Introduction. Entrepreneurial intentions play an important role for vocational school graduates in training new entrepreneurs. Many surveys of entrepreneurial intentions are often associated with the Theory of Planned Behaviour but they are limited to testing perceived behavioural control as a moderator. Therefore, this study aims to examine the antecedents of entrepreneurial intentions in the Theory of Planned Behaviour model and investigate the moderator role of perceived behavioural control in this model. Materials and Methods. A total of 266 vocational school students participated in this study by completing questionnaires based on the Theory of Planned Behaviour and entrepreneurial intention constructs. The data were analysed using Structural Equation Modelling to examine the relationships among variables and to test the proposed research model and hypotheses. The Structural Equation Modelling allows to analyse complex cause and effect relationships simultaneously. Results. The entrepreneurial intentions of vocational school students are influenced by behavioral attitudes, social norms, and perceived control over their actions. Students’ perceptions of an entrepreneurial career play a crucial role in shaping their entrepreneurial aspirations. Developing positive attitudes, providing social support, and strengthening behavioral control should be encouraged through educational activities in schools. An additional finding shows that perceived behavioural control significantly moderates the positive effects of attitude and social norms on entrepreneurial intentions. These findings highlight the importance of integrating psychological and social dimensions in vocational entrepreneurship education by reinforcing students’ attitudes, supportive environments, and behavioural control, while also extending the Theory of Planned Behaviour in vocational contexts. Conclusion. These results provide practical guidance for teachers and curriculum developers to design learning experiences that enhance students’ self-efficacy, experiential engagement, and entrepreneurial confidence, thereby fostering stronger and more sustainable entrepreneurial intentions among vocational learners.
Introduction. Developing successful verbal communication skills in English, which translate into the ability to avoid misunderstandings and/or failures when communicating with members of the English-speaking community, is impossible without mastering implicit negation in native English speech. Despite the comprehensive presentation of negation as a linguistic phenomenon in publications on English grammar, methodological works devoted to teaching students of philology how to develop a successful communication strategy taking into account the specifics of using implicit negation in English are virtually nonexistent. The aim of this study is to present the results of a study conducted on the basis of experimental training of students studying a lecture course on intercultural communication and a practical course aimed at developing reading and writing strategies in English. Materials and Methods. The research methods included an analytical review of works by Russian and international authors devoted to the category of negation in English and Russian, the communicative approach to foreign language teaching, and the importance of studying the linguacultural aspects of language functioning. The experiment analyzed 289 English-language works by third-year students majoring in Philology at the Institute of Foreign Languages at Moscow City Pedagogical University. Lexical-semantic and contextual analyses of linguistic units were used to evaluate the written works. Results. The parallel study of practical and theoretical disciplines has a positive impact on the development of lexical and grammatical competence, particularly the correct use of implicit negative constructions characteristic of Anglo-Saxon linguistic culture. This brings the speech of young Russian-speaking philologists closer to that of native English speakers, enabling them to build successful verbal communication with representatives of the foreign-language community. The students’ works showed an increase in the number of structures with implicit negation and a decrease in the number of structures with explicit negation. Conclusion. The results of the study may be useful for English teachers in secondary schools, vocational schools, and higher education institutions. A more detailed analysis of the development of negative construction skills in learners at various levels of English proficiency could be proposed as a prospect for further research.
Introduction. Teachers’ beliefs regarding the psychological nature of learning, motivation, and interpersonal interactions play a key role in their teaching practice. These beliefs include many myths – false notions that contradict current scientific evidence. Existing research lacks data on which myths are prevalent among teachers and why, complicating the search for ways to enhance their psychological competence. The aim of this study was to identify and compare the prevalence of key educational myths among Russian school teachers. Materials and Methods. A total of 414 teachers (94.2% women) from four Russian regions participated in the author’s online survey. The questionnaire was specifically designed for this study. It included a demographic section (gender, age, region, length of service, level of education, student category, and subjects taught) to analyze differences between groups, as well as three sets of statements/myths (myths about teaching and learning, myths about motivation and assessment, and myths about classroom interactions). For each statement, participants were asked to rate their level of agreement on a 6-point Likert scale. Results. The most common myths among Russian teachers include the belief that a teacher’s primary task is to explain clearly and present information in an engaging manner, as well as the effectiveness of incorporating dominant learning styles. Primary school teachers and teachers in small towns significantly more often emphasize the clarity and engaging nature of presentation as key tasks, while teachers in large regional centers more frequently emphasize the importance of incorporating effective learning styles. Less common were myths related to motivation, assessment, and interpersonal interaction; however, even these revealed differences depending on length of service, region of residence, and student category. Conclusion. The identified patterns of false beliefs among Russian school teachers are important for understanding the causes of students’ poor educational outcomes. They point to the need for targeted psychological education and provide guidance for modifying the content of modern teacher education.
Introduction. Role-playing games promote the development of self-regulation, emotional understanding, imagination, and social skills. However, rough-and-tumble play, which occurs in the context of role-playing games, is rarely considered a factor influencing their developmental potential. The aim of the study was to identify the characteristics of older preschool-age children’s engagement in rough-and-tumble play within the context of role-playing games and to assess its impact on the developmental effects of the play environment. Materials and Methods. Thirty-six preschoolers aged 5–6 years from Moscow participated in 22 play sessions in which they were invited to play role-playing games with their peers. The children were divided into two experimental groups: a play condition with an adult using the “Play Worlds” technology, and free play. Before and after a series of play sessions, assessments of executive functions (NEPSY-II subtests, The Dimensional Change Card Sort test), emotion understanding (Test of Emotion Comprehension), and social competence (Social Competence and Behavior Evaluation) were conducted. Video recordings of the play sessions were analyzed for frequency and duration of engagement in rough-and-tumble play. Results. In the free-play conditions, children demonstrated increased duration of rough-and-tumble play, but this decreased toward the end of the experiment. No significant differences were found between the experimental groups in terms of frequency of engagement in rough-and-tumble play. Increasing the frequency of participation in rough-and-tumble play promotes the development of emotional understanding and physical inhibitory control. The positive impact of participation in rough-and-tumble play is more pronounced for children with high levels of executive functions. However, increased time spent in roughand-tumble play predicts worsening scores on the cognitive inhibition test, which is more pronounced in children with low levels of executive functions. Conclusion. Rough-and-tumble play is an important element of role-playing and can be considered one of its developmental factors. Of particular practical value are the findings on the need for adult involvement in regulating the transition between different forms of play behavior, which serves as an important clarification of recommendations for preschool teachers on organizing role-playing.
Introduction. Microcredentials are digital badges that validate students’ acquired knowledge and skills – have become increasingly popular in higher education amid the rapid digital transformation following the COVID-19 pandemic. Rapidly growing academic interest in this topic is driven by an increase in the number of scientific publications, from one in 1992 to 162 in 2025. The aim of this study is to assess the potential role of microcredentials in modern higher education, based on artificial intelligence and digitalization. Materials and Methods. A comprehensive bibliometric network analysis of 664 publications published in the Scopus database was conducted. The analysis was conducted using VOSviewer software to visualize text and bibliographic data and identify clusters of related topics in the scientific literature on microcredentials. Results. A significant increase in research on microcredentials was identified, and key thematic clusters were identified. The most significant clusters focus on employability (skills and workforce needs), digital transformation (technology-enabled learning), and lifelong learning (continuing education and professional development), among other aspects. The interdisciplinary nature and broad influence of microcredentials in contemporary academic literature, with a particular focus on higher education, are highlighted. Conclusion. Microcredentials can address skills shortages and align higher education with labor market demands while supporting personalized learning. Their potential for enhancing learner employability and flexibility in an AI-enabled higher education system is highlighted. Microcredentials are a significant innovation in higher education. By offering flexible and targeted learning pathways, they can significantly contribute to the transformation of the AI-enabled higher education system. The findings of this study can be useful for educators, policymakers, and stakeholders in integrating microcredentials to create adaptive and future-proof digital higher education systems. The additional thematic clusters identified demonstrate that micro-credentials link digital technologies, employment, lifelong learning, and quality assurance within a unified pedagogical framework.
