Introduction. The methodology of ethical education is an ever-relevant topic of research. This is due to the fact that the person’s moral consciousness is an extremely subtle matter; the ways of its development are complex and non-linear. The question “How should the process of ethical education be organised?” is of great concern to both theorists, who construct various models of ethical education, and, practitioners, who implement these models in life.

A serious source of knowledge concerning the methodology of ethical education is the concept of the individual moral consciousness development, created by well-known ethicists A. Selivanov, V. I. Bakshtanovsky, Yu. M. Fedorov, who are the representatives of Tyumen ethical and philosophical tradition. The methodological ideas and principles proposed by the Tyumen ethicists can be regarded as a significant contribution to the development of modern ethical and pedagogical thought, aimed at overcoming both total relativism and total fundamentalism, by cultivating the principle of communication as a way of the individual moral consciousness development and as a method of ethical education.

Aim. The aim of the present article is to represent the concepts of ethical education, developed within the framework of the Tyumen ethical and philosophical tradition; and also to comprehend their axiological and praxeological potential in relation to modern ethical education.

Methodology and research methods. The methodological apparatus of the research is a synthesis of such approaches as: qualitative content analysis, hermeneutics, comparative studies, and also the theories of cognitive constructivism by J. Piaget, L. Kohlberg and communicative rationality by J. Habermas. Thus, this study is interdisciplinary, created at the junction of ethics, sociology of morals, and pedagogy.

Results. The research results can be presented as follows: the models of ethical education created within the framework of the Tyumen ethical and philosophical tradition were reconstructed, which can be designated as the model of “development of the ability of true moral judgments” (F. A. Selivanov); the model of “shaping the ability of free choice and moral creativity” (V. I. Bakshtanovsky); the model of “immersion in the universe of morality” (V. M. Fedorov). The main methodological ideas were identified: the conjugation of the processes of the development of moral consciousness and a culture of thinking (F. A. Selivanov), the formation of moral consciousness through the actualisation of the opportunity to be a co-creator of public morality (V. I. Bakshtanovsky); the co-existence of man and the Cosmos (Yu. M. Fedorov). The main methods are presented: ethical and logical exercises (F. A. Selivanov), ethical-applied (business) games, humanitarian expertise (V. I. Bakshtanovsky), dialogue education, the implementation of a creative principle, the practice of freedom (Yu. M. Fedorov), etc.

The novelty and practical significance of the study lies in the fact that the methodological concepts of ethical education proposed by the Tyumen ethicists are practically not studied and there is a very real danger of losing valuable experience for the development of modern ethical education strategies.

Introduction. Music is one of the areas of expertise and skills existing in vocational schools in Indonesia, where students must master music in theory and practice. Due to the COVID-19 pandemic, music teachers are encouraged to design alternative learning methods in order to facilitate the students to learn music. This challenges the music teachers to provide interesting and well-delivered material during online learning since the teachers of vocational education have to adapt quickly and prepare the students to be ready in facing the today’s challenges. In addition, the use of information and communication technology in teaching and performing music is growing rapidly, thus, the music teachers must master computer technology to address the complexities of today’s music industry, and support the music learning process in theory and practice. The heutagogical approach is believed to be an innovative and trending approach to be applied in the music learning process, since it can adapt to the current changing times. It can also assist teachers to guide music theory and practice, develop and deliver direction and discussion through technology assistance with learning materials agreed in the classroom.

The aim of this article is to analyse the application of a heutagogical approach that focuses on improving learning, overall learning opportunities, and developing independent skills with technology assistance on music subjects in vocational schools in Bandung (West Java, Indonesia).

Methodology and research methods. This research employs grounded theory method by providing explicit analytical strategies with the ultimate goal of obtaining theories about certain processes, actions, or interactions that come from the teacher’s point of view in teaching music in vocational schools.

Results and scientific novelty. It was found that teaching processes with heutagogical approach tend to be student-centred, enabling students to learn independently through self-determination, since it is the real implementation of student-centred educational theory that can help students hone skills and metacognition and reflect their own learning experience faster.

Practical significance. The current research aims at helping students studying music in vocational schools to apply self-determined learning, hence they can determine what to learn, how to learn it, when to learn, and where to get information to achieve the learning objectives.

Thus, students can decide when the best time to study music, explore their musical knowledge, and practice their music skills. In addition, students can be trained to design music lessons, build space patterns and learning opportunities, and develop themselves individually; hence that they can be responsible for the learning objectives they designed for themselves. As for the teachers, they can play their role as a guide and facilitator who can direct students in achieving their learning objectives.

Introduction. The search for new tools, methods of research and forecasting of teachers’ professional challenges is conditioned by the development of the Russian education system and the tasks to develop teachers’ competencies. This article presents a research solution for predicting the professional challenges faced by teachers in the regional education system using foresight methods.

Aim. The current research aims to predict the challenges of teachers’ professional activity, considering the uncertainty of the formation of their foresight competencies.

Methodology and research methods. The foresight methodology was chosen as a methodological basis for predicting teachers’ professional challenges. The first experience of technological foresight presented by B. R. Martin, developed in different countries, spheres and industry systems (M. Hilbert, Y. Kishita, I. Miles, J. Othmer, C. Reimers-Hild, A. Magruk, etc.), has found its application in education (A. Havas, V. Munigala, J. Rong, Sánchez-Torres J. M., Sjodin, A. Yaver, etc.) and modern studies of professional competencies (M. Rieckmann, L. M. Andriukhina, E. F. Zeer, A. Kononyuk, L. E. Kurneshova, V. P. Smorchkova, etc.). This research is the first implementation of foresight methodology to study the education system of the Krasnoyarsk Territory. The prototype for the development of tools was the experience and materials of foresight research in Finland. In the course of the study, 241 individual interviews were conducted with the representatives of various stakeholders in the development of education – students of the pedagogical university, teachers and parents. The most active part and the largest share were teachers (77%), students – future teachers (15%) and parents (8%).

Results. As a result of the study, it was found that the main challenge in the future will be the lack of competencies and skills of teachers to apply the necessary techniques and technologies. From the teachers’ point of view, the main challenge in the future will be the lack of time for the necessary changes. From the point of view of future teachers, the main challenges of teachers will be the lack of desire and motivation on the part of students and teachers, lack of finance provision, equipment, resources. From the point of view of parents, the main difficulty in the future will remain excessive bureaucratisation of the learning process. In their opinion, the lack of desire and motivation on the part of students and teachers, as well as the lack of competency of teachers to apply the necessary techniques and technologies, are the main challenges of teachers.

Scientific novelty. The research is aimed at solving the issues of choosing and adapting foresight methods in conditions of uncertainty of foresight competencies of its participants. The study promotes the possibility of expanding the range of stakeholders and considers the limitations of the spread of foresight technologies in Russia. The research demonstrated the possibility of predicting the assessment of teachers’ professional challenges, which contributes to the foresight study of competencies.

Practical significance. The received forecast about the professional challenges faced by teachers will provide the support to adjust the existing system of professional development of teaching staff and to lay the foundation for regional monitoring.

Introduction. Addictive behaviour of students today is one of the most acute problems of the education system. Not only chemical addiction leads to serious problems, but also social networks, smartphones, gaming addictions lead to a significant decrease in the level of physical and mental health of adolescents and young men, socio-psychological maladaptation in society, violation of their psychological well-being and in critical cases – the development of suicidal risks. Nevertheless, a comprehensive study of the experience in psychological and pedagogical research in the field of addictive behaviour with the generalisation of methodological approaches and empirical results has not been conducted yet (although such review studies are present in relation to general and specific issues of addictive behaviour, its spread in individual countries or geographical regions, the role of the family, etc.). At the same time, such studies are necessary to ensure a complete understanding of the problem from the perspective of the educational organisation and the possibilities of the educational environment in the prevention of the spread of addictive behaviour among students.

Aim. The aim of the study was to review and systematise international research in the field of psychological and pedagogical study of addictive behaviour of students.

Methodology and research methods. The selection of scientific publications in the international scientometric database Scopus was carried out for inclusion in the review with search depth from 2011 to the present. The authors used the following keywords complexes for the search: “addiction&school”, “addictive behaviour&school”, “drug&school”, “alcohol&school”, “tobacco&school”, “internet addiction&school”, “gambling&school”. The specified word complexes such as “article title, short description, keywords” were included in the search section. Additional search restrictions were the type of articles (reviews, article); the chosen field of science was “Psychology” and an additional keyword was “adolescent”. After analysis the final list of selected publications amounted to 246 works.

Results. The results of the study made it possible to systematise scientific publications and identify trends in the consideration of addictive behaviour in psychological and pedagogical research in the education system. Thus, it was revealed that the definition of addictive behaviour has a specific interpretation in relation to the concept of dependent behaviour. Behavioural manifestations of addictive behaviour in chemical and behavioural addictions have similar characteristics, whereas personal predictors, which determine the propensity of students to choose this deviation, may have ambivalent characteristics depending on the chosen form of addictive behaviour. At the same time, the forms of addictive behaviour of students in the educational environment are diverse and include both chemical addictions (smoking, alcohol and drug addiction) and behavioural variants of addictive behaviour (Internet addiction and dependence on video and computer games). At the same time, any of the listed addictions individually, or taking into account their combined nature, leads to a decrease in the success of training and unsatisfactory academic performance of students. In addition, difficulties in learning and interacting with other subjects of the educational environment may (among other things) be a factor stimulating the emergence of addictive behaviour as a form of care or compensation. Prevention of addictive behaviour, as a rule, is based on informing about the negative consequences of addictions, but it can take into account both the peculiarities of social behaviour and learning of adolescents and young men, as well as their personal characteristics, which act as zones of vulnerability for the development of addiction.

Scientific novelty. The scientific novelty lies in the fact that the authors systematised scientific research in the field of psychological and pedagogical study of addictive behaviour of students, taking into account current trends in the spread of both chemical and non-chemical addictions, as well as their combined nature of distribution among adolescents and young men.

Practical significance. The practical significance is due to the potential possibilities of using the data obtained to organise effective prophylactic work for preventing the development of addictive behaviour among students within the framework of the educational process in an educational organisation, taking into account international experience and psychological and pedagogical basis. 

Introduction. The phenomena of the family-demographic crisis in modern society make it necessary to study socio-psychological factors determining the actualisation and development of family self-determination of young people in the context of digital socialisation. Within the framework of digital socialisation, an open and contradictory information space determines the nature of marriage and family ideas, which are the indicative basis for the implementation of family behaviour by young men and women.

Aim. The aim of the research is to identify the features of family self-determination of Russian students, who have different moral orientations and personality types in adolescence and early adulthood.

Methodology and research methods. The theoretical and methodological basis of the study consists of: cultural-historical theory of psychological development and the doctrine of a psychological age by L. S. Vygotsky; age and psychological approach to the analysis of mental development in ontogenesis; theories of family self-determination of the individual; the concept of personality orientation by B. S. Bratus; concepts of moral self-determination by A. B. Kupreichenko, A. E. Vorobieva, Q. Guo, P. Sun, M. Cai, X. Zhang, K. Song; theories of prosocial behaviour by K. R. Bell, C. J. Showers; L. Kamas, A. Preston. The study involved 490 students, mostly enrolled in the humanities educational programmes. To achieve the goal, the author applied theoretical and methodological analysis of scientific literature; methods of comparison, generalisation, concretisation; psychodiagnostic method and mathematical and statistical methods of data processing.

Results. The conducted research has shown that the dominant moral orientation of the personality in adolescence and early adulthood is a peace-building orientation. As a result of comparative analysis of the structural and content characteristics of family self-determination depending on personal moral orientation at different stages of age development, general and specific features were identified. The invariant characteristic is manifested in the fact that in the humanistic orientation there is a high importance of the value of happy family life; in the peace-building orientation – the strength of roles claims in the sphere of social activity for the stability of marriage and family relations, the importance of such marriage motives as self-actualisation and security; the probability of marriage regulated by unproductive feelings of revenge increases in the egocentric orientation. Adolescence is a sensitive period to form a cognitive component of family self-determination of student youth through the development of spiritual and moral sphere. The period of early adulthood is the most sensitive for the development of value-emotional and regulatory-behavioural component of family self-determination as a result of purposeful education of humanistic and peace-building orientation of students’ personality.

Scientific novelty of the research lies in the establishment of the connection between the moral orientation of the personality and meaningful characteristics of family self-determination of students in adolescence (17–19 years) and early adulthood (20–22 years).

Practical significance. The research materials and findings can be used for creating the education programmes in the organisations of higher education and for planning measures to preserve and develop traditional family values in the youth environment.

Introduction. Jordanian education system encourages students to invest their potentials to fulfill their needs, make their ambitions come true and achieve success in their lives. However, many students still face problems in determining their ambitions and vocational tendencies to attain their goals.

Aim. This study aims to identify the degree of ambition level and its relation to the vocational tendencies among university students with respect to the common culture. It focused on two main domains, namely the ambition level and its relation with vocational tendencies.

Methodology and research methods. A quantitative method was adopted to analyse the data. The study sample consisted of 500 male and female students studying at Al-Balqa Applied University (BAU) chosen randomly. The authors developed a study instrument which was divided into ambition level 10 items. Strong – Campbell Interest Inventory Scale was applied to examine the tendencies of vocational development. This scale consisted of 42 items divided into six domains.

Results. The results showed there was a statistically significant positive relation between the ambition level and vocational tendency among BAU students. There were statistically significant differences at (.05 = a) in the ambition level attributed to the effect of the gender factor in favour of females. Also, there were statistically significant differences in the vocational tendencies attributed to the gender effect in all domains except the vocation selection domain. These differences were in favour of males in relation to the study materials domain, but in favour of females in relation to all the other domains as a whole. The vocational tendencies variable was considered a significant variable that increased the achievement of students’ ambitions.

Scientific novelty. The study concluded that developing social changes require a high level of ambitions to cope with the continuous developments in different domains particularly the academic domain. Educators can develop students’ ambition level and identify vocational tendencies to excel in their own goals toward innovation and creativity in light of the common culture.

Practical significance. The study draws interesting conclusions based on the analysis and discusses practical recommendations for key stakeholders. The Ministry of Education in Jordan should pay more attention to the vocational tendencies among students from earlier stages to direct these tendencies in appropriate ways that provide students with a good academic life leading to decent social, vocational and practical life that gets along with the common Jordanian culture. Besides, universities are recommended to focus on ways of developing the ambition level among students by raising parents’ awareness to set a good example to their children, bring them up from an early age to be ambitious and promote their ambition level.

Introduction. The widespread transition of higher education institutions to distance learning during the COVID-19 pandemic contributed to a decrease in education quality ratings. These trends, against the background of forecasts of an increase in the share of “distance learning” in the educational process, may initiate an increase in social tension, as well as a decrease in the level of trust in the activities of authorities that do not fully ensure the maintenance of the quality of education in the new conditions.

Aim. The aim of the article was to assess the quality of education in the context of distance learning, to analyse the consequences of the transformation of the practices of interaction between a teacher and a student.

Methodology and research methods. An all-Russian comprehensive sociological study was conducted using the following methods: questionnaires and focus groups. The first wave of the study was a survey of students of higher educational institutions of economic orientation from 14 regions of the Russian Federation (the sample population was 6,500 students). During the second wave, the following projects were implemented: 1) a survey of students of economic universities from 17 regions of the Russian Federation (sample population = 7600); 2) a survey of teachers of the Financial University (sample population = 520); 3) focus groups with students.

Results and scientific novelty. The results obtained allow the authors to draw the following conclusions: the remote format of classes during the quarantine restrictions did not cause a sharp drop in the quality of education. Meanwhile, students’ preferences demonstrate a commitment to the traditional form of education. The factors that shape the readiness of students for distance education (course of study, budget/contract form, direction of training) are identified. The main problem is related to the lack of face-to-face communication, which is interpreted by the authors not so much as an objective limitation of the remote format of work, but as a subjective unavailability, low adaptation of pedagogical and communicative practices to remote online interaction. The study showed the strengthening of the role of informal network interactions that ensure the filling of the information vacuum in conditions of uncertainty, the formation of trust

Practical significance. The research results and conclusions can be used for further theoretical and practical developments in this area, and can also become the basis for the preparation of methodological recommendations to reduce the negative consequences of the introduction of distance learning and improve the quality of education in the new environment.