Relevance: in today's sociocultural climate, the education of children and youth is particularly important, forming the foundation of morality, cultural traditions, and civic responsibility for the younger generation. Addressing educational issues in educational institutions depends on the professionalism of teachers and educational advisors, increasing the need for specialized training in this area. The purpose of the study is to identify cutting-edge ideas, effective practices, and pedagogical tools for training specialists in the field of education based on an analysis of the experience of training directors' advisors on education within the framework of master's programs at universities in the Russian Federation. The study hypothesizes that master's training for educational advisers provides a higher level of professional development compared to additional education programs and develops competencies for implementing professional standards and solving modern pedagogical tasks. Participants: Russian universities offering master's degree programs in education (N = 7): Vitus Bering Kamchatka State University, Yaroslavl State Pedagogical University named after K. D. Ushinsky, Minin Nizhny Novgorod State Pedagogical University, Lipetsk State Pedagogical P. Semenov-Tyan-Shansky University, Ulyanovsk State University of Education, Tula State Pedagogical University named after L. N. Tolstoy and Akmulla Bashkir State Pedagogical University. Methods (tools): analysis of regulations and educational programs, generalization of scientific literature, comparison of data on the organization of the educational process, study of the results of experimental work, expert assessment, interviewing, and questionnaires. Results: the ideas, approaches, content, and pedagogical means are defined that ensure high-quality training of directors' advisers on education in the context of a master's program. The expediency of systematic and comprehensive professional education of advisers is substantiated. Main conclusions: it has been established that master's programs provide high-quality training for specialists capable of building educational processes taking into account social transformations and using modern pedagogical technologies. Practical significance: university professors and heads of master's programs can benefit from specific recommendations on selecting content and using subject-oriented technologies in the training of specialists in the field of education useful.
The tasks of knowledge integration are urgent for every scientific discipline. The relative youth of psychology as a science, active differentiation into special branches of knowledge (specialties) since the middle of the 20th century, changes in the dominant type of rationality (classical, non-classical, post-non-classical) make the tasks of integrating disciplinary knowledge permanently relevant and extremely complex. The purpose of the study is to conduct a methodological reflection on issues that facilitate constructive scientific research and adequate presentation of the research results (in scientific publications, textbooks, and teaching aids), whose structure allows for successful integration of psychological knowledge into the overall factual basis of the discipline. Methods (tools): literary review, historical and evolutionary approach, and categorical and conceptual approach. The study hypothesizes: 1) the third level of methodology (the level of general scientific principles and forms of research) plays an important role in the processes of integrating scientific knowledge; 2) interaction between methodologists, researchers, teachers, and practicing psychologists, who are cooperatively seeking the best means and forms of integrating psychological knowledge, is essential for solving the problems of integrating scientific knowledge. The main findings of the study indicate that over the last 20 to 30 years during regular discussions, there has been a convergence of scientists’ positions and their ideas about the tasks and conditions of integrating psychological knowledge. The study shows that there is a lack of close coordination between the positions of the two groups, namely, the authors of the collections of articles and collective monographs. The priorities that should promote integration also differ: in the Yaroslavl scientific school, these are the subject matter of the discipline and the construction of communicative psychology, while in the Institute of Psychology of the Russian Academy of Sciences, it is the organization of the discipline’s conceptual framework. Conclusions: the experience of solving the problems of integrating psychological knowledge as an implementation of “top-down methodology” (according to V. A. Mazilov) is insufficient and should be supplemented with the components of “bottom-up methodology” (including the widespread use of “methodological links” - systemic triad techniques, “vectors” and “continua of concepts”, different structures of concept definitions, and optimal systems of principles). The content and structure of textbooks and learning manuals play an important role in solving the problems of integration. Practical significance: the results of the study can be used: a) in planning, conducting, and documenting research and practical work; b) in the development of educational and methodological manuals; c) for the widespread use of “methodological links”, which will contribute to improving the quality of scientific publications and to integrating the results of independent research into the factual basis of the discipline.
Relevance: the problem of adapting and retaining young teachers in schools remains one of the most pressing issues in the Russian education system. Despite the availability of various forms of mentoring and support, the potential of classical universities to act as “released” mentors for novice teachers remains underutilized. The purpose of the study is to determine the organizational and conceptual foundations of the support model for young teachers implemented at Saratov State University (the “CONSILIUM” project and Schools for Young Teachers) and to prove its effectiveness. Methods (tools): analysis of practice-oriented projects of Saratov State University (2021–2026), synthesis of experience from monthly consultations and three-day educational intensive workshops; surveys (questionnaires of participants, feedback analysis). Main results: the study has identified the key characteristics of the university-based mentoring model: the principle of the “released mentor” (the university is not directly embedded in the school hierarchy, which ensures a safe and productive environment for dialogue); the binary format of sessions (“a research scientist paired with a practicing teacher or psychologist”); the non-subject-specific nature of training (emphasis on psychology, communication, parent engagement, inclusive education, and emotional reflection); and the principle of “working for the present” (rejecting utopian expectations of revolutionary changes in favor of a systematic approach to solving current professional problems). It has been proven that regular (monthly) and intensive (workshop sessions) support reduces young teachers’ professional anxiety, contributes to the formation of a regional pedagogical community, and creates a “returnee effect” (participants retaking the programs). Conclusions: effective adaptation and retention of young professionals are achievable not through stricter requirements, but through the creation of a safe space for dialogue, reflection, and continuous professional growth, in which a classical university acts as a long-term professional navigator in the field. The presented model can be replicated in other pedagogical and classical universities. Practical significance: the projects of Saratov State University annually involve up to 120 young teachers within the framework of “CONSILIUM” and 100 teachers from 36 districts of the Saratov region within each the School for Young Teachers session. Participants receive certificates of continuing professional development and real tools for classroom work, while the university ga ins motivated ambassadors of pedagogical initiatives.
The relevance of this study is driven by the need to understand the long-term psychological consequences of large-scale socioeducational transformations (implementation of new Federal State Educational Standards, digitalization, the pandemic) on the professional development of future healthcare workers. The study purpose is to identify the nature and direction of the transformation of the value-semantic sphere and the motivational-self-evaluative profile of medical college students in 2011 and 2025. Hypothesis: large-scale social and educational transformations have a selective impact on students’ psychological profiles. Participants. 120 students at medical college (Vladimir) aged 18 to 20 (M = 18.7; SD = 0.8; 78% female, 22% male), who participated in the study (n = 60) in 2011 and 2025. Methods (tools): the Life-Meaning Orientations Test (by D. A. Leontiev) was used to diagnosing the overall meaning of life and its components; the Motivational and Self-Assessment Questionnaire (by V. A. Zobkov) was used to determine the dominant motivation and self-esteem. Results: the study indicates a selective dynamic of psychological characteristics. It established the statistical invariance of basic life-meaning orientations. At the same time, a significant transformation of the motivational and behavioral component was revealed: a decrease in the desire for leadership and an inadequately high self-esteem was recorded, while an increase in avoiding behavior in evaluative situations was observed. Main conclusions: it has been recorded that the core of professional relationships (“attitude towards work,” “attitude towards the team,” and “attitude towards oneself”) remains stable, indicating the preservation of the professional value core. Practical significance: lies in the possibility of using them to develop targeted psychological and pedagogical support programs aimed a t developing personal resources and successful adaptation of medical students to the changing conditions of professional training.
The relevance of the study is determined by the contradiction between the growing demands of modern higher education on students’ personal resources and the insufficient development of pedagogical tools to support their subjective well-being in the educational process. In this regard, emotional intelligence acquires particular significance as an important psychological construct that contributes to academic success, social and personal well-being, and professional development of students. However, the pedagogical potential of emotional intelligence as a factor that can purposefully influence students’ quality of life in the educational environment remains insufficiently studied. The research purpose is to synthesize theoretical approaches to the study of emotional intelligence, to analyze its correlation with students’ quality of life, and to identify pedagogical strategies aimed at developing emotional intelligence in the university environment. Methods (tools): theoretical review of Russian and international scientific papers on emotional intelligence, its association with the category of “quality of life,” and opportunities for its development within higher education. The theoretical and methodological framework of the study includes such methods as systematization, comparative analysis, and conceptual modeling. Results: the study has specified the concept of “emotional intelligence” which is defined as the ability to understand one’s own emotions and use them to improve their quality of life. It has also identified and systematized the mechanisms through which emotional intelligence influences students’ subjective quality of life: emotional regulation, social interaction, stress coping, self-esteem and motivation, strategy selection, and value-based self-determination. These mechanisms provided the basis for substantiating pedagogical strategies for developing emotional intelligence including the creation of a humanistically oriented educational environment, the application of different methods and techniques, and the enhancement of teachers’ emotional competence. Key conclusions: the development of students’ emotional intelligence contributes to the improvement of higher education and ensures a high level of students’ subjective quality of life, which confirms its high theoretical and applied significance. The practical value of the study lies in the possibility to apply the identified pe dagogical strategies in designing programs for psychological and pedagogical support of students, as well as in the system of professional development for university faculty.
