Introduction. In the context of the polyethnic metropolises of the Russian Federation, the interaction between ethnic identity and the career-related orientations of young people assumes particular theoretical and practical significance. This is due to the intensification of intercultural contact and the shift towards a subject-centred approach to designing life and professional trajectories in early adulthood. Aim. The study aims to identify the structural components of ethnic identity and career orientations among contemporary youth residing in two polyethnic regions of Russia – St Petersburg and Kazan – and to analyse their variability in relation to individual psychological and sociocultural factors. Methodology and research methods. The empirical foundation of the study comprised a sample of 323 respondents aged 18 to 35 years. The diagnostic battery included the “Types of Ethnic Identity” inventory, the “Express Scale for Assessing Ethnic Identity Salience”, and the “Express Scale for Assessing Feelings Related to Ethnic Belonging”. Career orientations were measured using the “Career Crafting Assessment” questionnaire and the “Career Anchors Inventory”. Statistical data were analysed using factor analysis, correlation analysis, and comparative analysis. Results. The analysis confirms the multidimensional nature of ethnic identity as a construct comparable in complexity to the system of career orientations. Six factors integrating career and cultural value dimensions were identified within the empirical framework. It was established that constructive (positive) forms of ethnic identity are positively associated with proactive and adaptive career behaviour strategies, whereas diffuse, ambivalent, or hypertrophied forms are linked to rigid and restricted patterns of professional self-determination. Scientific novelty. The structural profiles of ethnic identity and career orientations were systematically compared in a Russian sample drawn from two regions differing in ethnocultural context. Gender differences were evident, with women significantly more oriented towards prosocial and altruistic-service values in their careers, whereas men tended to focus on solving complex, non-trivial professional tasks. At the same time, ethnic identity may both reinforce fundamental gender patterns and act as a moderator of their substantive content. Practical significance. The findings refine and enhance existing theoretical models of professional development by incorporating cultural, ethnic, and gender dimensions. The results emphasise the necessity of implementing culturally sensitive approaches in career counselling practice, higher and further professional education programmes, and the human resources policies of organisations operating within multicultural environments.
Introduction . The digital transformation of higher education and the expansion of online learning formats have highlighted the need to revise established models of pedagogical assessment. Ensuring the validity and reliability of distance assessments is essential for maintaining academic standards and sustaining students’ cognitive engagement. Aim . The present study aims to conduct a comparative analysis of Russian and international assessment technologies within the higher online education system. Methodology and research methods . The comparison was conducted according to four criteria: accessibility of tools, adaptability to individual learning trajectories, interactive potential, and the applicability of results within the professional domain. Particular attention was paid to the limitations of extrapolating international models into Russian pedagogical practice, taking into account national educational specificities. The study employed methods of comparative analysis and typologisation of assessment tools. Results . The advantages and limitations of various assessment approaches are analysed, along with their impact on the quality of education and student motivation. It is demonstrated that the Russian distance education system, while actively incorporating advanced international practices, retains distinctive characteristics shaped by national cultural and pedagogical traditions. Scientific novelty . The scientific novelty resides in the systematisation of criteria for comparing diverse assessment systems and in substantiating the adaptive potential of international approaches for Russian higher education. Practical significance . The practical significance of the research findings is demonstrated by the development of a framework of recommendations for educational policymakers, university administrators, academic staff, and designers of EdTech solutions.
Introduction . The effectiveness of the flipped classroom model in higher education is constrained by insufficient student engagement during the self-directed preparatory phase. One approach to addressing this limitation is the integration of gamification elements into the model’s framework. Aim . The present research aims to evaluate the effectiveness of a gamified flipped classroom model (GFCM), developed on the basis of Self-Determination Theory, in comparison with a standard flipped classroom approach. The dependent variables are academic performance and four dimensions of engagement: agentic, behavioural, emotional, and cognitive. Methodology and research methods . The study employed a quasi-experimental pretest-posttest design, with experimental ( n = 37) and control ( n = 37) groups formed from intact classes. The intervention lasted eight weeks; the experimental group followed the GFCM, while the control group adhered to the standard flipped classroom model. Comparative analyses of academic performance data and survey responses regarding engagement indicators were conducted using independent-samples t-tests. Results . Statistically significant differences in favour of the experimental group were observed in academic performance and across all four dimensions of engagement ( p < 0.05). Scientific novelty . The scientific novelty lies in the development and empirical validation of a theoretically grounded, gamified flipped classroom structure, in which gamification elements are systematically integrated into the pedagogical framework rather than applied in an ad hoc manner. Practical significance . The proposed model can serve as a toolkit for designing instructional processes aimed at fostering sustained intrinsic student motivation and offers an alternative to superficial forms of gamification in educational practice.
Introduction . The integration of virtual reality (VR) platforms into educational museum spaces plays a crucial role in preserving and promoting traditional music. However, the declining interest among young people in traditional Indonesian musical instruments emphasises the need for innovative pedagogical strategies. Museum-based VR platforms offer a promising tool to enhance interactivity, accessibility, and relevance in learning. Aim . The present study aims to identify the key factors influencing the implementation of VR technologies in the educational processes of museums, utilising the Unified Theory of Acceptance and Use of Technology (UTAUT) and the Technological Pedagogical Content Knowledge (TPACK) framework. Methodology and research methods . The study employed partial least squares structural equation modelling (PLS-SEM) to examine the influence of technological competence, cultural factors, behavioural attitudes, and pedagogical knowledge on the effectiveness of using VR. Results and scientific novelty. The critical role of teacher training in enhancing their technological and pedagogical qualifications was confirmed. The PLS-SEM results demonstrate that technological competence and pedagogical knowledge significantly influence behavioural intentions, which, in turn, are the strongest predictors of the actual use of VR technologies. Practical significance . Practical recommendations are provided for educators, developers of educational programmes, and specialists in cultural heritage concerning the integration of VR into learning and exhibition contexts. It is demonstrated that the pedagogically informed application of VR technologies to culturally significant materials enhances engagement and learning effectiveness, thereby contributing to the preservation of traditional Indonesian music.
Introduction. The quality of teacher training can only be achieved through the active participation of all stakeholders in the educational process, including teachers, students, and employers. Effective collaboration among these groups is possible within the framework of social partnership, which entails creating a unified educational environment aligned with contemporary standards for graduates’ professionalism and overall cultural competence. Aim. The present study aims to introduce an author-developed model for assessing the quality of student training within the social partnership system “Pedagogical University Preschool Educational Organisation”, in the context of implementing the programme titled “Three Missions of the University”. Methodology and research methods. The methodological foundation of the study comprises systemic, integrative, and qualimetric approaches. Results. A qualimetric model has been developed to represent the logic underlying the organisation of procedures for assessing the quality of student training within the social partnership system “Pedagogical University Preschool Educational Organisation”. The social partners in this model include business entities and educational institutions of the Russian Federation, teaching staff and students of Kazan (Volga Region) Federal University (hereinafter KFU), and employer representatives from preschool educational organisations in the Republic of Tatarstan. Scientific novelty. The scientific novelty lies in substantiating the application of the qualimetric approach to assessing the quality of student training. Its theoretical framework, for the first time, integrates two heterogeneous axiomatic foundations: the axioms of Yu. A. Urmantsev, interpreted within the context of social partnership, and the axiomatics of qualimetry, adapted to the assessment procedures of the programme “Three Missions of the University”. Practical significance. The results of the study can be utilised to design technologies that assess the quality of student training, considering the resources available through social partnerships.
Introduction . In preserving the stability of any state when confronted with foreign policy challenges, the formation of a culture of citizenship among young people plays a crucial role. Free access to information and public debate can lead to the fragmentation of historical memory and the transformation of patriotism. This study is dedicated to assessing the influence of the educational environment and urban social space on students’ patriotic self-identification, regarded as one of the most significant outcomes of educational efforts in higher education institutions. Aim . The present study aims to critically evaluate how the educational environment and the urban sociocultural context influence the patriotic consciousness of young people, identifying the organisational and structural solutions most effective in shaping students’ patriotic self-identification. Methodology and research methods . The article analyses data from the fifth wave of the nationwide study “Russian Students on the Great Patriotic War” (2025; cluster sampling incorporating elements of random selection, n = 19,232). Students from 82 universities across 29 cities in the Russian Federation were surveyed. Results . It has been established that patriotic self-identification is characteristic of the majority of Russian students, while 18% do not consider themselves patriots. Within the semantic framework of patriotism in young people’s consciousness, emotional and cognitive components predominate. Among students who identify as patriots, the activity-based component is more pronounced. Students’ patriotic self-identification is more strongly influenced by the organisational and structural aspects of the educational environment. The urban environment also exerts an influence when students participate in mass commemorative practices associated with memorial urban spaces, monuments, and landmark events. Scientific novelty . The study expands the sociological theory of group national self-identification by examining not only the subject’s perception of the semantic characteristics of patriotism as a feeling, a body of knowledge, and specific activities but also by identifying the external socialisation factors that influence this perception. Practical significance . The research findings may prove useful in enhancing the organisation of educational activities within institutions, with the aim of increasing their effectiveness. The data could be of interest to specialists in youth social work, educators, and researchers specialising in youth and education.
Introduction. The active integration of personalised artificial intelligence (AI) systems into everyday and educational practices is transforming human-technology interaction, endowing it with qualities akin to interpersonal communication and stimulating users’ tendency towards anthropomorphism the attribution of human characteristics to AI. This issue is particularly pertinent among students, for whom digital agents are becoming not only learning tools but also potential sources of emotional dependency and educational risk. The question of which individual psychological traits (such as attachment style and aspects of self-concept) predispose individuals to profound anthropomorphism of AI and increase their vulnerability to developing dependent interaction patterns remains insufficiently explored. Aim. The present paper aims to identify the relationship between attachment style, self-concept characteristics specifically, the discrepancy between the actual self and the ideal self and the tendency to anthropomorphise personal AI among the student population. This will facilitate the identification of user profiles with varying risks of developing emotionally dependent interaction patterns and support the development of preventative strategies within the educational environment. Methodology and research methods. The study involved 629 students aged 18 to 24 years who were active users of AI services. The following instruments were employed: T. Leary’s Interpersonal Relationship Inventory (IRI) to assess the images of the “actual self”, “ideal self”, and “my virtual assistant (AI)”; and an adapted version of the Experiences in Close Relationships-Revised (ECR-R) questionnaire. Statistical analyses included cluster analysis (K-means method), analysis of variance (ANOVA), and the Mann–Whitney and Kruskal–Wallis tests. Results. Three profiles of AI perception were identified: instrumental-mechanistic (39.3%), selectively humanising (44.8%), and fully anthropomorphic (15.9%). Significant differences were observed between clusters in attachment styles ( p < 0.001) and the degree of intrapersonal conflict (actual self/ideal self discrepancy). A risk group, comprising 16% of the sample, was identified, characterised by a triad of anxious-ambivalent attachment, pronounced intrapersonal conflict, and a tendency towards full anthropomorphisation of AI. Scientific novelty. For the first time, the relationship between the anthropomorphisation of personal AI and deep-seated personality structures such as attachment style and self-concept has been empirically demonstrated within the context of educational risks. User profiles, differentiated by varying degrees of vulnerability to emotional dependency, have been identified. Practical significance. The research findings can be used to develop targeted preventative programmes and screening tools aimed at ensuring the psychological safety of the educational environment in the context of digitalisation.
Introduction. Effective preparation of prospective teachers requires developing a system of professional knowledge conceptually framed within the Technological Pedagogical Content Knowledge (TPACK) model. Aim . The present study aims to demonstrate the effectiveness of the TPACK model as a theoretical foundation for designing a university course that integrates evidence-based educational practices and fosters the development of a comprehensive system of professional competencies. Methodology and research methods . The study employs a combination of theoretical and empirical methods. A measurement tool, developed based on the TPACK model, was used alongside preand post-assessment procedures that included tasks from the subject, technological, and methodological domains. Results and scientific novelty . The methodological significance of the TPACK model lies in its role as a conceptual framework for analysing the integrative interaction among the disciplinary, methodological, and technological components of teacher education. This model provides a holistic approach to understanding how educational practices support the development of future teachers’ professional knowledge. Additionally, principles for designing a university course that ensures the balanced development of subject matter, pedagogical, and technological knowledge are formulated. Practical significance . The experience of developing and implementing an elementary geometry course based on the TPACK model enhances the understanding of the unique characteristics of university-level teacher education and can be applied to other disciplines and areas within teacher education.
Introduction . At present, the pedagogy of active longevity is taking shape: new roles are emerging within the field, and innovative methods of pedagogical influence are being developed to enhance the effectiveness of education for older adults. This article provides a comprehensive interdisciplinary analysis of the development of the pedagogy of active longevity both in Russia and internationally. Aim. The present research aims to examine the origins of the pedagogy of active longevity and to provide a theoretical foundation for the stages of its development. Methodology and research methods. The research methodology employs interdisciplinary and integrated approaches to analysing theoretical sources and practical developments. In examining the theory and practice of the pedagogy of active longevity, the following methods were utilised: theoretical analysis to study the theory and practice of the pedagogy of active longevity in Russia and abroad; legal analysis to examine international and Russian legal acts and documents; comparative analysis to juxtapose foreign and Russian trajectories in the development of the pedagogy of active longevity; and synthesis to present the results obtained. Results and scientific novelty. An analysis of the origins of the pedagogy of active longevity in Russia and abroad has enabled the identification of the developmental trajectories of this socio-pedagogical phenomenon. In assessing the level of development of the pedagogy of active longevity from the perspectives of various disciplines and research subjects, it was found that the concept of “pedagogy of active longevity” is absent from both foreign and Russian scholarly literature. Consequently, an original interpretation of this concept is proposed. Furthermore, a classification of the stages in the development of the pedagogy of active longevity has been developed. Practical significance. The proposed interpretation of the concept of the “pedagogy of active longevity” and the classification of its developmental stages can be utilised in pedagogical practice to offer methodological and technological support for teaching active longevity to older adults.
Introduction . In the context of global technological transformation, which is shaping new directions for the development of educational systems, research focused on preparing teaching staff for the implementation of integrative approaches is particularly relevant. Aim. This research aims to develop and evaluate a structural model that assesses the readiness of future physics teachers to implement the STEM approach in their professional practice. Methodology and research methods. The methodological foundation was a quantitative descriptive approach, employing procedures of Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). The empirical basis of the study comprised the results of a survey of 408 students from three universities in East Java, Indonesia. Results . It was established that the overall level of readiness of future physics teachers to implement the STEM approach is 81.67%. Based on factor analysis, the key components of the integrative model were identified and conceptualised as Engineering, Arts, Religion, and Social components. Scientific novelty. The scientific novelty of this research lies in the theoretical justification and empirical identification of the core element of future educators’ professional training, termed “Basic Understanding”, which ensures the integrity and interconnection of these components. This facilitated the synthesis and structural representation of the evolution of integrative educational models from STEM to STEAM, STREAM, and, ultimately, to the STEAMS model proposed by the authors. Practical significance. The practical significance of this study lies in its potential to modernise the content of curricula, programmes, and pedagogical methods within the professional training system for physics teachers and other science disciplines, with the aim of enhancing their comprehensive readiness to implement interdisciplinary educational strategies.
Introduction. The study of conditions and pedagogical resources for preventing destructive behaviour among adolescents is a crucial area within social pedagogy and psychology. Destructive behaviour is defined as persistent conduct that deviates from key social norms, causes tangible harm to both the individual and society, manifests in various forms such as deviation, aggression, and extremism, and demands particular attention from education specialists, alongside the implementation of preventative measures within the adolescent environment. Aim. The present study aimed to analyse staffing decisions in secondary vocational education (SVE) institutions that ensure an effective preventive influence on the behaviour of at-risk adolescents. Methodology and research methods . The study is based on an analysis of the results of a survey of heads of SVE institutions, conducted in March–April 2026. A total of 1,288 respondents from 76 constituent entities of the Russian Federation participated in the survey. Results. Based on data obtained from a survey of SVE institution heads, it was found that the risk of destructive behaviour among adolescents is present in more than 55% of institutions and manifests as deviant, conflictual, and aggressive behaviour in students. In the process of preventing destructive behaviour, the primary professional responsibility lies with educational psychologists, who work alongside specialists from various fields (social pedagogues, class teachers, tutors, vocational training instructors, inspectors, legal advisers, directors’ advisers on educational work, etc.). These professionals provide supportive functions such as counselling, mediation, and involvement in educational activities. Positive preventive expectations expressed by SVE institution heads are linked to the introduction of roles such as “methodologist for support”, “career guidance coordinator”, and “coordinator for interaction with employers”. The beneficial impact of these staffing decisions is reflected in their influence on the psychological climate and the promotion of socially responsible behaviour among adolescents, as reported by 34–45% of respondents. Scientific novelty . The scientific novelty of these findings lies in providing up-to-date information on the expectations of institutional leaders regarding the design of preventive systems for destructive behaviour among adolescents. This has been achieved through staffing decisions and the introduction of new roles within the staffing structures of SVE institutions. Practical significance. The practical significance of this study is that its results can serve as a foundation for designing the staffing structures of SVE institutions, based on analyses of the educational potential of new positions and their anticipated impact on the effectiveness of preventing destructive behaviour among adolescents.
Introduction. Generative artificial intelligence (GenAI) offers new didactic opportunities, facilitating the shift from reproductive teaching methods to addressing problems of greater cognitive complexity. However, its successful integration into the educational process necessitates a pedagogical evaluation of the risks and expectations associated with changes in the educational environment. Aim. The present research aims to analyse the expectations of the pedagogical community regarding the transformation of the educational sphere resulting from the introduction of GenAI technologies. Methodology and research methods. Sociological and statistical methods were employed. The empirical basis comprised survey data collected in October 2025 from 356 faculty members at Russian universities. Results. The study revealed a significant level of expectation regarding the transformation of the educational system, reflecting educators’ readiness to embrace necessary changes. The majority of surveyed teachers – 83.1% – use GenAI in their professional activities. The main advantages of GenAI cited by teachers are the automation of routine tasks (83.1%), the creation of new forms of interaction (54.9%), and the acceleration of the learning process (42.8%). Among the key risks identified are a decline in cognitive abilities (80.8%), distortion and unreliability of information (68.5%), and ethical concerns (57.2%). Meanwhile, 42.8% of teachers anticipate significant changes in the education system within the next five years, and 34.9% expect very substantial changes. The analysis revealed a strong, statistically significant correlation between income and the use of GenAI (R = 0.770; p = 0.009): the higher the respondent’s income, the more likely they are to use GenAI regularly. Scientific novelty. The scientific novelty lies in the empirical identification of educators’ opinions concerning the transformation of the educational system resulting from the widespread adoption of GenAI, including an evaluation of the associated risks. For the first time, the relationship between experience in using GenAI and income has been assessed. Practical significance. The research findings may prove valuable to university administrators and government authorities in developing strategies for the use of GenAI in the educational process.
Introduction. The challenge of developing and utilising flexible learning systems has become especially pertinent with the advent of generative neural network models, which not only facilitate the creation of educational content but also transform traditional approaches to organising independent student work. This article explores the design of an intelligent assistant – an AI assistant – implemented as an automated learning system, whose functionalities are underpinned by AI technologies. Aim. The present study aims to identify and examine the features involved in designing an AI assistant that integrates a teacher’s expert knowledge with AI capabilities, using the example of supporting independent work in the disciplines of mathematics and information technology. Methodology and research methods. The study employed methods of educational process modelling to design scenarios and algorithms for the operation of the AI assistant. For the practical implementation of the AI assistant, methods for designing adaptive learning systems were utilised, alongside AI methods and technologies. Results and scientific novelty. The concept of an “AI assistant” is defined as an adaptive, automated learning system with feedback, realised through the application of AI technologies. Based on a model of guided learning activity, typical scenarios for student interaction with the AI assistant have been identified. A prototype of the AI assistant, comprising two components (teacher assistant and student assistant), was developed and tested. The AI assistant is founded on an adaptive learning system model that incorporates variable didactic resources, independent work scenarios, interaction algorithms for both students and teachers, and a digital footprint data analysis subsystem. Practical significance. The use of an AI assistant to support independent work among students at the School of Computer Science, University of Tyumen, has confirmed the need for comprehensive pedagogical modelling of learning systems that incorporate AI technologies, as well as the importance of involving teachers as leading experts in their design and evaluation.
Introduction. The effectiveness of solving educational tasks assigned to children at the preschool level of general education depends on the development of mental operations – fundamental processes essential for processing information, its logical transformation, and application. The ability to read consciously has traditionally been regarded as an effective tool for developing these mental operations. However, intergroup differences among older preschool children, who are just beginning to acquire reading skills, have largely remained unexplored in empirical research. Aim. The present study aims to examine the developmental levels of mental operations – abstraction, classification, generalisation, and analogy – in older preschool children with varying degrees of reading skill acquisition. Methodology and research methods. The study involved 605 children (46.7% boys) of older preschool age (M = 6.4 years; SD = 0.4). The following tasks were administered: “Abstraction” (identification of essential features of objects), “Classification and generalisation” (grouping objects according to specified criteria and combining them based on common features), and “Analogy” (generating inferences by analogy with proposed logical relationships). The degree of reading skill acquisition was determined based on the reading method: reading letter by letter, syllable by syllable, syllable by syllable and word by word, whole words, or inability to read at all. Results. In older preschool children, the development of abstraction, classification, and generalisation skills depends on the level of reading proficiency, but not on analogy. Specific differences in the development of mental operations were identified among older preschoolers with varying degrees of reading skill acquisition, depending on the type of operation. Scientific novelty. The scientific novelty lies in the analysis of a fundamental problem of significant social relevance: the relationship between cognitive development and learning at the primary level of general education. Practical significance. The obtained data will provide a scientific foundation for the psychological and pedagogical support of children who primarily experience difficulties in mastering educational programmes.
Introduction. The relevance of this study stems from the increased vulnerability of student youth, as a social group, to environmental risks. Vandalism of urban spaces can significantly affect individuals’ subjective sense of safety; however, this phenomenon remains insufficiently researched. Aim. The present study aims to examine the perception and evaluation of vandalism in the urban environment from the perspective of student youth, taking into account their experiences of safety within a metropolitan context. Methodology and research methods. The study was conducted using a sociological questionnaire developed by the authors, comprising sections designed to assess social well-being, a multidimensional evaluation of safety (physical, psychological, and social), perceptions of vandalism, and socio-demographic characteristics. The sample consisted of 807 respondents aged between 14 and 35 years (mean age 18.48 years), all of whom were students at colleges and universities. Data were analysed using JASP version 0.96.0, employing descriptive statistics, frequency analysis, one-way analysis of variance (ANOVA), Student’s t-test, and Pearson’s correlation coefficient. Results. It was found that 88% of student youth hold a negative or nuanced attitude towards vandalism, while 12% display tolerant attitudes. A consistent pattern emerged: an increase in tolerance towards vandalistic behaviour is associated with a statistically significant decrease in perceptions of both the physical and social safety of the urban environment. Pronounced gender differences were observed: girls identify a broader range of phenomena as vandalism and perceive them more acutely as threats (p ≤ 0.01). Correlation analysis revealed two patterns of relationships: destructive forms of vandalism (such as broken windows and damaged infrastructure) correlate negatively with safety indicators, whereas instrumental acts of vandalism (such as worn footpaths and passages through fences) correlate positively with illumination and the sense of social community. Scientific novelty. For the first time in a Russian youth sample, the differentiated structure of the perception of vandalism in the context of safety has been empirically validated. This study broadens the theoretical understanding of the heterogeneous impact of various forms of vandalism (destructive, instrumental, symbolic) on subjective safety assessments, refining and supplementing the classic “broken windows” theory with the proposition that functional, adaptive disorder may be perceived by the community as an acceptable practice, which does not diminish – and in some respects enhances – the sense of comfort and community. Practical significance. The results of the study can inform the development of strategies to enhance the safety of urban environments, specifically targeting student populations, including those in university towns and on campuses. The identified patterns enable the prioritisation of managerial decisions: the prompt remediation of the effects of destructive vandalism (such as broken windows and damaged bus stops), the regulation of the semiotic environment (removal of aggressive and unlawful content), and the legitimisation of adaptive environmental changes requested by young people through community dialogue.
Introduction. The widespread adoption of generative language models raises questions regarding user competence. Existing component models of AI literacy identify a range of necessary competencies but do not organise them hierarchically. Level-based digital competence frameworks fail to account for the specific characteristics of generative AI, while Bloom’s taxonomy does not encompass the metacognitive, pragmatic, and ethico-social dimensions of human-AI interaction. Aim. The present study aims to develop and theoretically substantiate a hierarchical model of meta-digital competence specific to interactions with generative language models. Methodology and research methods. The study employs theoretical modelling. The hierarchical model was developed through a critical analysis of component AI literacy models, level-based digital competence frameworks, Bloom’s taxonomy, and theories of distributed cognition, metacognition, situated learning, and responsible AI principles. Results. A five-level MDC model was developed, comprising the operational, cognitive, reflexive, pragmatic, and ethico-social levels. Behavioural indicators and achievement criteria were defined for each level. The ethico-social level is positioned at the top of the hierarchy, as ethical responsibility integrates all preceding levels. Scientific novelty. The scientific novelty lies in the development of a hierarchical model specific to generative AI interaction; demonstrating the insufficiency of Bloom’s taxonomy for a comprehensive description of this competence; identifying the pragmatic level, which has no equivalent in existing component AI literacy models; and theoretically justifying the placement of the ethico-social level at the apex of the hierarchy. Practical significance. The practical significance resides in the potential application of the model for designing educational programmes, developing diagnostic tools, and creating assessment procedures aimed at the sequential development of meta-digital competence.
Introduction. The principle of beneficence is one of the fundamental pillars of bioethics, ensuring the protection of the dignity of participants in scientific research. Its significance extends to medical practice, technology, and professional ethics. Aim. This study aims to analyse the body of scholarly work relating to the principle of beneficence in the dissemination of scientific knowledge, and to identify key academic journals, authors, publications, terminology, and general characteristics of such works. Methodology and research methods. A bibliometric analysis was conducted on articles indexed in the Scopus database, in accordance with PRISMA guidelines. A total of 581 documents were analysed using the Biblioshiny interface. Results and scientific novelty. The findings of the study demonstrate an increase in the number of publications linking the principle of beneficence to medical ethics, autonomy, informed consent, distributive justice, and palliative care. The most prominent journals identified were the “Journal of Medical Ethics”, the “AMA Journal of Ethics”, and “Nursing Ethics”, all of which are ranked in the first quartile in Scopus.The most cited document (420 citations) was the article “Beyond ‘Do No Harm’: The Challenge of Constructing Ethical Relationships in Refugee Research”. Thematic evolution revealed the integration of the principle of beneficence with issues relating to scientific education and bioethical training. Practical significance. The results highlight the importance of enhancing scientific and bioethical education, which could be beneficial for professional practice and the training of future researchers.
Introduction . In academic and pedagogical discourse, there remains a paucity of research and theoretical models that elucidate the relationship between the development of teachers’ digital competences and the implementation of an updated learning model for the 21 st century, particularly within the Technical and Vocational Education and Training (TVET) system. Aim . The aim of this research is to develop and test a concept of digital transformation in education that demonstrates the didactic potential of digital technologies to modernise the teaching and learning processes in TVET. Methodology and research methods. The methodology is based on a three-stage, mixed-methods design for the research and development process, comprising diagnostic, design, and constructive stages. The study involved 200 TVET teachers who participated voluntarily to identify their attitudes and professional gaps in the field of digital pedagogy. Results . The research findings revealed a consistent relationship between teachers’ levels of digital competence, the nature of its practical application, and their readiness to transform their professional practice. Based on these findings, a conceptual model for the digital transformation of the learning process in TVET has been developed, aimed at fostering innovative practices, critical thinking, and collaborative activities among students. Scientific novelty . The scientific novelty lies in the creation of an integrated theoretical and methodological model that systematically links digital tools with the didactic principles of cultivating the 4Cs competencies within the practice-oriented environment of TVET. Practical significance . The practical significance resides in providing TVET institutions with a strategic roadmap for the systematic implementation of 21st-century competencies, thereby enhancing their adaptability, resilience, and competitiveness.
Introduction. Psychological coping strategies are a crucial factor in determining teachers’ ability to manage professional stress, maintain emotional stability, and preserve psychological well-being. Their effectiveness directly influences the prevention of burnout syndrome and the development of professional resilience. Aim. The aim of this study is to assess the correlations between dominant coping strategies and the components of professional burnout among trainee teachers. Methodology and research methods. The empirical research was conducted using psychodiagnostic instruments: the Ways of Coping Checklist (WCC) to identify stress coping strategies, and the Maslach Burnout Inventory (MBI) to assess levels of professional exhaustion. The study sample comprised 450 individuals from educational centres in the Rabat-Salé-Kénitra region of Morocco. Results. It was established that more than half of the respondents exhibited moderate to high levels of emotional exhaustion and depersonalisation, accompanied by a reduction in professional efficacy. Statistically significant relationships were identified between the level of burnout (low, moderate, and high) and the frequency of use of specific coping strategies: problem-focused coping, emotion-focused coping, and seeking social support. Scientific novelty. The scientific novelty of this study lies in examining these relationships within the specific cohort of trainee teachers in the Moroccan educational context. Practical significance. The results obtained provide an empirical foundation for the development and implementation of targeted psycho-pedagogical programmes designed to foster adaptive coping resources in teachers during their induction into the profession. Such programmes can serve as an effective tool for the early prevention of burnout syndrome within the education system.
Introduction. Professional identity is a key factor in an individual’s professional development, enhancing the efficiency with which work duties are performed and contributing to the building of a successful career. The educational environment of universities is designed to facilitate the formation of both the cognitive (knowledge, skills, and understanding of the profession) and value-emotional (values, norms, and attitudes towards the profession) components of professional identity. Aim. The present study aims to examine the development of students’ professional identity – encompassing both its cognitive and value-emotional aspects – according to their year of study and the influential role of the university’s educational environment. Methodology and research methods. The research is based on systemic, structural-functional, situational, and axiological approaches. The methodology involved a questionnaire survey of students (n = 496) from metropolitan and regional universities. This study was of a pilot nature, with questionnaires distributed online. The respondent profile comprised undergraduate students (89.8%) and master’s students (10.2%), all of whom were full-time students. Results and scientific novelty. The results of this study revealed dysfunctions within the educational environment during the development of the cognitive and value-emotional components of young people’s professional identity. In particular, among senior students, there was a decline in the value-emotional perception of the profession of state and municipal employees, whereas first-year students were more inclined to embrace the ideology that values public service. The empirical data also indirectly indicate the functional weakness of the university educational environment, which is unable to fully compensate for the systemic devaluation of the status-role characteristics associated with service in government bodies. Master’s students demonstrated a higher level of professional identity, as well as greater confidence that the knowledge acquired at university aligns with the professional requirements for state and municipal employees. The study’s findings highlight the influence of work experience and motivation on the development of young people’s professional identity. Practical significance. The results obtained can be utilised by university administrators and educators to help shape students’ professional identities.
