Exposure to elevated levels of ambient particulate matter (PM 2.5 ) leads to premature mortality and considerable economic losses.
This study examined the effect of a six-month virtual mindfulness program on the emotional stability of school psychologists in Kazakhstan and Russia. The goal was to assess whether structured mindfulness training leads to significant improvements in emotional well-being. A quantitative approach was used. School psychologists were randomly assigned to an experimental group that participated in the mindfulness program or a control group with no intervention. Emotional stability was measured using the Eysenck Personality Inventory (EPI) before and after the intervention. The results indicated a marked improvement in emotional stability in the experimental group compared to the control group. Participants who underwent the mindfulness training demonstrated a marked reduction in emotional instability, as reflected by large effect sizes and statistically significant differences in post-test scores. These results were consistent across both the Kazakhstani and Russian experimental groups. The findings support the effectiveness of virtual mindfulness programs in enhancing the emotional stability of school psychologists. The study contributes to the growing literature on mindfulness-based interventions and underscores the value of digital communication methods in promoting mental well-being within professional development programs, particularly in non-Western settings.
Teachers working with children with special educational needs face high levels of emotional and psychological stress on a daily basis, which increases the risk of professional burnout. In the context of modernizing education and increasing demands on teaching, the study of factors determining teachers’ ability to maintain mental health and professional effectiveness is becoming particularly relevant. This article provides evidence of the correlation of indicators of emotional burnout syndrome (CMEA) with naturally determined individual psychological characteristics of a person, namely– interhemispheric asymmetry of the brain. The article examines the functional sensorimotor asymmetry of the brain as the biological basis of stress tolerance of the personality of a special educator. The problem of stress tolerance of teachers working with children with special educational needs is one of the most acute in the modern education system. Their work requires constant emotional involvement, high responsibility and the ability to solve complex, sometimes non-standard tasks. Chronic psycho-emotional stress combined with insufficient social and financial support significantly increases the risk of professional burnout. Modern scientific research has proved that personality formation depends not only on the system of upbringing, education, and specialist training in ways of behavior in various pedagogical situations. The characterization of a biologically determined factor, namely, the interhemispheric asymmetry of the brain, should be the basis for understanding the nature of individual differences. This phenomenon provides individual differences in cognitive processes, interpersonal interactions, and responses to stressful situations. The presented study proves the correlation of stress tolerance and sensory asymmetry of the brain. Thus, taking into account biological and psychophysiological factors in the development of preventive and correctional programs can significantly increase the effectiveness of teacher support and reduce the risk of professional burnout.
This article looks at how pedagogical universities can better develop leadership skills in their students. These capabilities matter because schools need teachers who can lead and manage educational settings effectively.We examined several leadership theories. The classical approach focuses on inherent traits that make someone a good leader. Situational leadership suggests that effective leadership depends on the context. Transformational leadership emphasizes inspiring and motivating others toward change. Distributed leadership spreads responsibility across multiple people rather than concentrating it in one person. Finally, ethical leadership prioritizes moral principles in decision-making. Additionally, the article emphasizes the essential role of pedagogical reflection in the development of leadership capabilities, recognizing it as a critical element in shaping a teacher’s professional identity.Survey results from students and faculty at teacher training universities show strong consensus: leadership competencies are central to effective teaching. Essential leadership competencies include personal qualities like self-confidence, charisma, and empathy, as well as professional skills such as effective communication and organizational ability. Despite the recognition of these traits, the respondents evaluated the current level of leadership training within pedagogical institutions as moderate, signaling the need for substantial enhancement of existing educational programs.To address this, a structured model was developed for cultivating leadership skills in future educators, particularly in the context of managing instructional environments. The model’s effectiveness was validated through a pedagogical experiment employing the “Leader” method and the “Leadership Effectiveness” framework. The article recommends a range of strategies to strengthen leadership preparation: implementing dynamic training sessions focused on practical leadership development; initiating school-based leadership projects; designing and applying case studies for analyzing administrative scenarios; and utilizing virtual simulation tools to practice decision-making and classroom leadership in controlled, interactive environments. Keywords: competences, leadership, leadership competences, pedagogical management, future educators, students, teachers.
The growing global demand for fish necessitates the exploration of sustainable aquaculture practices. This has led to a focus on the quality and sustainable production of fish products with minimal environmental impact. Thus, the objective of this review is to study and evaluate how different aquaculture systems impact the quality and nutritional profile of fish. Fish are rich sources of protein, containing almost 20% protein and essential amino acids and vitamins. The nutritional value and quality of fish products are directly related to the conditions under which they are produced through aquaculture. This article considers various aquaculture systems, including closed-loop systems, pond farming, marine aquaculture, and aquaponic systems. The operating principles, advantages, and inherent limitations of each fish-rearing system are subjected to rigorous critical analysis in this review. Such practices are necessary to meet the growing demand for fish and to maintain the integrity of aquatic ecosystems for future generations.
