments – such as essays – was proposed. The model emphasizes the crucial role of teacher-led pedagogical support to personalize the learning experience and enhance student engagement.

   Discussion and conclusions. An enriched educational dialogue can contribute to a new level of students’ feedback "literacy" in interpreting and utilizing teacher commentary on the written tasks. The proposed teacher – student – AI – student – teacher feedback model, if used competently and ethically, can strengthen collaboration between teachers and learners, increasing the effectiveness of enhancing English writing skills.

   Introduction. Self-educational competence of a specialist in the XXI century is not only a actual personal and professional quality, but also a resource of a person, allowing him to carry out his own transformation in order to transform personal success into social significance. Studies demonstrates that the process of formation of student's self-educational competence in the conditions of higher education is influenced by the educational environment of the university as a system of various resources and a source of opportunities for the development of a future specialist. Today the ideas of combining the processes of education and self-education in the university are relevant. However, there are still no works that would allow to form a more meaningful understanding of the relationship between the factors of the educational environment of higher education institution and student's self-educational competence. This article is a conceptual study of student self-educational competence implemented in the Russian context. The article aims to analyse the existing experience on the stated problematic, to clarify the definitions of the main concepts, to identify and theoretically justify the characteristic features and factors of the university educational environment related to the formation of student's self-educational competence.

   Materials and methods. The main method of research is systematic analysis of literature. The materials were articles published in Russian and English, devoted to the problems of self-education, personal and professional self-development of students, the influence of the educational environment of the university on the results of education.

   Results. In the course of the research the definitions of the concepts "student self-education" and "student self-educational competence" were clarified, the three-component structure of this construct and its content were proposed. The study of works allowed us to characterise the pedagogical category "educational environment of the university", to consider the models of its organisation and factors in reflection to the student's self-educational competence.

   Discussion and conclusions. As a result of the study, it was concluded that the formative impact on the student in the process of acquiring self-educational competence should be provided by flexible methodological modelling of the university educational environment. This will make it possible to combine the educational process with self-educational process and leave the student an educational space free from external influence for self-directed education and self-realisation in the chosen direction.

   Introduction. Partnerships in education provide greater opportunities for all educational stakeholders. Policy documents of international organisations (UNESCO, OECD) emphasize the key role that cooperation between schools and universities plays in responding to global challenges and achieving Sustainable Development Goals. This study is aimed at answering the question: How to establish a sustainable partnership between a school and a university?

   Materials and methods. The objective of this study was to develop an algorithm that will help schools and universities establish sustainable partnerships. To do this, the following research tasks were fulfilled: analyzing the concept of social partnership; describing partnership models between educational institutions; identifying the key characteristics of sustainable partnerships; conducting a comparative study of the logic of purposes of schools and universities; conducting an opinion survey of school and university leaders. The following methods were used: comparative method, case study method, content analysis method, survey method, modeling and project design approach, systematization and conceptualization of scientific ideas.

   Results. The results of the study include the following: an analysis of the concept of social partnership in education from the point of view of Russian and international researchers; a description of possible partnership models between educational institutions; a definition of the key characteristics of sustainable partnerships; a comparative analysis of the logic of purposes of schools and universities by 4 parameters: mission, purpose, function and roles. Based on the opinion survey of school and university leaders we identified the popular directions of cooperation, the benefits that schools and universities offer to each other, and their competency deficits. The main result of this study is the algorithm for building sustainable partnerships in education that includes the guidelines for educational institutions at each stage of partnership development (initiation, realization, reflexion) taking into account the key cooperation components, such as objectives and motivations, possibilities and constraints, and relationships.

   Discussion and conclusions. The algorithm can be used by educational institutions of different levels depending on their needs and context at any partnership stage.

   Introduction. In order to identify a set of measures for the implementation of personnel policy in education, the analysis of modern research was conducted, which confirmed its relevance as a key resource for achieving strategic goals and strengthening the sovereignty of national education. It was found that, despite the recognition by scientists and practitioners of the importance of staffing with qualified teachers for the quality and accessibility of education, insufficient attention is paid to the development of models for the implementation of personnel policy in general education organizations. The need for scientifically substantiated and tested in practice models of formation of personnel policy of an educational organization, taking into account modern trends, goals and values of the national education system has been identified.

   Materials and methods. The organizational and content-based model for the formation of human resource policy in an educational organization was developed based on the analysis of scientific and pedagogical literature, the study of regulatory and legal documents, and the results of a comprehensive study conducted under the author's supervision in an urban district. Research base: 1600 teachers and administrators of 27 educational organizations.

   Results. A scientifically grounded and practically tested organizational and content-based model for the formation of human resource policy in an educational organization includes strategic, design, and analytical-prognostic components that reflect the stages of the model’s implementation in educational practice.

   Discussion and conclusions. The novelty of the study lies in the creation of a comprehensive approach to human resource management in educational organizations, based on a deep understanding of the characteristics of education as a system, its goals and values, as well as the selection and application of technologies that ensure effective staff management in the educational environment. The scaling of the research results is achieved through the implementation of the additional professional development program "Formation of Human Resource Policy in Educational Organizations" (Russian Academy of Education, Moscow, 2024).

   Introduction. This article focuses on the problem of organizing physics education for children with severe speech impairments in secondary school. The authors emphasize the need to create special learning conditions for this category of children, taking into account their specific educational needs, as traditional teaching methods are ineffective. The article presents an analysis of existing scientific research on the problem in Russia and abroad.

   Materials and methods. The research methods used were the analysis and systematization of scientific studies dedicated to teaching natural science subjects to children with speech impairments in secondary school.

   The research aims to identify areas for adapting curricula and define principles, methods, and techniques for teaching natural science subjects, including physics, for children with speech impairments.

   Results. The research revealed that teaching physics to children with speech impairments in secondary school has its own specifics. It is necessary to consider the characteristics of speech impairments during the implementation of the learning process. Key aspects of adaptation areas include: ensuring continuity of the correctional-educational process in connection with speech therapy work, using dialogical teacher-student interaction, relying on object-visual learning methods, developing speech-thinking activities, and targeted work to improve students' vocabulary.

   Discussion and conclusions. The methodological approaches to adapting the physics course for students with severe speech impairments presented in the article are necessary to optimize the learning process and ensure effective learning of the material.

   Introduction. Healthy students are actors that influence the success of inclusive practice. Their attitude to inclusion determines the psychological microclimate in the classroom, the nature of interpersonal interaction with peers with disabilities. Denial of inclusive values entails the risk of social ostracism and exclusion, and acceptance ensures the formation of a truly inclusive children's team interacting on an equal basis. Studying the attitude of healthy students to inclusive practice is important for determining preventive measures to prevent destructive processes in the educational space of the school.

   Materials and methods. The method for studying the attitude of healthy students to inclusive school practice was a questionnaire. The participants of the study were 76 teenagers aged 12 to 14 years.

   Results. Healthy students, whose share was no more than a sixth of the respondents, expressed an unambiguously negative attitude towards inclusive school practice through answers to the questions of the questionnaire. A quarter of the study participants assessed inclusive processes as natural. Their attitude towards classmates with health problems is positive. The remaining respondents did not have a clear position on inclusion. These schoolchildren demonstrated an indifferent attitude towards joint education with peers with developmental disabilities.

   Discussion and conclusions. A positive attitude of healthy students towards inclusive school practice is possible only in an educational environment with an inclusive culture. Denial of inclusive values does not ensure that students with disabilities acquire socializing experience. Recognition of the value of inclusion is demonstrated by healthy students who have developed constructive interpersonal interactions with classmates with disabilities.

   Introduction. The modern reality in which the student's personality is becoming in the educational environment of the university is fraught with risks and threats in various spheres of life.

   The purpose of the study was to conduct a comparative analysis of the results of psychological testing of first-year students aimed at identifying the behavioral characteristics of students prone to aggressive behavior and suicidal risk for the 2019-2024 academic years.

   It justifies the need to study the main problems that students turn to a psychologist to build a strategy for interacting with them and introducing programs aimed at increasing the personality's resistance to life difficulties.

   Materials and methods. The results of face-to-face psychological testing of first-year students for the academic years 2019-2024, aimed at identifying individual psychological and behavioral characteristics of students prone to aggressive behavior and suicidal risks, are presented. Methods used: A. Beck's Depression Scale, Cook-Medley Hostility Scale, Aggressiveness Test (questionnaire L.G. Pochebut). An analysis of 3,837 psychological consultations with students for the 2019 - 2025 academic years was carried out. The categories of appeals were studied and the main problems of students in dynamics were identified during consultations with psychologists of the Center.

   Results. Analysis of the dynamics of the frequency of severe and severe depression in first-year students showed that the peak of severe and severe depression was in the academic years 2021-2022 and 2023-2024. Results were obtained on the level of aggression among students. Analysis of the results showed the preservation of indicators of the average level of aggression in half of the students surveyed, a high percentage of cynicism occurs in half of the students surveyed. There are three main groups of problems that students most often addressed during psychological counseling with psychologists.

   Discussion and conclusions. The results obtained and their analysis revealed some tendencies in first-year students prone to aggressive behavior and a depressive state. The identified groups of problems that students most often address during consultations with psychologists of the Center will allow a more differentiated approach to the compilation of programs of psycho-corrective measures aimed at forming the personality's resistance to life difficulties.

   Introduction. The motivational component of the process of professional self-determination in the engineering and technological sphere of students of schools and colleges is today an urgent and timely direction of theoretical and experimental research in the field of education. With the obvious interest of society, business and the domestic education system itself in the training of qualified engineering and technological personnel, there is an acute shortage of conceptual models for diagnosing professional and personal readiness for self-realization in the engineering and technological field of school and college graduates.

   Materials and methods. The study involved 264 respondents, including school students and college students from various fields of study. The study was conducted using a questionnaire titled "Motivation for Choosing an Engineering and Technology Profession," which was designed by the authors and has been tested as part of a theoretical and experimental study.

   The questionnaire aims to assess the overall level of motivation for choosing an engineering and technology profession, as well as to identify the primary motivation (internal, mixed, or external) for choosing an engineering and technology profession.

   Results. As the results of the study showed, the majority of respondents have little internal motivation (understanding the meaning of their future profession or specialty, awareness of the importance of their chosen profession, positive attitude and interest in their chosen profession, etc.). The expression of external motivation only shows that students are more focused on the motives of social prestige, salary, career growth, or the desire to receive recognition, status, and approval from others.

   Discussion and conclusions. The results obtained not only showed the need to increase the motivation of students of schools and colleges to choose and acquire engineering and technological professions within the framework of psychological and pedagogical support for the process of early career guidance for students, but also the need for all stakeholders to work together within the framework of "school – college – university – employer".

   Introduction. This article examines military team cohesion as a structural component of collective mental models of military personnel interaction. It is noted that group cohesion and leadership style influence the effectiveness of actions, as well as the satisfactory morale and psychological state of personnel. A definition of military team cohesion is provided, which is understood as the overall relationship between personnel within a unit that enables them to perform combat missions in their daily lives.

   Materials and methods. Using the r-Spearman test, the relationship between the parameters of the collective mental model of military personnel interaction and the individual mental model of military personnel interaction was studied, depending on the place of service.

   Results. As a result of the study, it was found that the cohesion in the cadet group is positively related to the effective performance of the role in the collective mental model of military personnel interaction, while in the group of special forces military personnel, this component is positively correlated with the effectiveness of the model.

   Discussion and conclusions. It is concluded that the effectiveness of the formation of a mental model among special forces personnel is determined by such parameters as the atmosphere and commonality, while among cadets it is determined only by the cohesion and moral and psychological atmosphere within the military unit. Therefore, among military personnel with military and professional combat experience, the effectiveness of the formation of a collective mental model of military personnel interaction is directly related to its characteristics: cohesion, moral and psychological atmosphere, and commonality. At the same time, the lack of combat experience among cadets does not allow for direct correlation with these components, but rather forms a sequential correlation through the effectiveness of role performance.

   Introduction. Psychological research quite often (dissertation research is almost always) accompanied by analysis of the statistical relations between the quantitative variables being studied. At the same time, psychological variables by their nature, if we take into account only strong statistical connections but do not take into account strong statistical connections between related variables, are mainly nonlinear dependencies, even if we remain within the simplest models.

   Materials and methods. To study statistical relation, the author's method was used in the work, which makes it possible to study, along with linear dependencies, the simplest nonlinear dependencies: with a maximum and with a minimum, far from linear, monotonic and almost monotonic. This allows not only to expand the range of revealed dependencies and get rid of numerous errors in the traditional interpretation of the correlation coefficient, but also to better understand the complex psychological subject of a particular study. To demonstrate statistical dependencies, psychological data were selected for 120 subjects using 9 popular methods. The results of diagnostics according to these methods represent 114 quantitative indicators.

   Results. The article quantitatively analyzed and qualitatively interpreted the dependencies for three pairs of variables: 1) “Paranoia” and “Aggressive type” (MMPI and T. Leary questionnaires) with connection strength coefficients SV = 1.256 for MMPI-5(LIR-3) and SV' = 0.089 for LIR-3(MMPI-5) with a correlation of 0.143; 2) “Egoistic type” and “Altruistic type” (T. Leary questionnaire) with connection strength coefficients SV = 0.737 for LIR-2(LIR-8) and SV' = 0.086 for LIR-8(LIR-2) with a correlation of -0.0198; 3) “Dependent type” and “Reserved – Outgoing” (R. Kattel and T. Leary questionnaires) with connection strength coefficients SV=1.1099 for LIR-6(16F-1) and SV' = 0.295 for 16F-1(LIR -6) with a correlation of 0.253. For pairs of variables “Paranoia” and “Aggressive type”, “Dependent type” and “Reserved – Outgoing ”, linear regression models, which are built on the basis of linear correlations, were also considered. And if in the first dependence the correlation is not “significant”, then in the second it is “significant”, as evidenced by the Pearson weak correlation coefficient equal to 0.25, and based on the rule widely used in the psychological community for interpreting the absolute value of the correlation coefficient for a sample of 120 subjects it indicates a relation is “significant” at the p = 0.01 level, which inevitably requires a linear interpretation. For clarity, the information discussed in the article is illustrated by graphical representations of the dependencies under consideration.

   Discussion and conclusions. The article discusses examples of asymmetrical (one-sided) strong (SV > 0.7) simplest nonlinear dependencies, which show when, when considering two inverse dependencies, one Y(X) is strong, and the other dependence X(Y) weak. This is the most typical option, especially when the variables are related by a weak or very weak correlation, which is symmetrical in nature.

   Introduction. In the modern era of rapid social transformations and information saturation, families face the need to adapt educational strategies to new challenges. Parental competence and responsible parenting act as key factors in shaping the harmonious development of young families and ensure the sustainability of family institutions. Sociocultural changes in society place increasingly high demands on modern parents: the standards of a "good parent" are constantly rising and being filled with new competencies.

   Materials and methods. To conduct the study, a questionnaire was compiled aimed at studying the lifestyle of modern families and the social situation of the development of children and adolescents. The study involved 230 people from all regions of the Russian Federation, including 38 men and 192 women.

   Results. The study found that the majority of parents consider themselves competent parents and do not feel the need to deepen their knowledge, and also do not note the factors that prevent them from performing parental functions. At the same time, these parents have a positive attitude towards themselves as parents, they are more likely to be confident in their strategies for interacting with the child and about the child, and "attention and love" have become the leading priority of parenting, half of the respondents consider it extremely important to devote time to interacting with the child. The results showed that modern parents face a shortage of emotional resources when building child-parent relationships.

   Discussion and conclusions. As a result of the theoretical analysis of the concepts of "responsible parenting" and "parental competence", distinctions were introduced. As a result of an empirical study, the assessment of the formation of cognitive, emotional and behavioral components of parental competence is given by analyzing the respondents' responses.

   Introduction. The article is devoted to the study of the relationship and mutual influence of theological, anthropological, ethical views of Roman Stoicism and Christianity.

   The purpose of this work is to conduct a comparative analysis of late Stoic and Christian theology, anthropology, ethics and to demonstrate their relationship and relevance in the modern era.

   Materials and methods. The research material was the works of Plato and the Roman Stoics, the Epistles of the Apostle Paul, the writings of authors of the early Christian era and early Protestantism, modern scientific research, domestic and foreign, devoted to the analysis of the views of the Roman Stoics, the first Christians, the Epistles of the Apostle Paul, representatives of the Eastern and Western Christian churches of the Middle Ages; works, analyzing the interpenetration of Stoicism and Christianity. The author relied on the civilizational and dialectical approaches, used the following methods: narrative, hermeneutic in combination with linguistic, analytical, synthetic, generalization, reconstruction, comparative-historical.

   Results. As a result of the work done, it was established that the basic theological, anthropological, axiological and ethical ideas of the Roman Stoics and Christians (the essence of man, the path of life and existential meanings, eschatological perspective, moral principles) were formed as a result of mutual influence. Stoicism played a huge role in the formation of Christian doctrine, actively influenced the ascetic fathers of the early Christian Eastern Church and medieval Western Christianity, and the young Protestantism of the 16th century. The Stoics, in turn, relied on Christian wisdom in their philosophy.

   Discussion and conclusions. The author managed to carry out a comparative analysis of Stoic and Christian doctrines. The study showed that the spiritual kinship and mutual influence of Roman Stoicism and Christianity testifies to the illusory nature of the border separating the Hellenistic and Christian metatraditions. The practice of cognitive therapy aimed at finding existential meanings and inner harmony, developed by the Roman Stoics and the ascetic fathers of the Eastern Christian Church; the eternal ethical principles of Stoicism and Christianity are relevant in the modern era of moral degradation and semantic disorientation.

   Introduction. In modern scientific knowledge, the range of disciplines studying the problems of the family institution is quite wide. Orthodox theology, which is included in the list of scientific specialties, also involves the study of family and marriage in its subject field, but in its unique theological aspect. The application of a theological approach to the study of these phenomena allows us to form a more complete picture of this phenomenon in the system of socio-humanitarian knowledge. However, at this stage of the development of theology as a science, it requires scientific research aimed at systematizing and developing its subject field, categorical and methodological apparatus adapted to the conditions and specifics of modern digital culture.

   Materials and methods. This work is a continuation of the research on the issues of spiritual, moral, and civic-patriotic education based on the values of Orthodoxy in the context of modern culture and its specific development, conducted within the framework of the philosophical scientific school existing on the basis of the Minin Nizhny Novgorod State Pedagogical University. The work also uses such research methods as analytical review, analysis, and generalization.

   Results. The paper substantiates the position that the theological analysis of the institution of the family at the present stage of cultural development should be separated into a separate scientific field containing historical, theoretical, methodological and practical research materials. This will allow for a unified systematic study of existing problems in the preservation of traditional family values aimed at the spiritual revival of Russia.

   Discussion and conclusions. The analysis and generalization of the results of the development of Orthodox theology in the study of the Institute of the family has shown that at the present stage there is no allocation of them into a special field of theological knowledge. In this work, proposals have been developed for the development of theoretical, methodological and practical directions in Orthodox theology, which will allow for a unified systematic study of existing problems in the preservation of traditional family values in Russia.