Cooperation between parents and teachers is a key factor influencing children’s school success, yet its development is often hindered by insufficient communication, time constraints, and socioeconomic inequalities. The aim of the study is to identify and analyse potential barriers to developing cooperation between parents and teachers in the Slovak primary education context. The research instrument was a questionnaire of our construction designed for Slovak parents of children at the primary level of education (n = 320). We tested the reliability and validity of the questionnaire by Cronbach’s α (0.69  0.7), which confirmed the internal consistency of the questionnaire. We statistically analysed the research findings using Pearson’s x² Goodness-of-Fit test. The research sample consisted of Slovak parents having a child in primary school, and they differentiated according to family socioeconomic indicators. The research showed that the parents’ and teachers’ busyness and the absence of motivation for cooperation represent potential barriers to developing collaboration family and school. Also parents’ socioeconomic status impacts the perception of barriers to developing family-school relations, with the most decisive significance mainly observed for parents’ education and profession. The study highlights the role of socioeconomic factors as key determinants in shaping parents’ perceptions of cooperation barriers – an area that has been insufficiently addressed in the broader in international research context.

Self-regulated learning is assumed as a solution for language learners as agents who can establish and make progress on their learning objectives. In learning processes, learners are demanded to regulate their own learning process using their thoughts, feelings, and actions in relation to their attainment of personal goals. It can happen because learners are considered they have the potential to control, regulate, and monitor their own learning. In addition, students’ intelligence is needed to help them control and monitor their learning strategies. Classroom activities that can expedite the emergence of self-regulated learning are appropriate learning materials. Proper learning materials become crucial things to improve students’ reading skills using self-regulated learning. For these reasons, developing self-regulated learning materials is significant to improving students’ reading skills viewed from intelligence. This study is aimed at developing self-regulated learning materials to improve students’ reading skills viewed from intelligence at Islamic-affiliated senior high schools. To attain the research goal, this study employed R&D design that has four phases, namely defining, designing, developing, and disseminating. In collecting the data, researchers used three instruments, namely observation sheets, interview guidelines, and questionnaires. The results showed that EFL learners are more as autonomous learners in improving their reading skills. This model was implemented in the Islamic-affiliated senior high schools to improve students’ reading skills viewed from intelligence. The intelligence level is as an attribute variable which is promising to give an effect on students’ reading skills. In addition, the materials are designed in line with the core competencies and standard competencies in the Islamic-affiliated senior high school curriculum. The conclusion of this study shows that the S-RLM model is able to improve students’ reading skills and the level of students’ intelligence has a strong effect on students’ reading comprehension.

Educational digitalization has become a major global trend in educational transformation. Cultivating pre-service teachers’ digital literacy is not only a core issue in teacher professional development but also an urgent demand for advancing educational digitalization. This study employs a systematic literature review to clarify the practical challenges in developing pre-service teachers’ digital literacy. By integrating the TOE (Technology-Organization-Environment) framework and the TAM (Technology Acceptance Model), it proposes a dynamic closed-loop model of pre-service teachers’ digital literacy cultivation, structured as “external support – internal transformation – literacy generation”. Using the “Future Teacher Digital Literacy Enhancement Project in the Three Northeastern Provinces and One Region of China” as a case, the study demonstrates a systematic path, comprising “standard formulation – intelligent environment construction – curriculum reconstruction – practical empowerment”. That provides replicable strategies for addressing the challenges in cultivating pre-service teachers’ digital literacy. The findings offer both a novel theoretical perspective for research on teacher digital literacy and a scalable practical paradigm for the digital transformation of teacher education.

This study explores the relationships between school principals’ personal traits, leadership behaviours, and crisis leadership competencies within the education sector. Drawing on the perspectives of 589 teachers across primary, secondary, and postsecondary schools, it examines how teachers perceive and evaluate principals’ leadership qualities in the face of institutional disruption. Structural equation modelling (SEM) was used to analyse five latent variables: personal traits, relationshiporiented behaviours, task-oriented behaviours, organization-oriented behaviours, and crisis leadership. Teachers responded to a 21-item questionnaire reflecting their professional experiences and assessments of leadership traits and crisis-related capacities. The model developed in this study accounts for 74.00 percent of the variance in crisis leadership. The analysis reveals significant associations between principals’ personal traits and all three behavioural dimensions, which in turn are strongly linked to crisis leadership effectiveness. Interestingly, the relationship-oriented behaviours of principals during times of crisis demonstrate the strongest influence, underscoring the central importance of interpersonal trust, emotional support, and relational leadership in periods of uncertainty. These findings reaffirm that leadership competencies are shaped not only by inherent personal characteristics but also by the capacity to adaptively respond to contextual demands.

The article analyzes the factors contributing to the low reading literacy ratings of schoolchildren in Kazakhstan, as assessed by the Programme for International Student Assessment (PISA), an international study of functional literacy. It explores strategies for enhancing reading literacy, particularly through interactive teaching methodologies. Reading literacy is defined as the ability of students to comprehend written texts, reflect on their content, and utilize that understanding to achieve educational objectives while developing the knowledge and skills necessary to engage actively in society. The work specifically describes methods aimed at fostering higher-order thinking skills in English reading lessons.

For this study, the instruments employed included a pre-test and a post-test, along with a questionnaire. The collection of pre- and post-test data facilitated the evaluation of variations in student performance before and after the implementation of the interactive approach. Results indicated a significant improvement in reading skills, with the experimental group achieving a mean score increase from 26.1 to 33.75, reflecting a noteworthy enhancement in reading proficiency.

Moreover, the findings reveal that interactive techniques effectively motivate both educators and instructional designers. The implementation of the interactive approach not only improved students' reading proficiency but also elicited positive responses from students regarding its application in reading instruction. This underscores the importance of adopting innovative teaching methods to foster greater engagement and understanding in reading literacy.

The article is devoted to the study of preferences in choosing STEM fields (S – science, T – technology, E – engineering, M – mathematics) and psychological characteristics of students who prefer these areas as a future profession. It should be noted that despite the ever-increasing demand of modern technological society for STEM specialists in the last decade, there has been a decrease in the interest of young people in these professions all over the world. In order to overcome this negative trend, it is necessary to understand the causes of this phenomenon, including the study of the psychological characteristics of students choosing STEM professions. The results showed that in terms of both cognitive and non-cognitive characteristics, students choosing STEM professions differ significantly from students choosing other professions. The study also showed that young men more often (70.5%) prefer professions related to STEM fields than girls (49.2%). Low representation and interest of girls in STEM fields, as well as low awareness of young people about these fields pose important practical tasks for organizing career guidance work in the education system. The authors examined a number of practical measures to change the current situation.

The article substantiates the significance of Christian pedagogical anthropology as a foundation for developing a contemporary model of Russian education. It examines the anthropological roots of the national pedagogical tradition shaped by the Orthodox worldview and their relevance to Russia’s current value self-determination. The methodological framework combines philosophical, cultural, and pedagogical anthropology within a civilizational approach. An analysis of the state strategy for upbringing demonstrates the alignment of its spiritual and moral orientations with Christian anthropology, including concepts of personhood, duty, service, dignity, and the hierarchy of values. The study identifies four key principles of Christian anthropology with pedagogical implications: the human being as the image and likeness of God, the integrity of human nature, freedom as moral responsibility, and sobornost’ as a form of collective ascent. These principles form a holistic educational model that contrasts with utilitarian and competence-based approaches. Special attention is given to Clement of Alexandria’s theocentric conception of teaching.

A comparison of Orthodox, Catholic, and Protestant anthropological traditions reveals differences in their educational consequences. The article concludes that Christian pedagogical anthropology represents a coherent system capable of strengthening the value foundations of contemporary education.

The article is devoted to the study of the processes of forming traditional, spiritual and moral values of young people in the cultural and educational space of the new regions of the Russian Federation (DNR, LNR, Zaporizhzhia and Kherson regions). The relevance of this work is due to the need to integrate these territories into the unified educational and value space of Russia, which requires taking into account the historical and cultural characteristics of the regions and the current challenges in the field of education. The purpose of the study is to study the peculiarities of the formation of traditional spiritual, moral and moral values of youth in the cultural and educational space of the newly annexed regions, as well as to propose recommendations for more effective integration of these values. Based on the analysis of regulatory documents, statistical data, and scientific publications, the author identified key trends in the implementation of spiritual and moral education programs. Special attention is paid to a comparative analysis of regional practices, including educational projects, patriotic initiatives, and socio-cultural events. It has been shown that the most successful models combine federal standards with adaptation to local specifics. The paper provides recommendations for improving educational work, including the development of regionally-oriented curricula, teacher training, and the involvement of local communities. The scientific novelty of the study lies in systematizing the experience of integrating new constituent entities of the Russian Federation into the Russian system of values, as well as in identifying the factors that contribute to the effective formation of youth civic identity. The research results can be used in the development of educational policies, regional educational programs, and teaching materials for teachers. A promising area for further research is monitoring the dynamics of youth value orientations in the context of the completion of integration processes. 

The increase in the number of foster families raising children with various disabilities, as well as citizens wishing to adopt this category of children into a family, has highlighted the problem of providing training, education and support and their assessment for effectiveness and compliance with modern requirements. The purpose of the study was to develop criteria and indicators for evaluating the training, education and support of foster parents raising children with disabilities and citizens wishing to adopt children with developmental disabilities into a family. The respondents were potential and foster parents raising children with disabilities, teachers, employees of guardianship and guardianship authorities in the number of 170 people. The main research method was the method of group expert assessments, which revealed the rating of the most significant requirements for the training, education and support of foster parents raising children with disabilities. It is proved that the development of a criteria-based apparatus for evaluating the training, education and support of foster parents raising children with disabilities, based on andragogical, differentiated, personalityoriented approaches, will allow organizations of guardianship and guardianship to ensure the targeting, content, orientation of qualified assistance, to take into account the needs, problems, and specifics of the contingent. The scientific novelty of the study consists in the development and description of criteria and indicators for evaluating the training, education and support of foster parents raising children with disabilities and their practical significance for guardianship and guardianship authorities.

Reading is one of the most important cognitive skills that is acquired during preschool and early school years. To determine the level of reading development in bilingual children, it is necessary to assess their reading abilities in both languages, which requires appropriate assessment tools. The goal of the research was to develop a screening test for assessing reading proficiency in primary schoolchildren in the Tatar language. The screening test was developed in two forms: Forms A and B. A total of 105 schoolchildren aged 7 to 11 years (M = 9.89, SD = 0.7, 49% girls) from three multilingual schools in Kazan participated in the pilot study. In line with the study’s objective, a psychometric analysis of both test forms was conducted with the use of classical test theory. The psychometric analysis showed that the developed screening test is a reliable tool. With a few exceptions, the items in both test forms demonstrated an acceptable level of difficulty and discrimination. The results of the initial pilot study indicated that both forms of the test have comparable psychometric characteristics. The next stages of the research should include the development of a digital version of the test, further piloting on larger samples – including different age groups of bilingual children with varying levels of Tatar language proficiency – as well as the application of probabilistic psychometric models. 

An important stage of professional pedagogical education is the selection and professional orientation of students for pedagogical professions. An effective mechanism for identifying and involving students in teaching activities is the creation and functioning of specialized psychological and pedagogical classes on the basis of schools. This mechanism involves the cooperation of educational institutions with the relevant departments of the university, as well as the use of innovative approaches to the pre-professional training of future teachers. The purpose of the article is to present the results of testing the model of pre-professional pedagogical training of students. Research methods: theoretical analysis; empirical method, which includes experiments and a set of research and diagnostic procedures. In addition, data processing methods were used, which involve both quantitative and qualitative assessment of the results. The result presented in the article is a model for pre-professional pedagogical training of high school students. The implementation of the model ensures the development of students' interest in pedagogical professions, their pedagogical abilities, and their acquisition of experience in pedagogical activities. As a result, this article may be useful for educational professionals involved in career guidance for school students interested in choosing a teaching career.

Communicative competence is a key factor in the professional success of university graduates, especially for international students. The article analyzes the results of an experimental study conducted during the training of international students at the preparatory school of Kazan (Volga Region) Federal University. The aim of the research is to provide a theoretical justification and experimental verification of the impact of international students performing visual experiments during practical work on the effectiveness of developing their communicative competence as a key factor in the success of foreign citizens' education. The study assessed the development levels of key criteria of communicative competence using specific indicators measured through the following methods. The primary research method was a pedagogical experiment employing questionnaires and expert assessment to diagnose the level of communicative competence formation among international students. The results showed that after conducting visual experiments in the experimental group of international students, positive changes were observed compared to the control group: increased levels of motivation, terminology mastery, experimental skills, socio-psychological adaptation, and emotional comfort, along with reduced anxiety. A statistically significant correlation was found between the level of communicative competence development and academic performance as an indicator of international students' learning success (r = 0,72, p < 0,05). Scientific novelty lies in proposing a set of practice-oriented techniques based on visual experiments, aimed at developing communicative competence while considering linguistic and psychological-pedagogical aspects of learning. Practical significance of the work is reflected in the potential to enhance educational and methodological complexes through the implementation of visual experiments.