Placing students with diverse abilities, cultures and ethnicities in schools implies a critical look at teachers’ continuous training to ensure high-quality education for all learners. This study explores teachers’ continuous training and inclusive education. A qualitative study was conducted in Portugal and took on an exploratory form, emphasising the narratives of 58 participants. Data were collected through an open-ended questionnaire, allowing the respondents to answer spontaneously. The participants responded to questions about 1) inclusive pedagogical practices; 2) continuous teachers’ training offered for their professional development as inclusive educators; 3) main needs for continuing professional development in inclusive education; and 4) the sustainability of inclusive education. For data analysis, we adopted the procedures of the thematic analysis method. Two main themes and five subthemes were identified. The data revealed that inadequate teacher training has been delivered throughout the years, and this is a barrier to implementing inclusive education. Teachers reported that they neither know the theoretical foundations nor the pedagogical practices required to adapt the teaching methodologies for classes with a diverse cohort of students.

Social value orientation refers to a pattern of behavior individuals exhibit based on their preferences and interests. The Social Value Orientation (SVO) questionnaire categorizes respondents into four groups: egoists, altruists, competitors, and undetermined. This study aimed to identify variables that may affect the stability of the SVO questionnaire and lead to variations in behavioral patterns. Data collection was conducted using a Google questionnaire on a sample of Czech adults (N = 183; 114 women, 69 men). The translated version of the SVO questionnaire demonstrated high reliability, with a Cronbach's alpha value of 0.95. Content validity was confirmed through expert evaluation of the research tool. Significant effects were observed for variables such as status (student/ non-student), perceived attractiveness, and self-perception of power on respondents' social value orientation. These findings are discussed in detail in the conclusion section of the study.

This study investigates teachers’ perceptions of self-directed learning for professional development. One hundred and four EFL teachers from public high schools in a province in the Mekong Delta, Vietnam, volunteered to participate in the descriptive study with a convergent mixed-methods design. A questionnaire and semi-structured interview were employed as the two instruments for a convenient sampling method of data collection. An SPSS descriptive statistical test and one-Sample t-test were conducted to evaluate the differences between the mean scores of the teachers’ perceptions from a test value of a 5-point Likert scale. Thematic analysis was applied to the qualitative data for the in-depth explanation of their perceptions of the roles, the benefits, and challenges of self-directed learning for professional development.
The results indicate that the teachers show a positive agreement on the significance of self-directed learning for professional development. In addition, sharing teaching experiences and collaborative development, enhancing teaching methods, and exchanging knowledge are frequently employed by most teachers. However, lack of institutional support, financial problems, family responsibilities, and workload are the main factors hindering them from engaging in self-directed learning for professional growth. In the article, teachers’ plans and expectations of self-directed learning for professional development are also addressed.
The findings from this study foster the teachers’ awareness of the significance of their self-directed learning for professional growth, inform the educational managers in promoting a conducive environment for self-directed learning for professional development, and suggest research areas in the future.

Professional development (PD) is important in promoting educational reform achievements at many levels in all countries. In the last ten years, teacher professional development activities have received more attention and investment from the Vietnam Ministry of Education and Training, especially in the context of fundamental and comprehensive education reform. This study was conducted to identify the factors affecting the effectiveness of professional development for teachers, as manifested by the effectiveness of developing knowledge and skills or changes in teachers' attitudes and beliefs in Vietnam. The study used a quantitative method. By stratified random sampling, 1,459 survey samples were collected from teachers working at the three levels of primary school, secondary school, and high school in Vietnam. The study's findings indicate a substantial influence of all variables within the model on the enhancement of teachers' knowledge and skills and alterations in attitudes and beliefs within the educational context of Vietnam. Notably, active learning and duration emerge as the two factors exerting the most pronounced impact on the efficacy of professional development for teachers in Vietnam. Based on these outcomes, the study provides insights and recommends policy adjustments tailored to the professional development needs of teachers in Vietnam.

Moral issues, particularly bullying and academic dishonesty, are currently of great concern in education. The purpose of this study is to investigate the impact of social support, adjustment, and self-control on students’ morality levels. This quantitative study was conducted within the undergraduate program at the Faculty of Economics in Universitas Negeri Medan. Ninety-nine undergraduate students were selected for the study using a simple random sampling technique. The hypotheses underwent examination using SmartPLS 3.2.8 to conduct structural equation modeling (SEM) on the research model. Validity and reliability tests on research data were also applied to ensure the quality and prior hypotheses testing. The study’s results indicate that morality affects selfcontrol and social support, including indirect social support. Additionally, social support influences self-adjustment, while it has no impact to self-control. The research emphasizes the significance of both internal factors, such as self-control, and external factors, such as social support, in shaping student morality.

The expansion of the variability of educational routes for students with disabilities determines the high demand for specialists in the field of correctional and pedagogical support. The purpose of the article is based on the analysis of the results of monitoring the views of students studying in the field of "Special (defectological) education" to identify the state of the current system of training specialists, to formulate current directions for its modernization. The methods of analysis of literary sources, survey, comparative, mathematical, statistical (Spearman correlation coefficient) and content analysis of data were used. The study involved 6,153 people studying in the field of "Special (defectological) education. The criteria that determine the choice of applicants and students of this field of study and profiles within it are disclosed and systematized. The following are determined: the readiness of students to implement work functions and act in accordance with the orientation of the educational program, their expectations in the process of employment, the initial stage of independent professional activity. The problem areas of the existing personnel training system for working with people with disabilities have been identified. Practical solutions aimed at its modernization are proposed.

The research is devoted to the problem of the influence of new digital technologies, artificial intelligence on the user's consciousness. Artificial intelligence is already included at the household level in family systems, but it remains a phenomenon poorly understood in developmental psychology, personality psychology and pedagogy. It is necessary, in particular, to understand how household artificial intelligence affects the development of the child's individual consciousness and child-parent relations. Purpose of the research: to study the synergetic effects of the relationship between neural networks and individual and group consciousness in family systems. The experiment observed the inclusion of the digital assistant in the family space and obtaining an emotional response to the interaction process. The research showed that neural networks became more and more intensively included in parental holons, child-parental subsystems of young families. Now family systems are in a situation of adaptation to the new user experience. Novelty and practical significance: the decrease of parental authority and weakening of its influence on the affective sphere of children due to the fact that the “neural nanny” has the ability to personalise content and emotion recognition functions.

The article presents the results of a study dedicated to examining the teacher workload in Russia and abroad with the aim of identifying conditions for optimizing this process. As part of the research conducted at Moscow City University of Pedagogy (MGPU), a webinar was held, featuring experts who address the issues of optimizing the distribution of teacher workloads in Russia and foreign countries, as well as school administrators and educational staff. Webinar participants were invited to complete an anonymous survey, with questions related to various aspects of teacher workload (number of lesson hours, volume of administrative work, participation in methodological and educational activities), as well as opportunities for further training and professional development, and the impact of these factors on the quality of teaching and the psychological well-being of educators. Experts presented the results of their analysis of approaches to defining the concept of "teacher workload" across different countries, depending on factors such as the structure and definition of workload, cultural and social contexts, funding and resources, levels of teacher training and opportunities for professional development, and the use of technology. The webinar served as an important platform for professional exchange of views, allowing for the identification of priority areas for further research and practical changes not only in the Russian education system but also abroad. The review of the experience gained enabled the identification of quantitative, qualitative, organizational, technological, and psychological conditions for optimizing the teacher workload.

The behavior of the subject of educational activity is a topical problem. To understand the behavior of the subject of educational activity in the process of mastering higher education programs, it is necessary to study the personal factors of speech action that determine the profile of behavior. The purpose of the article is to describe the patterns of speech behavior of the subject of educational activity, due to the influence of personal factors, represented in the speech act on the basis of the results of empirical research. The research used methods that allow to study the psychophysiological, psychological and social aspects of a speech act: methods for assessing self-sufficiency and selfregulation of the computerized system «AKorD», Co-therapeutic computer system «Kelly-98»; statistical procedures were used: descriptive statistics, cluster and correlation analysis. The study involved 333 first-year students of Yekaterinburg universities (N=333; M=19,71). The revealed significant correlation for individual combinations of self-sufficiency and self-regulation scales in clusters, a statistically significant distribution of the real/ideal self by types of communication, the distribution of subsystem scales in clusters at the operational level, preferred roles in the conjugation of the real/ideal self and the type of communication in each cluster made it possible to describe the patterns of speech behavior due to personal factors, and the five profiles of possible behavior associated with them subject in the context of educational activities. The described behavior profiles can be used to predict the behavior of the subject of educational activity, in the design of pedagogical technologies in methodological, substantive and organizational aspects. The novelty and practical significance of the study lies in the study of the personal factors of a speech act and the description of the predicted behavior of the subject of educational activity.

This study aims to address the challenge of identifying the potential of the universities’ digital environment in relation to increasing the level of international students’ engagement in the educational process. The assessment of the existing experience of using digital tools in teaching is presented, and the difficulties of their use in teaching are revealed. The authors identify the possibilities of universities for digitalization, as well as the potential of improving the digital environment of the university to increase the involvement of foreign students in the learning process. According to the results of the study, the main aspects of digital transformation have been determined to increase the involvement of students in the educational process, such as improving the quality and accessibility of multimedia and visual content, including creative tasks in digital resources, using various services, improving online communication interaction, and using simulation computer environments.

Due to the rapid development of artificial intelligence (AI) in recent times, issues related to the integration of AI into the training of future specialists, including teachers, are becoming particularly relevant. In turn, the effectiveness of the digital technologies implementation in the educational process depends on the teachers’ experience of using these technologies, their level of competence in this area, as well as the attitude of the participants of educational process to them. In this regard, the aim of this study was to investigate the experience of pedagogical students of various training fields in using AI in education and everyday life and their attitudes towards it. Our study showed that, in general, students are aware of the possibilities of AI and use it both for personal and educational purposes. About 20% of future teachers have primary experience of using AI in pedagogical practice at the stage of planning and development of lesson content. Students of various training fields note different benefits from the use of AI for different scientific areas, different academic disciplines and identify different purposes of using AI in lesson design. At the same time, more than 80% of respondents point out possible risks of using AI in education and critically evaluate AI capabilities. At the same time, about 60% of the surveyed students agree with the need to adapt to the changes brought by AI. The results obtained may become the basis for further research and discussions on the role of AI in education, as well as for the development of strategies for the effective integration of these technologies in the educational process, taking into account the changing needs, as well as the specifics of the students’ training profile.

The article considers the problem of increasing the level of students’ motivation to study in higher educational institutions based on the use of the basic provisions of the theory of the motivational complex. The author gives a detailed description of the structure of the motivational complex of successful and low-performing students and analyzes the influence of basic motives on the educational behavior of respondents. A forecast of changes in students’ educational behavior is presented in the absence of correction of the management system of their motivation in the near future. An analysis of the strengths and weaknesses of such a tool for motivating students’ educational behavior as a point-rating system used in Russian higher educational institutions is conducted. An analysis of the results of the forecast of the dynamics of the educational behavior of low-performing students allowed the author to make several practical proposals for improving the student rating system aimed at increasing their motivation to obtain professional knowledge, skills, and competencies. The main ones are the need to introduce an additional regression component in the formation of the final rating of the student and the refusal to give scores for attending classes. The implementation of these and other proposals, in the author’s opinion, will contribute to increasing the level of involvement of persons receiving higher education in the educational process and the growth of professional competence of graduates of Russian higher educational institutions.

Relations between Russia and Africa today are reaching a new qualitative level. The research conducted by pedagogical universities of the Russian Federation under the auspices of the Russian Ministry of Education on scientific and methodological support for the transfer of the best Russian pedagogical technologies to the educational systems of African countries contributes to it. The purpose of this publication is to identify and summarize the significant intentions of studying the Russian language and culture by African students. Methodology. The study covered 170 respondents, which included university students in the Republics of Cote d'Ivoire and Ghana, divided into groups studying and not studying Russian. Russian-speaking citizens of these states who had Russian roots or studied at Russian universities were interviewed as a control group. The ethics of the study included voluntary participation, informed consent of respondents in the study, confidentiality and anonymity. The following methods of sociocultural analysis were used: interdisciplinary theoretical and methodological modeling, content analysis, focus group, questionnaire. Results. The study identifies the key cultural reasons for studying the Russian language and Russian culture by African students. Based on the results obtained, the foundational positions for developing a model for organizing educational activities aimed at promoting the goals and values of Russian education and culture on the African continent are substantiated. Novelty and practical significance. The research materials illustrate the possibilities for expanding the access of African university students to the study of Russian language and Russian culture, opening up prospects for them to continue their education in Russia. The identified sociocultural characteristics of the needs, inclinations and interests of students can be used to develop models of educational activities of Russia in Africa in order to form a positive attitude and high aspirations of citizens of African states to study Russian language and Russian culture.