Adaptability is a core competency of the 21st century and one of the key determinants of career success. The comprehensive reform introduced by Vietnam’s 2018 General Education Program, which shifts education from a content-based approach to a competency-based approach, has created numerous new requirements for teachers and requires them to develop strong adaptability. This study employed a cross-sectional research design, using a survey as the main research method. Data were collected from 726 teachers and educational managers to assess teachers’ adaptability to the new requirements of the 2018 General Education Program, which replaced the 2006 General Education Program. The results showed that teachers demonstrated higher levels of social adaptation than work adaptation. The areas in which teachers showed relatively limited adaptability included regulating their own emotions in response to new requirements and implementing competencybased teaching. The comparison by teaching seniority revealed that teachers with 1–5 years of experience faced many difficulties in adapting, although they also had certain advantages. Teachers with 6–20 years of experience showed the highest level of work adaptation, while teachers with 21 years of experience or more demonstrated the highest level of social adaptation. These findings have practical significance, as they provide an important empirical basis for the Vietnamese Ministry of Education and Training to develop appropriate solutions for improving teachers’ professional capacity and supporting their adaptation to educational reform.

The health education competences of teachers are essential for the effective implementation of the educational process and for imparting health knowledge to future generations. This study aimed to determine the effects of workshop activities on the knowledge and competencies of preservice and in-service teachers regarding health conditions requiring basic first-aid. It also aimed to explore their attitudes towards the workshop. A total of 68 participants were included in the study, comprising 41 education students and 27 primary school teachers. A 13-item Likert-type scale assessed teachers’ attitudes, while ‘hands-on’ activities demonstrated their obtained knowledge and skills on particular first-aid topics. The findings revealed similar attitudes towards first-aid workshop among all participants, with both groups recognizing the value of the knowledge gained. Most participants agreed that the workshop supported their learning and professional development, helped improve their work, and involved meaningful and useful activities. The results suggest that acquiring basic first-aid skills and knowledge has improved their readiness to handle accidental injuries or unexpected illnesses and enhanced their understanding of the importance of these skills in educational environments.

The problem of teacher shortages is currently global, and researchers from various countries are studying the factors influencing students’ preferences for the teaching profession and their career plans. Comparative studies of motivations for choosing teacher education reveal consistent and culturally specific characteristics that allow us to incorporate the positive experiences of different countries into the design and improvement of national teacher training programs. This comparative study focuses on the initial career orientations of first-year pre-service teachers from Russia and India, examining the motives, interests, and aspirations that underpin their commitment to the profession. Using E. Schein’s Career Anchors Test and the author’s questionnaire, we identified the common and specific features in the career orientations of 240 students receiving pedagogical education at two Russian universities (Kazan (Volga Region) Federal University and Smolensk State University) and at Partap College of Education in Ludhiana (India). Russian and Indian pre-service teachers share similar socio-demographic characteristics and identify Service, Stability, and Lifestyle integration as the career orientations that define the teaching profession. The difference lies in the greater certainty of Russian students’ career choices. The findings offer insights into the professional orientations of pre-service teachers in distinct cultural contexts and highlight factors that may influence their long-term satisfaction with the teaching profession.

Addressing the challenges of training modern teachers, the article presents a design mechanism and a matrix model for the content of teacher education, based on a shift from knowledge accumulation to the development of educational experience and project observation. The digital educational environment offers a variety of content and allows for its updating and replacement. Successful learning today depends on educational content that meets the challenges of the modern era, beginning with the preparation of future teachers. This article explores the potential of information exchange in designing pedagogical education content based on a logistical mechanism, enabling this content to be developed through activity-based approaches and substantiated at the levels of training profile, academic discipline, academic topic, and developing competence. The aim of the study is to explore the mechanisms and models for designing modern educational content that meets the canons of the pedagogical system and fundamentally supports the educational process at all proposed levels in a context of ubiquitous learning (U-learning). The study reveals the possibilities of information exchange when “entering” another discipline, training profile, other educational structures, etc., the effectiveness of which is ensured by the capabilities of U-learning in the integrative interaction of pedagogical education, the career orientations of students and the demands of society.

This article is dedicated to the issue of the influence of information technology on the state of cognitive functions in adult subjects.

The objective of the study is to test the hypothesis regarding changes in cognitive function indicators in adults when engaging in cognitive activities through different information carriers (traditional/ print and digital).

The study was conducted using an intra-individual experimental design, in which participants (educators, n=150) went through two conditions: print reading and online search conducted via mobile phones. The dependent variables included attention (the concentration of which was assessed using the Bourdon correction test), thinking (the stability and logic of reasoning were determined using the “Essential Features” method by S. Ya. Rubinstein), and speech (the arbitrariness of regulation of which was measured using the “Opposites” method by S. Ya. Rubinstein).

As a result of the overall group assessment of cognitive function indicators under various conditions, it was found that those observed in the print reading condition exhibited significantly higher levels (p<0.01). No correlations were found between the age of the study participants and the number of errors they made during the test, which allows to exclude age as a confounding variable. Differentiated assessment showed that for a statistical minority of the participants, these indicators either remain stable across different conditions or improve in the online search condition.

The results obtained can be used by heads of educational institutions to optimize working conditions for teaching staff, as well as serve as a basis for developing individual development programs aimed at increasing the intellectual potential of an adult subject.

The integration of chess electronic games in developing algorithmic thinking among 5–6-year-old preschoolers enhances their ability to perceive and analyze problems, identify possible solutions, plan and conduct actions independently. The aim of the study is to reveal effective means for fostering preschoolers’ algorithmic thinking through chess electronic games. The research hypothesis suggests that purposeful use of chess electronic games facilitates preschoolers’ acquisition of algorithmic thinking components by searching and choosing appropriate chess moves. The basis of the study’s methodology is the concept of developmental learning and the theory of step-by-step formation of mental actions (V. V. Davydov; P. Ya. Galperin; N. F. Talyzina), theory of cultural-historical development (L. S. Vygotsky). During the experiment, senior preschoolers’ actions were observed and recorded, along with factors influencing the activation of algorithmic thinking components, especially: 1) appropriateness of move choice, 2) time factor, 3) the number of correctly performed moves, 4) types of algorithms. Findings from the theoretical and experimental research indicate that, initially, children tend to construct linear algorithms, however, with increased awareness of game-related factors, they gradually progress toward building branching algorithms. Conclusion: development of senior preschoolers’ algorithmic thinking is evidenced by transition from linear to branching algorithm construction, facilitated by the use of chess electronic games.

The article addresses current issues in preparing teaching staff to work with migrant children in the context of modern demographic transformations in Russia. The relevance of the study stems from the fact that in schools in large cities, the proportion of migrant children has reached 15-20 %.

The aim of the study is to analyse contemporary approaches to training teachers for work in conditions of cultural and linguistic diversity, and to develop recommendations for improving this system, taking international experience into account.

Theoretical research methods include: a systematic literature review, content analysis, thematic analysis, comparative analysis, systematisation and synthesis, and analysis of the regulatory and legal framework.

As a result of the study, a model for teacher training has been developed, incorporating diagnostic and programme components. Key competencies for teachers have been identified, a system of pedagogical support has been established, criteria for assessing the adaptation of migrant children have been developed, and a system for interaction among participants in the educational process has been proposed.

The scientific novelty of the study lies in its comprehensive approach to training teachers to work with migrant children. For the first time, foreign experience in educational strategies (Greece, SFRY, USA) has been systematised and adapted to Russian realities. Key challenges in children’s adaptation have been identified (language barrier – 70 %). Solutions include unified federal standards for teacher training, specialised online courses, a mentoring model, and methods for using digital tools to support language adaptation.

The practical significance of the study lies in the development of concrete recommendations for improving the system of teacher training. These recommendations can be applied in the educational processes of higher education institutions and in teacher professional development programmes.

The development of tools for measuring and evaluating the inclusiveness of educational environments is currently regarded as an important educational and social objective in the Republic of Belarus. In this regard, particular attention is given to the creation of a system of criteria and indicators for assessing the implementation of the principle of inclusion in education and determining the inclusion index. The purpose of the article is to present the developed toolkit for assessing the inclusion index in education and to describe the results of its approbation. Monitoring served as the methodological basis of the study.

Data were gathered from 1,116 educational institutions operating in different regions of the Republic of Belarus, including the city of Minsk. The study covered both urban and rural preschool and general secondary education institutions. Four respondent groups participated in the monitoring process within each educational institution: administrators, teaching staff, parents (legal representatives) of typically developing children, and parents (legal representatives) of children with special psychophysical development needs.

The composition of respondent groups was determined by the objectives of the study and the need to obtain comprehensive and objective data. A total of 53,092 responses were analyzed. The study was conducted in 2024. The article focuses on the assessment of the “Inclusive Practice” marker as a component of the educational institution inclusion index, demonstrates the possibilities of applying the proposed toolkit for analyzing the inclusiveness of educational environments, presents the results of the empirical study, and identifies directions for further research in this field. The findings presented in the article may contribute to the development of national approaches to monitoring inclusion processes in educational institutions in the Republic of Belarus.

The effective implementation of feedback in the educational process of a higher education institution is impossible without studying students’ perceptions of it. Therefore, the purpose of this study is to explore students’ attitudes regarding the feedback they need and to formulate recommendations for teachers on how to provide it. The main research methods used were a questionnaire, which allowed us to identify students’ preferences; quantitative, frequency, and qualitative analyses, which enabled us to systematize students’ responses and identify the main trends in their answers; and synthesis, which helped us formulate recommendations for teachers. The article presents an author’s questionnaire designed to explore students’ preferences about effective feedback; presents the survey results and defines students’ feedback requirements (substantive and organizational); and it offers recommendations for teachers on how to provide effective feedback. The significance of this study lies in the fact that 1) it identified students’ requirements for feedback, which allowed us to understand the real demand for feedback from students; and 2) implementing the proposed recommendations for providing feedback in the educational process will allow teachers to focus on the aspects of feedback that are truly important to students.

In recent years, research on metacognition in childhood has attracted increasing interest; however, due to children’s limited reflective abilities, such studies remain few. This study aims to identify features of metacognition during problem-solving in first-graders compared to older preschoolers.

Participants included 138 children (50.7 % boys), of whom 63.8 % were older preschoolers (Mage=65.28 months) and 36.2 % were first-graders (Mage=90.98 months), attending public kindergartens and schools in Moscow and Kazan. Metacognition was assessed using a procedure, in which children answered questions after solving a block pattern assembly task from a model. The evaluation targeted metacognitive knowledge (awareness of strategy and factors affecting performance) and metacognitive regulation (evaluation of success and difficulty). First-graders demonstrated betterdeveloped metacognitive regulation than preschoolers. Regarding metacognitive knowledge, first-graders did not differ from preschoolers overall. However, evidence suggests differences in metacognitive knowledge about strategy: at a trend level, first-graders were more likely to identify their strategy as a factor influencing successful task completion, and this strategy was more often articulated in terms of methods of action. The findings suggest that metacognitive regulation develops earlier than metacognitive knowledge, and that the transition to school – where methods of action become the object of targeted instruction – is a key factor in its development.

Managing the development of the pedagogical system of a private educational institution of higher education in the context of geopolitical instability is extremely relevant issue due to increased global tensions, economic pressure on Russia, and threats to the country’s international security. University leaders face two major tasks – to maintain the sustainability of the university’s development in such conditions and to lay the foundation in advance for adapting the higher education system to new socio-economic realities.

The purpose of the study is to scientifically justify the effectiveness of prognostic approach to managing the development of the pedagogical system of a private educational organization of higher education, which assures the university’s sustainable development in geopolitically unstable situation.

The research base – private educational institution of higher education named after V. G. Timiryasov (IEML). 700 teachers and representatives of the administrative and managerial staff of the university participated in the study. Diagnostic methods: 1) a survey using two author’s questionnaires; 2) testing “Seashore Group Cohesiveness”.

Study results showed that effective management of the development of the university’s pedagogical system in the context of geopolitical turbulence is carried out on a predictive basis using a relational approach, and the most preferred management style is the visionary style. The positive dynamics in the level of group cohesion of Kazan Innovative University named after V. G. Timiryasov employees during the period of increasing geopolitical instability from 2022 to 2025 proved the effectiveness of the university development strategy chosen by the rector of the university, the management style and key approaches to management activities – predictive and relational.

The necessity to reduce the regional educational gap and to consider gender differences in mastering mathematics underscores the relevance of this study. This research is the first to integrate both gender and regional aspects within the context of mathematics education. The aim of the study is to examine the process of students’ acquisition of mathematical concepts, taking into account gender and the conditions of secondary education (urban or rural areas).

This research is based on the APOS theory, which is grounded in constructivist principles. This theory describes the step-by-step formation of mathematical concepts through a sequence of mental constructions: Action, Process, Object, and Schema. The empirical material was obtained from a written survey conducted in 2024 among students of Kazan State University of Architecture and Civil Engineering. The study made it possible to determine the levels of mastery of mathematical concepts and to compare the frequency and nature of students’ errors in different regional groups. The analysis of errors at the APOS stages shows that students’ understanding of mathematical concepts differs depending on the conditions of their secondary education, urban or rural, and on gender. The findings contribute to understanding the impact of gender and regional differences on mastering mathematical concepts, providing university instructors and school teachers with valuable insights for improving instruction.