The federal state educational standards of higher education for the enlarged group of specialties “Education and Pedagogical Sciences” establish a list of six types of a teacher's professional tasks: pedagogical, support, cultural-educational, project-based, methodological, and organizational-managerial. The question of the logical completeness of this list has both theoretical and applied significance, as it determines the validity of educational program structures and graduate competency models. The aim of the research was to confirm the hypothesis that these six types of tasks form a complete and non-redundant system covering the entire set of a teacher's professional tasks within the modern model of pedagogical activity. The theoretical and methodological foundation of the work comprised the system-activity approach and the functional analysis of labor activity, according to which the type of the task is determined by the object of labor. The methods of theoretical analysis, system-structural classification, and modeling were applied. As a result, identified six key objects of a teacher's labor are: one's own professional competence; individual educational trajectories of students; methods and norms of professional activity; educational programs and their components; teaching methods and technologies; and ways of coordinating the joint activity of teaching staff. Each object of labor was matched with one of the six types of tasks. It has been proven that the list is non-redundant (all objects of labor are distinct) and complete (no logically possible alternative object of a teacher's labor has been identified outside it). The proposed thesis regarding the logical completeness of the six-type task list has received theoretical substantiation.
The article presents a comprehensive analysis of the problem of distinguishing between religion and esotericism. It uses the example of the differentiation of magic and the concepts proposed by J.D. Frazer and B.K. Malinowski (1925) as criteria for distinguishing these two phenomena. Despite obvious points of intersection, such as appeal to the transcendental and search for meaning, the differences between religion and esoterism remain a subject of debate. The purpose of this article is to identify and systematize key differentiating features on the institutional, doctrinal, epistemological, social, practical and functional levels. As a result, the author concludes about the conventional nature and mobility of the boundaries between religion and esotericism, identifying zones of their interpenetration (“religiosity of esotericism”) and the internal esoteric component within traditional religions (“esotericism of religion”). The conclusion is drawn about the need to abandon rigid opposition between these two phenomena, considering historical dynamics and cultural context.
The article on the occasion of the 50th anniversary reveals the educational and scientific-methodological activities of my former graduate student. I have always believed and still believe that such a powerful educational resource as physics methodologists should be carefully cultivated, carefully nurtured, actively involved in activities, and not spared in assessments. This is an eternal principle.
Purpose of the study. Identification and clarification of the dynamics of cognitive and personality educational achievements of primary school students with autistic spectrum disorders and intellectual disorders in the learning process in junior school/ Context and relevance. In recent years, there has been growing interest in the long-term outcomes of school adaptation of children with ASD, especially in terms of not only academic performance, but also personal development, which is extremely important for advancement in socialization. Domestic longitudinal studies with representative samples are rather nonexistent, while international data show that cognitive progress often outpaces the development of emotional-behavioral competencies (Aitken et al., 2025; Chen, Huan,Tsen 2023; Kim, Bal & Lord, 2018; McQuaid et al., 2021; Miniarikova et al., 2023). Meanwhile the effectiveness of remedial and inclusive programs remains a subject of debate. Our study partially fills this gap by providing empirical data on the dynamics of educational and personality achievements of students with ASD and intellectual disabilities. Methods and materials. A longitudinal study of a group cohort of schoolchildren with ASD and intellectual disability studying in adapted educational programs (8.3 – 8.4). Data were collected in the first and fourth years of study. Assessment was conducted through questionnaires administered to parents and teachers on academic achievement scales (including acquisition of academically significant skills) and personal development. Statistical analysis included non-parametric tests (Wilcoxon, Mann-Whitney), correlation analysis (Spearman), and comparisons between groups that received and did not receive correctional and developmental activities. Results. Statistically significant positive dynamics were identified in educational and personal indicators. Growth was more consistently expressed in academically relevant skills. Personality development was less uniform: significant improvement was noted in social interaction and behavioral adequacy, while emotional state and the quality of teacher-student relationships remained stable after the first year of study. Students who received systematic correctional and developmental support demonstrated higher levels of self-regulation, academic success, interactions with other children, and better behavior compared to those who did not receive such support. Correlation analysis revealed a stable link between academically relevant skills and personal regulation by the end of the fourth year. Conclusions. The results indicate that with adapted teaching and systematic support, children with autism spectrum disorders and intellectual disabilities can demonstrate sustained growth in educational achievement and gradual personal development. However, personality changes are slower to emerge and require long-term support; correctional and developmental programs and support are critical for sustainable socialization. The findings reinforce the need for long-term systematic support and regular monitoring of not only the cognitive but also the behavioral and social development of these students.
Introduction. Given the current trend toward digitalization of education, studying the effectiveness of digital educational apps in teaching preschoolers is particularly relevant. However, most studies either examine the general impact of digital technologies on child development or rely on parent survey data, without specifically addressing the role of adult mediators in teaching preschoolers mathematics. The aim of this study was to evaluate the effectiveness of digital educational apps in developing mathematical skills in older preschoolers, as well as the role of adult participation (digital mediation).Materials and Methods. The study involved 72 children aged 5–6 years, divided into four groups: digital learning with adults, digital self-study, traditional approach, and a control group that continued the standard preschool curriculum. A formative experimental design with pre- and post-testing was used: children in the control group continued mastering the kindergarten curriculum, while children in the experimental groups attended additional formative classes, after which the level of mathematical skills development was re-tested.Results. Children taught in a digitally mediated environment and those taught traditionally demonstrated a higher level of mathematical skill development compared to children working with the app independently. Furthermore, the digital app combined with adult mediation demonstrated effectiveness comparable to traditional teaching methods. Statistically significant differences (p 0.05) were obtained for all three skills, with the greatest effect of digital mediation observed in the task of determining the position of a number on a number line.Conclusion. Digital educational apps can serve as an effective tool for developing mathematical skills in preschoolers, provided that they are accompanied by adult digital mediation. The obtained results are consistent with current research indicating the importance of a meaningful approach to children’s digital activities on the part of adults. The results can be used by teachers and parents when organizing children’s collaboration with digital educational apps, as well as by developers when designing apps that stimulate child-adult interaction in the development of mathematical skills.
