Introduction . At present, the pedagogy of active longevity is taking shape: new roles are emerging within the field, and innovative methods of pedagogical influence are being developed to enhance the effectiveness of education for older adults. This article provides a comprehensive interdisciplinary analysis of the development of the pedagogy of active longevity both in Russia and internationally. Aim. The present research aims to examine the origins of the pedagogy of active longevity and to provide a theoretical foundation for the stages of its development. Methodology and research methods. The research methodology employs interdisciplinary and integrated approaches to analysing theoretical sources and practical developments. In examining the theory and practice of the pedagogy of active longevity, the following methods were utilised: theoretical analysis to study the theory and practice of the pedagogy of active longevity in Russia and abroad; legal analysis to examine international and Russian legal acts and documents; comparative analysis to juxtapose foreign and Russian trajectories in the development of the pedagogy of active longevity; and synthesis to present the results obtained. Results and scientific novelty. An analysis of the origins of the pedagogy of active longevity in Russia and abroad has enabled the identification of the developmental trajectories of this socio-pedagogical phenomenon. In assessing the level of development of the pedagogy of active longevity from the perspectives of various disciplines and research subjects, it was found that the concept of “pedagogy of active longevity” is absent from both foreign and Russian scholarly literature. Consequently, an original interpretation of this concept is proposed. Furthermore, a classification of the stages in the development of the pedagogy of active longevity has been developed. Practical significance. The proposed interpretation of the concept of the “pedagogy of active longevity” and the classification of its developmental stages can be utilised in pedagogical practice to offer methodological and technological support for teaching active longevity to older adults.

Introduction. Effective preparation of prospective teachers requires developing a system of professional knowledge conceptually framed within the Technological Pedagogical Content Knowledge (TPACK) model. Aim . The present study aims to demonstrate the effectiveness of the TPACK model as a theoretical foundation for designing a university course that integrates evidence-based educational practices and fosters the development of a comprehensive system of professional competencies. Methodology and research methods . The study employs a combination of theoretical and empirical methods. A measurement tool, developed based on the TPACK model, was used alongside preand post-assessment procedures that included tasks from the subject, technological, and methodological domains. Results and scientific novelty . The methodological significance of the TPACK model lies in its role as a conceptual framework for analysing the integrative interaction among the disciplinary, methodological, and technological components of teacher education. This model provides a holistic approach to understanding how educational practices support the development of future teachers’ professional knowledge. Additionally, principles for designing a university course that ensures the balanced development of subject matter, pedagogical, and technological knowledge are formulated. Practical significance . The experience of developing and implementing an elementary geometry course based on the TPACK model enhances the understanding of the unique characteristics of university-level teacher education and can be applied to other disciplines and areas within teacher education.

Introduction. The quality of teacher training can only be achieved through the active participation of all stakeholders in the educational process, including teachers, students, and employers. Effective collaboration among these groups is possible within the framework of social partnership, which entails creating a unified educational environment aligned with contemporary standards for graduates’ professionalism and overall cultural competence. Aim. The present study aims to introduce an author-developed model for assessing the quality of student training within the social partnership system “Pedagogical University Preschool Educational Organisation”, in the context of implementing the programme titled “Three Missions of the University”. Methodology and research methods. The methodological foundation of the study comprises systemic, integrative, and qualimetric approaches. Results. A qualimetric model has been developed to represent the logic underlying the organisation of procedures for assessing the quality of student training within the social partnership system “Pedagogical University Preschool Educational Organisation”. The social partners in this model include business entities and educational institutions of the Russian Federation, teaching staff and students of Kazan (Volga Region) Federal University (hereinafter KFU), and employer representatives from preschool educational organisations in the Republic of Tatarstan. Scientific novelty. The scientific novelty lies in substantiating the application of the qualimetric approach to assessing the quality of student training. Its theoretical framework, for the first time, integrates two heterogeneous axiomatic foundations: the axioms of Yu. A. Urmantsev, interpreted within the context of social partnership, and the axiomatics of qualimetry, adapted to the assessment procedures of the programme “Three Missions of the University”. Practical significance. The results of the study can be utilised to design technologies that assess the quality of student training, considering the resources available through social partnerships.

Introduction . In the context of global technological transformation, which is shaping new directions for the development of educational systems, research focused on preparing teaching staff for the implementation of integrative approaches is particularly relevant. Aim. This research aims to develop and evaluate a structural model that assesses the readiness of future physics teachers to implement the STEM approach in their professional practice. Methodology and research methods. The methodological foundation was a quantitative descriptive approach, employing procedures of Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). The empirical basis of the study comprised the results of a survey of 408 students from three universities in East Java, Indonesia. Results . It was established that the overall level of readiness of future physics teachers to implement the STEM approach is 81.67%. Based on factor analysis, the key components of the integrative model were identified and conceptualised as Engineering, Arts, Religion, and Social components. Scientific novelty. The scientific novelty of this research lies in the theoretical justification and empirical identification of the core element of future educators’ professional training, termed “Basic Understanding”, which ensures the integrity and interconnection of these components. This facilitated the synthesis and structural representation of the evolution of integrative educational models from STEM to STEAM, STREAM, and, ultimately, to the STEAMS model proposed by the authors. Practical significance. The practical significance of this study lies in its potential to modernise the content of curricula, programmes, and pedagogical methods within the professional training system for physics teachers and other science disciplines, with the aim of enhancing their comprehensive readiness to implement interdisciplinary educational strategies.

Introduction. The study of conditions and pedagogical resources for preventing destructive behaviour among adolescents is a crucial area within social pedagogy and psychology. Destructive behaviour is defined as persistent conduct that deviates from key social norms, causes tangible harm to both the individual and society, manifests in various forms such as deviation, aggression, and extremism, and demands particular attention from education specialists, alongside the implementation of preventative measures within the adolescent environment. Aim. The present study aimed to analyse staffing decisions in secondary vocational education (SVE) institutions that ensure an effective preventive influence on the behaviour of at-risk adolescents. Methodology and research methods . The study is based on an analysis of the results of a survey of heads of SVE institutions, conducted in March–April 2026. A total of 1,288 respondents from 76 constituent entities of the Russian Federation participated in the survey. Results. Based on data obtained from a survey of SVE institution heads, it was found that the risk of destructive behaviour among adolescents is present in more than 55% of institutions and manifests as deviant, conflictual, and aggressive behaviour in students. In the process of preventing destructive behaviour, the primary professional responsibility lies with educational psychologists, who work alongside specialists from various fields (social pedagogues, class teachers, tutors, vocational training instructors, inspectors, legal advisers, directors’ advisers on educational work, etc.). These professionals provide supportive functions such as counselling, mediation, and involvement in educational activities. Positive preventive expectations expressed by SVE institution heads are linked to the introduction of roles such as “methodologist for support”, “career guidance coordinator”, and “coordinator for interaction with employers”. The beneficial impact of these staffing decisions is reflected in their influence on the psychological climate and the promotion of socially responsible behaviour among adolescents, as reported by 34–45% of respondents. Scientific novelty . The scientific novelty of these findings lies in providing up-to-date information on the expectations of institutional leaders regarding the design of preventive systems for destructive behaviour among adolescents. This has been achieved through staffing decisions and the introduction of new roles within the staffing structures of SVE institutions. Practical significance. The practical significance of this study is that its results can serve as a foundation for designing the staffing structures of SVE institutions, based on analyses of the educational potential of new positions and their anticipated impact on the effectiveness of preventing destructive behaviour among adolescents.

Introduction. The active integration of personalised artificial intelligence (AI) systems into everyday and educational practices is transforming human-technology interaction, endowing it with qualities akin to interpersonal communication and stimulating users’ tendency towards anthropomorphism the attribution of human characteristics to AI. This issue is particularly pertinent among students, for whom digital agents are becoming not only learning tools but also potential sources of emotional dependency and educational risk. The question of which individual psychological traits (such as attachment style and aspects of self-concept) predispose individuals to profound anthropomorphism of AI and increase their vulnerability to developing dependent interaction patterns remains insufficiently explored. Aim. The present paper aims to identify the relationship between attachment style, self-concept characteristics specifically, the discrepancy between the actual self and the ideal self and the tendency to anthropomorphise personal AI among the student population. This will facilitate the identification of user profiles with varying risks of developing emotionally dependent interaction patterns and support the development of preventative strategies within the educational environment. Methodology and research methods. The study involved 629 students aged 18 to 24 years who were active users of AI services. The following instruments were employed: T. Leary’s Interpersonal Relationship Inventory (IRI) to assess the images of the “actual self”, “ideal self”, and “my virtual assistant (AI)”; and an adapted version of the Experiences in Close Relationships-Revised (ECR-R) questionnaire. Statistical analyses included cluster analysis (K-means method), analysis of variance (ANOVA), and the Mann–Whitney and Kruskal–Wallis tests. Results. Three profiles of AI perception were identified: instrumental-mechanistic (39.3%), selectively humanising (44.8%), and fully anthropomorphic (15.9%). Significant differences were observed between clusters in attachment styles ( p < 0.001) and the degree of intrapersonal conflict (actual self/ideal self discrepancy). A risk group, comprising 16% of the sample, was identified, characterised by a triad of anxious-ambivalent attachment, pronounced intrapersonal conflict, and a tendency towards full anthropomorphisation of AI. Scientific novelty. For the first time, the relationship between the anthropomorphisation of personal AI and deep-seated personality structures such as attachment style and self-concept has been empirically demonstrated within the context of educational risks. User profiles, differentiated by varying degrees of vulnerability to emotional dependency, have been identified. Practical significance. The research findings can be used to develop targeted preventative programmes and screening tools aimed at ensuring the psychological safety of the educational environment in the context of digitalisation.

Introduction . In preserving the stability of any state when confronted with foreign policy challenges, the formation of a culture of citizenship among young people plays a crucial role. Free access to information and public debate can lead to the fragmentation of historical memory and the transformation of patriotism. This study is dedicated to assessing the influence of the educational environment and urban social space on students’ patriotic self-identification, regarded as one of the most significant outcomes of educational efforts in higher education institutions. Aim . The present study aims to critically evaluate how the educational environment and the urban sociocultural context influence the patriotic consciousness of young people, identifying the organisational and structural solutions most effective in shaping students’ patriotic self-identification. Methodology and research methods . The article analyses data from the fifth wave of the nationwide study “Russian Students on the Great Patriotic War” (2025; cluster sampling incorporating elements of random selection, n = 19,232). Students from 82 universities across 29 cities in the Russian Federation were surveyed. Results . It has been established that patriotic self-identification is characteristic of the majority of Russian students, while 18% do not consider themselves patriots. Within the semantic framework of patriotism in young people’s consciousness, emotional and cognitive components predominate. Among students who identify as patriots, the activity-based component is more pronounced. Students’ patriotic self-identification is more strongly influenced by the organisational and structural aspects of the educational environment. The urban environment also exerts an influence when students participate in mass commemorative practices associated with memorial urban spaces, monuments, and landmark events. Scientific novelty . The study expands the sociological theory of group national self-identification by examining not only the subject’s perception of the semantic characteristics of patriotism as a feeling, a body of knowledge, and specific activities but also by identifying the external socialisation factors that influence this perception. Practical significance . The research findings may prove useful in enhancing the organisation of educational activities within institutions, with the aim of increasing their effectiveness. The data could be of interest to specialists in youth social work, educators, and researchers specialising in youth and education.