The article is the third publication in a series devoted to the examination of various aspects of teachers' thinking and the history of its study within different scientific paradigms. The first two articles were published in Cultural-Historical Psychology (No. 1, 2026) and Psychological Science and Education (No. 4, 2026). They addressed issues related to pedagogical decision-making and the structure of teachers’ professional knowledge. In the present article, the author considers teacher thinking as a form of practical thinking, drawing on the works of Kornilov, Teplov and Kulyutkin, and analyses the role and place of such thinking in pedagogical activity. Particular attention is paid to its distinction from scientific thinking and to its orientation not so much towards the study of objects as towards their transformation in accordance with the goals of professional activity. It is argued that the basic unit of pedagogical thinking is not a scientific concept but a practical generalisation. Such a generalisation is image-based and comprises an invariant core of essential characteristics shared by recurring situations, together with variable, non-essential features. The relationship between these images of situations and the corresponding schemes of action aimed at transforming them is also analysed. The author further examines the role of professional knowledge as a component of practical generalisations and its transformation from a set of fragmented elements into instruments for solving pedagogical problems through the processes of operationalisation, contextualisation and integration. In conclusion, the author formulates a number of proposals aimed at modernising the traditional approach to the design of teacher education programmes. In the author’s view, the principal outcome of such programmes should be the development of graduates’ pedagogical thinking. The role of professional cases as the primary units of the activity-based content of teacher education is also emphasised.
Context and relevance. As global challenges intensify, mathematics education faces growing demands to cultivate both abstract reasoning and value orientations aligned with the Sustainable Development Goals (SDGs). Pre-service teachers' epistemological beliefs play a critical role in shaping how these elements are incorporated into instructional materials. Objective. This study examines how Indonesian pre-service mathematics teachers' belief orientations — constructivist, Platonist, or instrumentalist — influence their integration of mathematical values (usefulness, creativity, transformation) and SDG themes in teaching resources. Methods and materials. A qualitative design engaged 37 final-year pre-service teachers (15 male, 22 female; aged 20–24) from an Indonesian state university. Data from written reflections and semi-structured interviews were analyzed through theory-driven descriptive coding, with rigor ensured via triangulation, member checking, and audit trails. Results. Analysis revealed distinct pedagogical patterns: constructivist-oriented teachers developed materials emphasizing creativity and contextual SDG integration, while Platonist approaches prioritized conceptual rigor and instrumentalist designs focused on procedural applications — both showing comparatively limited depth in value integration. Conclusions. The findings demonstrate how epistemological beliefs shape SDG implementation, suggesting teacher education programs would benefit from systematically addressing belief systems to prepare educators for creating mathematics instruction that balances conceptual mastery, creative reasoning, and global citizenship.
Context and relevance. Academic burnout has become a major concern among adolescents in exam-oriented educational systems. Parental phubbing, defined as parents’ distraction by smartphones during interactions, is increasingly recognized as a potential risk factor for students’ psychological and academic adjustment. Objective. This study examined the psychological pathway linking parental phubbing to academic burnout among Chinese high school students, with particular attention to the role of alienation within the framework of Self-Determination Theory. Hypothesis. It was hypothesized that parental phubbing would be positively associated with alienation and academic burnout, that alienation would be positively associated with academic burnout, and that alienation would mediate the association between parental phubbing and academic burnout. Methods and materials. A total of 511 students (M = 17,0; SD = 0,88; 54,4% female) from Shanxi and Heilongjiang provinces completed validated questionnaires assessing parental phubbing, alienation, and academic burnout. Structural equation modeling was performed using SmartPLS 4 with 5,000 bootstrap resamples. Results. Parental phubbing was positively associated with both alienation and academic burnout. Alienation significantly predicted academic burnout and partially mediated the association between parental phubbing and academic burnout. Gender differences were observed, with female students reporting higher levels of burnout. Conclusions. The findings suggest that alienation represents an important psychological pathway through which parental phubbing may be associated with academic burnout among Chinese high school students. The results highlight the relevance of adolescents’ perceived relational disconnection in understanding the academic consequences of digitally distracted parenting.
This study examines the relationship between high school background (general, vocational, and Islamic schools) and daily reflective practices in predicting emotional intelligence (EI) and existential competence (EC) among Indonesian university students. A cross-sectional survey was conducted with 754 participants using validated instruments measuring EI, EC, and reflective practices. Multivariate analysis (MANCOVA) revealed that high school type did not significantly predict EI or EC. In contrast, daily reflective practices showed a strong and significant effect on both EI and EC. These findings indicate that individual engagement in reflective routines plays a more important role than formal educational background in developing emotional and meaning-oriented competencies. The study highlights the importance of behavioral and reflective processes in supporting students’ psychological development within a socio-cultural context.
Context and relevance. Self-adjustment of students is a crucial aspect of the success of the educational process. Many problems persist, including low academic engagement, deviant behavior, and difficulties in social interaction. Objective. To examine the effectiveness of emotional regulation training in improving student self-adjustment in schools, this study considers parental attachment as a moderating variable. Hypothesis. Emotion regulation training is effective in improving the adjustment of middle school students at school. Methods and materials. The study employed an experimental pretest-posttest control group design with a three‑way factorial between‑subjects ANOVA. It involved 62 junior high school students, who were randomly assigned to experimental and control groups. Each group was further divided into two subgroups based on parental attachment: secure and insecure. Data were collected using the School Adjustment Scale, the Adult Parental Attachment Scale, and the Difficulties in Emotion Regulation Scale. The Emotion Regulation Training Module was also used as an intervention instrument. Results. The results show that emotional regulation training significantly improves students’ self-regulation and school adjustment. Additionally, secure attachment to parents strengthens the positive impact of training on students’ self-regulation. Conclusions. Emotional regulation training has proven to be an effective emotion-based intervention that can be integrated into the school curriculum as local content. This study recommends strengthening the role of teachers as models of emotional regulation and improving the quality of emotional relationships between parents and children to support the success of student adjustment in school.
