Introduction. The discussions in the scientific and educational environment on the scientific status of theology, its prospects in the system of university education, the opportunities opening for religious education in Russia, show the relevance of the analysis of the place of theology as a sphere of scientific knowledge in a number of social and humanitarian sciences and reflections on the essence of theological education and enlightenment that influence the axiological basis of society.

Aim. The aim of the study is to conceptualise “theological education” and “theological enlightenment”, which define the focus of the conversation about religion today. The objectives of the study are related to determining the scope of each of the concepts and considering promising educational and enlightening practices in Russia.

Methodology and research methods. The scientific argumentation presented in the article is based on the following theoretical research methods: logical analysis, structural and functional method, discursive analysis, axiological approach. The basis is an interdisciplinary methodology that allows synthesising approaches peculiar to various social and humanitarian sciences. When describing educational practices, the methods of comparative analysis, systematization and classification were applied.

Results. It is determined that the educational paradigm is being changed today: the “return” of the religious component to education is considered as an attempt to set a new education coordinate system in the unity of horizontal (institutional) and vertical (meaning-forming) vectors. The authors define the essence of theological education in a broad (the formation of an axiological basis) and narrow (the process and result of the implementation of values in educational practice) sense. Moreover, the authors reveal the specifics of theological education in professional and comprehensive education. Changes in educational practices over the past few decades have affected educational activities in the field of religion, which required an analysis of the “theological education” concept and the definition of its prospects in a digital society. The authors describe the principles, conditions and directions of the implementation of theological enlightenment.

Scientific novelty. The paper presents a terminological analysis of the categories of “theological education” and “theological enlightenment”, which are relatively new for pedagogical science.

Practical significance. The conclusions presented in the study on the possibilities of theological education and theological enlightenment may be of interest to developers and organisers of religious educational programmes.

Introduction. The rapidly growing pace of updating the content of education, informatisation and humanisation of the learning process are also changing the approaches to organising the educational activities of students. This problem became especially acute during the 2020 COVID-19 pandemic, when general education schools began to massively switch to distance learning.

Aim. The research aims to analyse the effectiveness of the pedagogical conditions for the formation of educational and research activities of students in schools in Kazakhstan during the pandemic.

Methodology and research methods. To achieve this goal, the authors conducted an experimental study, which involved 196 students and 20 teachers of secondary schools of the Altai district of the East Kazakhstan region of the Republic of Kazakhstan. The research methodological framework is based on the following approaches: personality-oriented and activity-based (B .G. Ananiev, L. S. Vygotsky, S. L. Rubinshtein), systemic (V. G. Afanasiev, V. N. Sadovsky, E. G. Yudin) and axiological (K. A. Abulkhanova, A. G. Asmolov, A. A. Derkach). The leading theoretical research methods were the analysis of psychological and pedagogical literature, advanced pedagogical experience, dissertations and scientific research. The main empirical research methods were a pedagogical experiment, survey and observation. Diagnostic and statistical methods were used to evaluate the results of the study.

Results. The pedagogical conditions for the formation of educational and research activities of students are determined (complex use of methods for solving educational and research problems; creation of problem situations; application of the project method; use of means for the development of critical thinking (special questions, situation analysis, reflective essay); organisation of students’ activities at the lesson in the following order: joint activity → independent activity and independent activity → joint activity, organisation of special intellectual games, study of special courses). Motivational, cognitive, activity and personal components of educational and research activities were identified. The authors presented the analysis of the results of the experimental study (the increase in the level of development of motivational, cognitive, activity and personal components of educational and research activities). The criteria for evaluating the effectiveness of the process of formation of educational and research activities of students were formulated. The criteria for evaluating the motivational component were determined as the leading motives of learning: from external and social to cognitive motives. The criteria for evaluating the cognitive component determined students’ understanding of the text of the educational and research task, as well as understanding the issue, the correct and rational way of solving it. The criteria for evaluating the activity component were the skills and abilities of students acquired as a result of educational and research activities. The criteria for assessing the development of the personal component determined the ratio of the levels of self-regulation, self-organisation, self-education and self-development of students.

Scientific novelty. The pedagogical conditions for the formation of educational and research activities have been identified, theoretically substantiated, and their effectiveness during the pandemic period has been proven.

Practical significance. The research results are interdisciplinary in nature and can be used to organise the learning process among students in grades 5–11 of general education schools, as well as to improve teacher methodology training.

Introduction. Companies have recently begun to use Artificial Intelligence (AI) technology for recruitment. Job seekers are then analysed and recruited by AI interview systems. However, there is a lack of studies on the relationship between AI recruitment and job seekers.

Aims. This study aims to analyse job seekers’ perception of AI recruitment expected value, to investigate how to improve job seeker satisfaction under the AI recruitment technology, and to explore the expectations of job seekers in the AI recruitment process. Besides, self-efficacy serves as a moderator and mediator in the relationship between perception of AI recruitment expected value and job seeker satisfaction.

Aims. This study aims to analyse job seekers’ perception of AI recruitment expected value, to investigate how to improve job seeker satisfaction under the AI recruitment technology, and to explore the expectations of job seekers in the AI recruitment process.

Methodology and research method. A sample of 254 student job seekers was collected for data analysis. Self-efficacy serves as a moderator and mediator in the relationship between perception of AI recruitment expected value and job seeker satisfaction. Through factor analysis, the study classified and named each dimension of perception of AI recruitment expected value and self-efficacy. Perception of AI recruitment expected value is divided into full participation, process flexibility and file diversity. Self-efficacy is divided into positivity and confidence. Next, statistical analysis was then performed to test the hypotheses.

Results. The findings show that (1) the process flexibility is positively correlated with job seeker satisfaction; (2) positivity has a moderating effect on full participation and job seeker satisfaction; (3) confidence has a moderating effect on process flexibility and job seeker satisfaction; (4) positivity and confidence serve as mediators the relationship between perception of AI recruitment expected value and job seeker satisfaction.

Scientific novelty. The current study helped to develop new scales to measure the constructs related to AI recruitment.

Practical significance. The findings provide us with information to improve job seeker satisfaction in AI recruitment. Companies provide AI recruitment maps before recruiting, give job seekers greater flexibility in the process, and finally produce recruitment results quickly after the job search and provide feedback from AI analysis.

Introduction. Fascination with English medium instruction (EMI) is fast growing in higher education institutions in non-native English-speaking countries, including Kazakhstan. The Kazakhstani government adopted a trilingual education policy in 2007 and the Bologna Process in 2010. Both these initiatives motivated universities to offer academic programmes in the English language. As a result, EMI programmes are offered in over 70 higher education institutions across Kazakhstan. In addition, there are four major Kazakhstani universities which offer academic programmes in English only. Despite the increase in the number of EMI programmes, there is a lack of empirical evidence about the difficulties and challenges faced by students in the EMI programmes.

Aim. The present study aimed to investigate the nature, forms, and levels of challenges graduate students face in academic reading and writing in English and the way they cope with these challenges. The study was conducted with graduate students and faculty in 10 selected Kazakhstani universities, which offer academic programmes in EMI.

Research methodology and methods. The study is based on a mixed-method design, involving an online survey and semi-structured interviews. The closed-ended questions have been analysed using SPSS software (Statistical Package for the Social Sciences). The grounded theory analysis was utilised to scrutinise open-ended questions and interview transcripts.

Results and scientific novelty. The study’s results indicated two major challenges faced by graduate students in academic reading and writing: the personal-psychological challenge and sociological challenge. The first challenge includes students’ previous academic backgrounds, exposure, and learning experiences. The second challenge is related to English academic culture and students’ worldviews, concepts, and values about English as a language and medium of instruction. As a result, graduate students experienced a lack of vocabulary, inadequate academic literacy skills, unfamiliarity with academic writing styles in English, and lack of skills to synthesise reading materials.

Practical significance. Hence, this study recommends systematising English language programmes across secondary and higher education institutions to help students acquire advanced English language proficiency. Also, the study results suggest that local faculty members should be trained according to international standards in terms of their English language skills and innovative teaching methods.

Introduction. The explosive growth of tertiary education around the world calls attention to how this affects the employment of young graduates.

Aim. The current research paper is aimed to analyse how the growth of young people’s participation in tertiary education is reflected in the change of their employment and economic activity.

Methodology and research methods. The comparative and correlation analysis was used to examine the relationship between changes in the education attainment of young people and the dynamics of employment and economic activity indicators by levels of education. The article deals with educational statistics data from OECD countries, Russia and some other countries participating in OECD educational research.

Results. The results of the analysis presented in the article show that the growth of tertiary education leads to an increase in the unemployment rate among the young population; however, this is true only for the least advanced programmes, while there is an increase in the employment rate for master’s degree graduates. Economic activity among young graduates with a master’s degree grew faster after the 2009 crisis than among graduates of other tertiary education programmes. Master’s degree graduates were in a better position during the crisis of 2020 caused by the COVID-19 pandemic.

Scientific novelty. The authors presented a detailed analysis of the growth in the scale of tertiary education and the changes of status in the labour market indicators of graduates of different tertiary education programmes.

Practical significance of the study lies in the development of the information and analytical basis for adjusting further policy in the field of development of tertiary education based on the goal of increasing youth employment.

Introduction. The article is devoted to the study of the relationship of students’ creativity and their emotional well-being during the period of forced distance learning. It was found that students with a higher creative potential easier coped with periods of social restrictions, felt less anxiety, were better satisfied with the distance learning process, while experiencing a lack of face-to-face communication with the instructor.

Aim. The aim of the current research was to identify the relationship between students’ creativity and their emotional well-being during the period of forced self-isolation in 2020–2021.

Methodology and research methods. The research was carried out within the framework of health care pedagogy. The methodological basis of the study included pedagogical principles of promotion, maintenance and restoration of emotional health; development of knowledge, skills and abilities to maintain emotional health especially during online studies. Creativity was measured with the Torrance test of creative thinking; emotional state – with a well-being questionnaire created by the authors on the Google Forms platform. The study population was represented by 387 1–4-year bachelors studying the humanities (Philology, Linguistics, History, Sociology and Pedagogy) and technical sciences (Petroleum Engineering, Computer Science) at the Tyumen Industrial University, Tyumen State University and South Ural State Humanitarian and Pedagogical University.

Results. Statistical analysis confirmed the hypothesis about the relationship of students’ creativity and their emotional well-being during the quarantine period. Students with higher scores on the Originality scale experienced less anxiety and stress during the quarantine period (r = –0.36*). A negative relationship was found between the variables “Originality” and “Comfort in using PPE” (r = –0.38*), “Development” and “Satisfaction with communication with the instructor” (r = –0.41**), “Fluency” and “Comfort of using PPE” (r = –0.49**). The ways of stress relief used by students during the period of self-isolation were identified and described. It was found that more than half of the students intuitively chose creative activities (61.3%) to improve their well-being.

Scientific novelty. The scientific novelty lies in an attempt to present students’ creativity as a resource that requires special activation during the period of forced self-isolation within the general framework of health care pedagogy.

Practical significance. Eleven forms and methods of creative interaction with students are suggested. Research findings aim at forming health preserving skills in students, especially during distance learning, by stimulating their creative resources.

Introduction. Currently, the training of professionally competent specialists is a priority in the higher education system. One of the productive creative approaches is the development of emotional intelligence (EI/EQ), which contributes to the development of emotional intercultural competence to accelerate adaptation in a new intercultural environment.

Aim. The aim of the research is to empirically determine the level of emotional intelligence in the intercultural context for further improving work with students of the humanities and economics specialities and proposing new techniques that develop emotional intercultural competence.

Methodology and research methods. The methodological basis of the research is the concept of developing emotional intelligence as an integral part of soft skills. To study the level of emotional intelligence, the authors used the Mark Daniel Self-Scoring Emotional Intelligence Tests, which are a compilation of tests designed to study the level of emotional intelligence and determine the strengths and weaknesses of the test takers. The methods of psycho-diagnostics, comparison and generalisation of the obtained results were used. The test results were analysed using the SPSS.27 statistical package.

Results. The research results help to understand the psychological characteristics of students of the humanities and economics specialities, taking into account the cultural context, which makes it possible to predict the difficulties and problems faced by teachers in the process of work with this type of students, to more accurately determine the characteristics and motives of their behaviour and the characteristics of the professional development of the individual. It also helps to select the right curriculum to meet students’ needs.

Scientific novelty. The scientific novelty of the research consists in supplementing the existing knowledge in the field of EI about the psychological characteristics of representatives of the humanities and economics specialities in the context of intercultural communication and further forecasting their development based on correctly selected teaching methods.

Practical significance. The presented features of students of the humanities and economics specialities can be employed by teachers when interacting with them and organizing the educational process, taking into account their interests and needs, as well as adjusting the level of development of EI. The results obtained can be useful in the preparation of educational and methodological complexes specifically designed for the development of emotional intercultural competence.