Introduction. These days, destructive manifestations among young people can be observed, and the main reason for it may be the global value and worldview crisis. It consists in the discrepancy of ideals, values, beliefs, knowledge to the tasks of overcoming the instability of modern civilisation. Due to this, there is a need to update the educational questions, which have a so-called “social focus”. Among these are: developing the “human” in a person, overcoming disunity (e.g. egoism, individualism), developing social responsibility, etc. In this regard, two factors are of an urgent nature: firstly, systematic studies of the students’ socio-cultural identity, and, secondly, the study of the university socio-cultural environment, which influences overcoming the negative consequences of individualism and disunity in the university environment. The focus on the social side of education presupposes the formation of value community in the university environment, while the characteristics of the socio-cultural identity of the members in educational activity and the consideration of research results in practice become decisive.

Aim. The aim of the present research work was to identify the conditions of extra-curricular educational activities. These conditions contribute to the formation of a value community in the university environment based on common spiritual and moral ideas. The specific objectives of the research are related to the following aspects: identification of the dominant conceptual approaches to the implementation of educational activities in the system of modern Russian higher education (with a focus on the social focus demanded by society); determination of the differentiated composition of the subjects of educational activity as one of the factors, which determine the cultural identification of students and the development of communities in the socio-cultural environment; establishment of the relevance of diagnostic tools which allow students to track the development of positive social qualities; the disclosure of the general orientation of educational activities in extra-curricular time with social and personal focus.

Methodology, methods and techniques. In the course of the research, a qualitative and quantitative content analysis of educational work programmes in 12 universities (multi-profile, humanities and technical) from different regions of the Russian Federation was carried out. The research is based on the environmental approach in education. The research is based on the methodology of the environmental approach in pedagogy and the idea of the event-based mechanism of education. The interpretations of the social focus of students’ world outlook orientations are based on the theory of basic personal values.

Results. The conditions of extra-curricular educational activity are revealed: goal-setting of extra-curricular activities, which has a predominantly social focus; correspondence of the content of educational activities to the tasks of overcoming individualism and disunity; consideration of the differentiated composition of the subjects of educational activity. The authors posed the scientific problem for a diagnostic apparatus that allows universities to track the process and results of educational work aimed at the development of social values.

Scientific novelty. The authors have made a proposal on the need to take into account the differentiated set of members of educational activity with a focus on public interests in priority.

Practical significance. The conclusions, which justify the need to consider the moral and ideological positions in order to achieve results in the development of the socially focused qualities, may be of interest to specialists involved in designing and organising educational activities in universities.

Introduction. Physical education (PE) is one of the majors that some people and societies may consider less important than other majors which reduces the importance of the specialisation in this field. The investigation of athletic identity and its relationship to moral values among PE university students is an attempt to see the extent of the athletic identity may influence the possession of moral values among individuals who work in the PE field. This evaluation study seen from PE students’ perception is a new study that has not been carried out in Jordan. Most dominant researchers in Jordan and the Arab world evaluate athletic identity or possession of moral values but they have not studied the relation between the two variables.

Aim. The present research aims to evaluate the athletic identity with relation to moral values based on the perceptions of PE university students.

Methodology and research methods. A descriptive approach was used to analyse the data. To collect data, a questionnaire was applied. The questionnaire consists of two scales. The first is the Athletic Identity Measuremtent Scale (AIMS), consisting of 14 items distributed over three domains: socialisation identity (5 items), exclusivity (5 items), and negative emotion (4 items). The second is the Moral Values Scale (MVS), consisting of 27 items, distributed into five domains: responsibility (7 items), honesty, (5 items), socialisation (10 items), beauty (5 items), and competition (5 items). The study sample consisted of 280 students of Faculty of Physical Education at Yarmouk University.

Results and scientific novelty. The results revealed that the level of athletic identity among students was rated high with statistically significant differences in favour of males. The domain of negative emotion was rated first, followed by exclusivity and socialisation identity respectively. The domains of moral values were estimated high in which competition domain was rated first, followed by beauty, honesty, responsibility and socialisation respectively. The results also demonstrated that there was a positive statistically significant relationship between athletic identity and moral values.

Practical significance. The study recommends consolidating athletic identity among students through increasing sports participation and activities, strengthening academic courses that deal with sports culture and sports values, involving female students in sports activities to enhance the level of their athletic identity to bridge the gap in the level of athletic identity between them and male students.

Introduction. The article tackles the problem of changing the role and place of philosophy in the mass education system. Today, mass education is closely connected with pragmatisation and technologisation; and these two processes spawn a concern whether it is useful to study philosophy, and, as a consequence, an aspiration to transform the understanding of teaching itself.

Aim. The aim of the present paper was to reconceptualise the bespoke teaching experience within the framework of personalised academic tracks launched in the University of Tyumen in an attempt to address the problem.

Methodology and research methods. The theoretical part of the research lays out the foundation of philosophy teaching as a mimetic practice based on a methodology, which is developed through the following concepts: the dichotomy of E. Giddens’ practical and discursive consciousness, M. Polanyi’s tacit knowledge, E. Mach’s economy of thought, and C. Wulf’s mimesis. This was a starting point of a philosophy teaching practice that was tested on a batch of students, approximately a quarter of which agreed to take an anonymous survey about the process and the results of the joined work.

Results and scientific novelty. A draft of a conceptual foundation of mass philosophy teaching in the current context is laid out. At the core of the process, there is a mimetic transfer of tacit knowledge, ensuring a skill to philosophise. This process presupposes an interaction of four actors: a teacher, a student, a text and a group of students. The lecture is a demonstration of a personal philosophic style, and the Socratic seminar is a joint practice with an unpredictable finale. In this practice, there is a system, where the teacher is an inquiring moderator launching the student’s personal search, the text provides a connection with a philosophic tradition, and the group – with the everyday life. The survey showed that this approach is effective: students like the process, they understand the connection of the philosophical ideas with the real life, and they track the level of their own understanding of philosophical texts.

Practical significance. The research results may be useful for other philosophy teachers who on the basis of this study may adjust their teaching practices to a mass philosophy course delivered in the current conditions; and for further development of the theory, first and foremost, in terms of formulating the philosophical content being used.  

Introduction. The 21^st century teachers need be able to create students who are creative and have critical thinking skills which are possibly obtained by implementing high order thinking skills (HOTS) in learning activities.

Aim. This study aims to examine whether teacher professional knowledge (TPK) can improve teacher’s critical thinking (CT) and whether HOTS literacy (HL) and teacher professional development (TPD) can mediate the relationship between TPK and CT.

Methodology and research methods. This study is explanatory research with 724 teachers serves as respondents. The analysis was carried out using WarpPLS and data were collected through questionnaire.

Results and scientific novelty. The research results demonstrate that TPK affect CT directly and indirectly. HL and TPD intermediate the relationship of TPK on CT.

Practical significance. This study provides important information to relevant stakeholders, such as the Ministry of education, universities, and schools which explains or proposes factors that can improve teachers’ ability in developing critical thinking or higher-order thinking based questions. This information needs to be immediately known so stakeholders or policy makers can design appropriate regulations or policy that can develop teacher capacity and education curriculum.  

Introduction. Modern scientific literature lacks evidence-based empirical studies of teacher personality. Singular reviews of the empirical studies related to the teacher personality are fulfilled within the framework of one theoretical model and do not cover results obtained in other directions of research, which does not benefit the practice of modern educational managers, teachers or educational psychologists. This gap might be filled with generalising empirical evidence through analysing international publications on personality of the modern teacher.

Aim. The article aims to review empirical studies dedicated to the characteristics of a 21st-century teacher, to understand the existing limitations in the research of teacher personality, and to outline future research directions for the optimisation of today’s educational practice.

Methods. The review includes the publications selected with searching keywords along with additional descriptors, followed by the analysis of content of relevant publications. The review covers articles published in the last 20 years.

Results. The results of empirical studies, which meet the research selection criteria (have representative volumes of research samples and performed using measuring tools with known psychometric properties), allowed the author to distinguish several main clusters for studying teacher personal characteristics. The most prevalent are the studies of teacher personality within the five-factor framework, teacher emotional intelligence and motivation (job motivation, intrinsic motivation and semantic preferences). Within these clusters, the author has identified the tendencies, which demonstrate personal characteristics of a 21st-century teacher and correspond to subjective paradigm of modern education, effective teaching and effective management of education processes.

Scientific novelty. The generalisation of results allowed the author to determine the basic personality characteristics of the modern teacher. The presented results reveal the patterns of personality development, work behaviour of a modern teacher and can serve as the basis for further research in the field of educational sciences, personality psychology, labour psychology and educational psychology.

Practical significance. The specific historical knowledge about personal characteristics of a 21st-century teacher may serve for strategic and tactical decisions in the field of education management; determine the tactics of managing modern teaching staff; design teacher-centric programmes for the educational psychological services and educational programmes for the training, retraining and advanced training of teachers.  

Introduction. Irrational beliefs as distortions in the perception of reality are characteristic of the representatives of many professions, including medical professionals. Effective work to overcome them, which should begin at the training stage, can be carried out only if the nature of the relationship between irrational beliefs and different factors, where needs, including security needs, playing an important role, is identified

Aim. The current research aims to identify the relationship between security needs and irrational beliefs among medical students.

Research methodology. The authors tested the hypothesis of the relationship between the need for danger and the beliefs of the antisocial and aggressive types, the need for security with the beliefs of the dependent and avoidant types, the need for security with the beliefs of the obsessive-compulsive type, taking into account the gender and age of students. The study involved 277 (70 males and 197 females) junior and senior students of the Ivanovo State Medical Academy, with an average age of 19.25 ± 2.41 years old. As a diagnostic tool, the questionnaire developed by the authors was used to identify the needs for danger and safety as well as a list of irrational beliefs of A. Beck and A. Freeman.

Results and scientific novelty. As a result, it was found that there were no significant differences in the studied parameters among both men and women. Both of them showed a positive relationship of irrational beliefs of the obsessive-compulsive type with the need for safety and a negative relationship with the need for danger, and beliefs of the dependent type – with the need for safety. Differences were found depending on the age. The need for security was negatively associated with anti-social beliefs among first-year students, and with passive- aggressive beliefs among senior students. The need for security among first-year students is positively correlated with the beliefs of the dependent type, and among senior students – with the beliefs of the avoidant type.

Practical significance. The results obtained significantly supplement the data available in psychology on the role of irrational beliefs in meeting security needs. The research findings can also be used in the process of professional training of future medical students as well as in the work of the psychological service of universities.  

Introduction. Modern concepts of developing labour market and education defined in the digital economy paradigm, enunciate the imbalance between the rapidly changing requirements of the new economy and the system of vocational training. The nonlinearity of professional and educational trajectories brings to the fore, and the practice of continuous professional development and retraining becomes particularly important. Hence, special attention is drawn to the idea of transprofessional education, which reflects a new direction in future personnel labour market development. The prospects and possibilities of implementing the concept of transprofessionalism in the modern system of higher education require understanding a number of conceptual and practical issues, therefore, it seems urgent and timely to analyse the needs of students themselves in obtaining this type of education.

Aim. The aim of the article was to analyse the demand for transprofessional education in the student discourse, as well as to articulate the actualised students’ expectations in the subjective assessments and risks associated with the spread of a new type of transprofessional specialists.

Methodology and research methods. The authors relied on the concepts of pedagogy, sociology and economics of education that allowed them to study the educational demand of students for transprofessional education. The study was built within the framework of a multiple strategy based on the “filling in the gaps” approach proposed by E. Bell and A. Bryman. The source of empirical data was the results of a sociological study conducted in February–May 2021. At the first stage of the study, on the basis of a target sample, 1357 students, who are studying various educational programs of the social and humanitarian profile of the bachelor’s degree and master’s degree, were interviewed. The representation of the results of a quantitative study is based on a statistical analysis of the survey data using nonparametric methods to check the relationship between variables. The qualitative analysis of the essay texts was carried out within the framework of historical discourse analysis, which required the use of a three-dimensional analytical apparatus that allowed the authors to reveal the linguistic and constructive features of the construction of texts identify argumentation strategies and fix personal meanings in the content of the essay.

Results and scientific novelty. The theoretical analysis carried out in the work allowed the authors to reveal the sociological component of the conceptualisation of the phenomenon of transprofessionalism, which consists in the aspect of the subjective interpretation of its content characteristics and the argumentation of the demand for new competencies. The educational demand of students for transprofessional education and the perception of transprofessionals in the labour market were empirically analysed. The survey showed that in most respondents’ opinions, the ability to go beyond a profession becomes one of the key characteristics of an in-demand specialist in modern conditions. Based on the texts of the essay, various ways of articulating personal positions in relation to the idea of transprofessionalism were identified; metaphors were presented that thematise transprofessional education in a particular context of understanding; expectations and risks explicated in the framework of subjective forecasting were studied. As the analysis of empirical materials has shown, the argumentation techniques of the majority of the study participants reflect the guidelines for the multidimensionality of professional competencies in the rapidly changing professional and labour sphere. At the same time, the students spoke most of all about the need for experience in mastering the related branches of specialisation. The desire to master another profession was much less frequent. It is important that most respondents experience going beyond their speciality as a necessary component of competencies in the modern world.

Practical significance. The obtained results can be applied in pedagogical practice when planning educational trajectories of students, as well as used as informative material in further research related to the study of the development of the higher education system and the changing world of professions in a digital society.