Introduction. The diverse educational needs and individual characteristics of gifted students necessitate the creation of an environment that fosters their fullest development and the realisation of their potential. In the context of digitalisation, rapid social transformations, increasing competition, and the growing importance of human potential, the issue of individualising the educational process is becoming particularly urgent. There is now a need to shift from standardised, universal solutions to flexible and adaptive educational strategies. Aim. The present study aimed to establish a methodological framework for designing an educational environment for gifted students, based on categories of variability and integration, to create flexible learning pathways that consider students’ interests, academic inclinations, and the development of their professional potential. The challenges faced by teachers and educational organisations in adapting to changing standards and educational policies are also examined. Methodology and research methods. The study is based on an interdisciplinary methodological approach, incorporating pedagogical, philosophical, cultural, and psychological-anthropological foundations. Methods such as theoretical analysis, conceptual modelling, component-structural synthesis, and comparison of scientific approaches to establishing conditions for the development of talented students were employed. Contemporary empirical data reflecting both Russian and international experience were taken into account. Scientific novelty. This study establishes, for the first time, the methodological foundations for using integration and variability to design adaptive learning pathways for gifted students. Practical significance. The proposed model provides a framework for designing adaptive educational systems in Russian universities, enabling them to more effectively maximise students’ intellectual and professional potential.

Introduction. In the 21st century, the issue of how schoolchildren can influence their educational experience is becoming increasingly pertinent. Continuous reforms are a consistent feature of the Russian education system, which necessitates that students develop self-regulation skills, including goal-setting and planning, as well as maintaining their own perspective and well-being while shaping their educational journey. Aim. The current study aimed to establish the relationships between self-regulated learning (SRL), burnout, academic success, and well-being among secondary school students. Methodology and research methods. To identify relationships between constructs, the cross sectional survey method was employed with a sample of 1,798 secondary school students aged between 12 and 18 years from Krasnoyarsk Krai. The study measured constructs including SRL, burnout, the spectrum of psychological well-being, and academic performance in key subjects. Results and scientific novelty. The results of the study partially confirmed the research hypotheses. Positive characteristics – well-being, SRL, and academic success – are positively correlated with one another and negatively correlated with student burnout. However, the level of well-being among schoolchildren is negatively associated with academic success; this relationship is statistically insignificant for boys but statistically significant for girls. Well-being serves as a protective factor between burnout and academic success. Nevertheless, when combined with SRL, well-being negates the positive relationship between SRL and academic success, particularly for girls. Practical significance. The research findings suggest that teachers and other significant adults should pay closer attention to, and provide greater support for, the well-being of adolescent girls.

Introduction. One of the tools for enhancing the quality of education is the improvement of personnel policies. The professional activities of teachers are consistently associated with high emotional stress, which serves as a predictor of professional burnout. Given the shortage of teachers, teaching staff, and school leaders in the country, the issue of retaining existing personnel, creating a favourable professional environment for work and career development, identifying risk factors, and preventing the onset of professional burnout and occupational maladjustment becomes increasingly urgent. It is essential to diagnose emotional and professional burnout promptly in order to implement preventative programmes among teaching staff and avert the development of occupational maladjustment. Aim. The present study aimed to identify risk factors and assess the level of professional burnout among secondary school teachers. Methodology and research methods. The authors conducted the study using a specially developed questionnaire, which included a shortened version of the Maslach Burnout Inventory adapted into Russian by N. E. Vodopyanova, alongside questions assessing teachers’ professional activities to identify factors contributing to professional burnout. The study involved 1,863 respondents. The authors examined the prevalence and severity of professional burnout among teachers (n = 1,863), as well as the organisational factors contributing to professional burnout, analysed according to class, position, department, and years of work experience. Results. The study showed that 67.2% of teachers in general education organisations who participated in the study are susceptible to professional burnout. Scientific novelty. The scientific novelty of this study lies in identifying the risk factors for professional burnout among teachers in contemporary schools operating under new socio-economic conditions, as well as in determining the primary strategies for preventing professional burnout in teachers. Practical significance. The practical significance of this study lies in a detailed examination of the actual extent of professional burnout, using one region of the Russian Federation as a case study, and conducting an audit of professional burnout to inform the development of measures aimed at its prevention among teachers.

Introduction. For young teachers, entering the profession is often accompanied by emotional stress, a lack of support, limited resources, and professional isolation. These challenges have a significant impact, not only on their early performance but also on their decision to remain in the profession in the long term. Aim. The present study aims to identify the factors and conditions that contribute to the development of professional stability among early-career teachers. Methodology and research methods. The concepts of positive psychology and pedagogy (K. Rogers, M. Seligman, A. A. Rean), S. Muddy’s theory of resilience, and I. A. Baeva’s resource approach were selected as the theoretical frameworks for this study. Various psychodiagnostic techniques were employed. The study was voluntarily attended by 168 teachers aged between 21 and 34 years, with up to five years of professional experience, including 56 individuals with up to three years of experience. Results and scientific novelty. The results obtained enabled a clearer understanding of the characteristics of psychological factors and pedagogical conditions through which the professional stability of young teachers can be examined. It was revealed that the primary predictors of professional stability were self-efficacy and attitudes towards the educational environment. Practical significance. Theoretical and empirical research can provide a valuable foundation for developing intracorporate training programmes within schools.

Introduction. The relevance of this research stems from the need to foster active patriotic behaviour and civic participation among the younger generation. Aim. The present study aimed to conduct a sociological analysis of young people’s ideas about patriotism, civic engagement practices, and attitudes towards citizenship. This included the use of cluster analysis to identify groups exhibiting the most typical behaviours in the realms of patriotism and citizenship. Subsequently, the study sought to pinpoint potential problem areas in the upbringing of citizens and patriots, with the goal of informing reasonable changes in educational work with youth. Methodology and research methods. The methodological foundation of this article comprises a set of theoretical concepts concerning the phenomenon of patriotism, including the identification of passive, active, and blind types of patriotism. A quantitative methodology was selected to conduct the empirical study, providing the basis for clustering analysis. The sociological survey was administered to school students, students of pedagogical universities and colleges, and young teachers in educational institutions (n = 16,800) via online questionnaires using Yandex.Forms. The results were analysed using SPSS statistical software. Results and scientific novelty. Four cluster groups – “active patriots”, “moderate patriots”, “undecided”, and “negativists” – characterised by varying degrees of active, passive, and blind patriotism, were empirically identified. A comparative analysis of these results with those from Russian and international empirical studies was conducted. It was concluded that a significant proportion of young people belong to the cluster group of negativists, who exhibit patriotic indifference and are unable to fully accept the norms and values of Russian society. The issue is outlined as the emergence of groups of young people who struggle to successfully implement their life plans and are potentially at risk of developing radical sentiments. Practical significance. The conclusions reached are of both theoretical and practical significance for enhancing the organisation of educational activities within institutions. They may prove valuable to those organising youth work in nearly any educational setting, as well as in socially oriented non-profit organisations engaged in patriotic and civic projects.

Introduction. The introduction of programmes with individual learning pathways in Russian universities, where students study in temporary rather than permanent academic groups, emphasises the issue of their impact on students’ social experience and integration. Aim. The present study aimed to identify differences in the social integration of students in programmes with traditional cohort-based learning compared to those following an individual learning pathway. Methodology and research methods. As part of the qualitative methodology, 15 semi-structured interviews were conducted with students from both study models, followed by a thematic analysis of the transcripts. Results. The research findings demonstrated that stable groups foster the development of enduring social ties, yielding both positive effects (such as motivation through group norms) and negative effects (including pressure and conflict). In the context of individual learning pathways, the inconsistency of study groups diminishes motivation to sustain long-term relationships, thereby increasing autonomy but restricting opportunities for social integration, which adversely affects the university experience. Scientific novelty. The scientific novelty of this study lies in its shift of focus from academic to social aspects of individual learning pathways. Practical significance is in providing data to university administrators responsible for student adaptation and academic performance.

Introduction. ChatGPT has the potential to revolutionise education as it evolves and may significantly alter teaching and learning methodologies. However, the viability, effectiveness, and contextual relevance of utilising ChatGPT within the competence-based curriculum of Tanzanian higher education have not been thoroughly studied. Aim. The present paper aims to investigate how ChatGPT can support teachers’ efforts, enhance student achievement, and overcome structural obstacles in a competence-based education system. Methodology and research methods. The study focuses on the implementation of a competence-based approach in education. A total of 240 participants, including 40 teachers and 200 students, voluntarily took part in the research. Data were collected through interviews, focus groups, and questionnaires. Quantitative data were analysed using SPSS Version 21, while qualitative data were analysed using thematic analysis methods. Results and scientific novelty. The results indicate that integrating ChatGPT into the learning process, grounded in the principles of the competence-based approach, enhances the development of critical thinking and decision-making skills among students. It addresses resource shortages and fosters the implementation of personalised learning strategies. The study emphasises the necessity of actively incorporating ChatGPT into teaching practices in Tanzania, underscoring the importance of professional development for both teachers and students. A balanced integration of AI tools, which support rather than supplant essential human elements of learning and teaching, necessitates the establishment of various mechanisms to tackle the ethical issues that arise during the educational process. Practical significance. The results offer practical guidance for teachers, curriculum developers, and educational leaders on effectively integrating ChatGPT to enhance teaching and learning within competence-based education.