The article outlines key issues in the career self-determination of Russian schoolchildren and identifies potential root causes behind these problems. It provides an analysis of the sociocultural context and the current state of models supporting adolescents’ career self-determination. The identification of problems was based on a biparadigmatic approach combining qualitative and quantitative research methods. The leading qualitative approach applied is phenomenology, which makes it possible to trace the feelings and experiences of both teachers and students. Core characteristics of the concept of “career self-determination” are identified through content analysis. The article also analyzes stereotypical practices of career guidance currently observed in schools, using methods of theoretical literature analysis, analysis of innovative practices, educational institution websites, and focus group interviews. The study explores the difficulties faced by adolescents in their career self-determination using a proprietary pedagogical diagnostic tool — the “Career Self-Determination Guitar.” It also examines perceptions of teachers and students regarding the challenges of school career guidance, using a wide-scale online survey. The identified difficulties are primarily associated with the insufficient support provided to students in their self-knowledge and self-assessment. One of the key reasons lies in the dominance of the “external model” of career guidance in educational practice, which ignores internal school traditions and routines. The article emphasizes the need to rethink the role of personalized pedagogical support that considers the individual characteristics of both the student and the teacher, as well as the specific educational context. Based on the findings, the authors conclude with an analysis of the causes of the current situation and propose one possible solution.
The article constitutes the first part of a broader discussion on the quality of university education in relation to the roles assumed by universities. The first part reviews approaches to defining quality and analyzes the results of university rankings as an element of quality assessment, viewed through the prism of how different university roles are reflected in these rankings. Based on a comparison of the quality of university and school education in Russia, the article formulates a hypothesis about risks of quality decline associated with the spread of AI technologies. The second part, planned for future publication, will examine approaches to the design of quality assurance systems in Russia and abroad and, drawing on the experience of the Faculty of Economics at Lomonosov Moscow State University, describe the principles underlying the construction of internal quality assurance systems.
Preschool education as the first level of the education system plays a crucial role in preventing social and educational injustice and educating the worldview of the younger generation in a multiethnic educational environment. The concept of intercultural dialogue in the education system in general and preschool education in particular is considered as an essential component of its humanization and democratization. The purpose of this article is to study the manifestation of intercultural dialogue in preschool education in Belarus, Kazakhstan and Russia. For this purpose, a semi–structured in–depth interview with 56 preschool teachers was used: Russia – 20, Kazakhstan - 17, Belarus - 19. In order to process the data obtained by semi-structured in-depth interviews, the axial coding technique was used. The study allowed us to establish that in all three countries: Belarus, Kazakhstan and Russia, preschool teachers pay great attention to the traditional culture of their country, at the same time, as well as to intercultural dialogue, since the axis of the key categories is: "Traditions of celebration", "Intercultural dialogue" and "National identity". The main means of embodying intercultural dialogue and the formation of national and cultural identity as interrelated categories are celebrations and the involvement of parents in the activities of preschool institutions, which make up the densest thematic field, various visualizations are also used, less often folklore. Teachers from all three countries see a variety of perspectives for the implementation of intercultural dialogue in preschool education. The category of "Improvement through intercultural dialogue" in the sayings of teachers of the Republic of Belarus and the Republic of Kazakhstan occupies the first position in terms of frequency of occurrence, in Russia – the second.
In the context of the increasing heterogeneity of the student body, the study and description of the agency of teachers who implement the tasks of inclusion at the university is of particular relevance. The application of activity-based methodology made it possible to describe the structure of a teacher's agency in higher inclusive education through motivational sources, inclusive purposes, inclusive means and tools. The empirical study included an assessment of the elements of the agency structure in the context of the implementation of specific activities related to the application of universal design principles for learning. Based on the analysis of data from a questionnaire survey of 327 full-time teachers of Tyumen State University, two key components of pedagogical agency were identified through the use of factor and cluster analysis of the survey data. The first component is self-monitoring and evaluation, the second is communication orientation. Three groups of teachers ("communicators", "conservatives" and "universalists") have been identified, differing in the level of agency and awareness of the principles of UDL. It is shown that the most proactive group ("universalists") is characterized by a high level of awareness of the principles of UDL, pronounced media and ICT competence, as well as the active application of pedagogical practices that ensure accessibility and diversity of the educational process. The results obtained complement existing approaches to the study of university teachers agency in the context of inclusive in the inclusive higher education.
The IKEA effect refers to a cognitive bias whereby people tend to overvalue products or outcomes they have contributed effort to. This study examines how this bias manifests itself in academic settings, specifically in the evaluation of student assignments. The research consists of three studies: the first one analyzed 115 final projects and found that academic advisors consistently graded their own students' work higher than did external evaluators—on average, by about 5%. The second and third studies showed that students also tended to rate their own assignments more generously than their peers or instructors did. These findings point to a systematic bias in academic assessment that has implications not only for fairness but also for the long-term integrity of academic evaluation systems. By highlighting the role of subjective involvement in shaping evaluation outcomes, the study contributes to broader discussions about sustainability in education—particularly in the context of maintaining fair, transparent, and trust-based assessment practices.
