Introduction. The disparate study of certain areas and branches of knowledge, characteristic of the disciplinary approach, has largely lost its position, recognising the inevitability of interdisciplinary cooperation. At present, interdisciplinarity is already being comprehended at a new level, creating the prerequisites for the introduction of a transdisciplinary approach to solving complex problems, including in the educational sphere.
Aim. The current research aims to present the transdisciplinary teaching means, which are relevant in the process of training future teachers of mathematics, and which are identified on the basis of an analysis of the content of education.
Methodology and research methods. General scientific and empirical methods were used to develop the ideological basis of the study. The aforementioned methods allowed the authors to draw up a complete picture of the problem under study, to identify its patterns and trends, to understand the essence. The search and selection of mathematics subject content with transdisciplinary properties was based on a systematic and interdisciplinary approach. At the stage of testing the research hypothesis, the competency-based approach was decisive, and tactical tasks were solved by referring to the activity approach. In addition, the main provisions of the concepts of humanisation and humanitarisation of education, as well as the principles of fundamentalisation of mathematical education, were taken into account.
Results and theoretical significance. The expediency of using inequalities and convex functions in the training of future mathematics teachers in the context of a transdisciplinary approach is substantiated. A phased description of the work carried out allows us to trace the methods of reflecting the modern scientific content of the relevant topics, conditions, means and expected results of pedagogical interaction. The theory and methods of teaching mathematics at the university are enriched with a qualitatively new vision of the educational potential of the concepts of inequality and a convex function.
Practical significance. The introduction of inequalities and convex functions in the process of future mathematics teachers training at Vyatka State University made it possible to demonstrate the possibilities of a transdisciplinary approach in the development of students’ worldview and the formation of professionally significant students’ competencies. The presented means of implementing the transdisciplinary approach can also be comprehended in teaching students of other areas of training.

Introduction. Microlearning is one of the modern trends in education, providing high motivation and involvement of students, fast and solid assimilation of the specified educational results, the connection of theory and practice, accessibility and flexibility of learning. At the same time, microlearning also has a number of serious drawbacks, primarily related to its content limitations, fragmentation and unsystematic nature, which prevents its widespread use at various levels of education. According to the authors of the article, these shortcomings are due to the peculiarities of a specific organisational and didactic model of microlearning used in corporate education. Attempts to directly transfer this approach to the system of general, secondary vocational, higher education are unproductive. The authors believe that it is necessary to develop a different didactic model of microlearning, adequate to the goals and approaches of the education system. The article presents a range of issues that are subject to priority resolution for the development of the theory of education, didactics and methodology in the context of the idea of microlearning.
Aim. The present research aims to present a scientific approach to assess the possibilities of adapting the accumulated experience of using microlearning in mass educational practice.
Methodology and research methods. The current research is based on methodological approaches of foreign and Russian scientists to the problems of digital transformation of education, primarily based on the idea of counter transformation of the educational process and digital tools, cultivation of systematic didactic knowledge. The leading method is the generalisation of scientific provisions, the analysis of practical experience and the creation of prerequisites for the creation of new knowledge.
Results and scientific novelty. As a result of the research, the key directions of pedagogical scientific research are identified, ensuring continuity in the development of microlearning during its transfer from corporate education to use in mass educational practice. The novelty of the research is determined by the high demand for the development of didactic tools for organising the educational process, selecting and structuring the content of education.
Practical significance. The research results can be applied in the process of training teachers for the broad implementation of microlearning during the digital transformation of education, as well as directly in the design of new digital tools.

Introduction. The relevance of the research topic presented in this article is due to the need to spread the practice of assessing competencies formed during the training of graduates of secondary vocational education. The implementation of the comprehensive assessment tasks of the students’ competencies of secondary vocational education is carried out by conducting intermediate and final certification in the form of a demonstration exam according to WorldSkills standards.
Aim. The aim of this article was to summarise the results of scaling up the practice of conducting a demonstration exam according to WorldSkills standards in the regional and competency-based sections, to identify factors that contribute to the expansion of the use of the demonstration exam procedure when conducting attestation procedures.
Methodology and research methods. The theoretical level of the study included a generalisation of the provisions of the competency-based approach to the training of students in secondary vocational education. The empirical level of the study included an analysis of statistical materials reflecting the results of demonstration exams according to the WorldSkills standards by regions and competencies (skills). The results obtained were verified based on a survey of certified WorldSkills experts. The following general scientific methods were used: analytical review of scientific literature and the content of regulatory documents, generalisation, comparison, synthesis.
Results. Only 30.86% of students confirmed the compliance of the acquired knowledge with WorldSkills standards. Among the main reasons for the low preparedness of students, there is a shortage of equipment, consumables, methodological developments, and inconsistency with the content of educational programmes. The low interest of employers is due to the discrepancy between the specifics of the competencies for which demonstration exams are held and the sectoral structure of the regional economy. This situation requires a revision of the processes of training students and the introduction of elements of a competency-based approach. Thus, the formed system for conducting intermediate and final certification in the form of a demonstration exam according to WorldSkills standards needs to be harmonised, the result of which should be the interconnection of the employer’s needs in the competencies of secondary vocational education students. The solution to this problem can be based on a number of regional programmes for staffing the regional economy.
Scientific novelty. The novelty of the proposed assessment methodology of the competency-based approach consists in the use of a new integrative property formed in the learning process – competency, taking into account the system of behavioural indicators describing professional activity in terms of observed behaviour.
Practical significance. The results obtained will help to develop the elements of a new educational infrastructure of innovative self-development in the regions of the Russian Federation, e.g. centres for advanced training, centres for conducting demonstration exams. Moreover, research results will help eliminate barriers to the spread of the spectrum of competencies and increase in the effectiveness of the formation and development of human capital on the principles of project management in order to increase the participation of employers in the process of training and certification of secondary vocational education graduates.

Introduction. Entrepreneurial education, as an area of educational practice in higher education, is a relatively new area of activity for Russian universities. In this area, due to the special dynamics of development and transformation, especially in a pandemic, there is the most significant gap between the competencies formed by universities and in demand on the labour market. The rationale for the research stemmed from two major trends in the economy and society: industry demand for workforce with greater enterprise skills, at the same time a new generation, generation Z, seeks more flexible and more fulfilling career path. Therefore, to address these trends, universities have to diversify the skill set included in the academic curriculum.
Aim. This study is aimed at studying the problems of interaction between universities and their stakeholders in curricula improvement.
Methodology and research methods. Taken into consideration the regulatory nature of the curricula design in Russian Higher Education Institutions (HEIs) a two-step strategy has been adopted for this research. The first step was a concern with meta-analysis of the competencies outlined in Federal State Educational Standard (FSES) in Management through the lens of entrepreneurial competencies. The second step was to investigate inclusion of soft skills in entrepreneurship curricula in across Russian HEIs. To address the objective of research, descriptive statistics and non-parametric Mann-Whitney U-test were applied.
Results. The research findings suggest in the environment where the degree programmes have to comply with set Governmental standards, curricula in entrepreneurship struggle to develop essential soft entrepreneurial skills. Most of the analysed curricula are heavily loaded with hard and cognitive skills. Even though the government proclaims a need for innovative development of the nation, creative and innovative thinking is not mentioned either in the FSES nor analysed curricula. The research findings also led to a surprising conclusion that very few core ‘business’ modules include the development of social or action-oriented skills in their learning outcomes.
Scientific novelty. The scientific novelty of this study lies in the fact that for the first time the problems of ensuring the development of soft skills in entrepreneurial education in Russia have been studied.
Practical significance. The results of the study will find their application in the design of entrepreneurial curricula to achieve the necessary balance of competencies in them.

Introduction. Parental involvement in children’s education means engagement and participation of parents in the educational activities of their children. The existing body of empirical research shows that parental involvement can influence academic performance of their children in two distinct ways, i.e. parental involvement in children education at home (helping children in homework and other academic discussions, etc.) and parental involvement in children education at school (participation in school function and meetings, etc.). Active involvement of parents in children’s education may even counterbalance the unfavourable effects of low socioeconomic status and underprivileged neighborhood. The overall effect of parental involvement in child education both at home and at school is a worthy source of improving the academic performance of children through securing higher grades at school.
Aim. This research aimed to examine the effects of parental involvement in children education at home on academic performance of secondary schools students and to identify the difference of the effects of parental involvement on students of different gender, parent literacy status and parent importance to children education.
Methodology and research methods. Cross sectional and a multistage stratified sampling technique was adopted to portray information from sample of 448 students on Likert scale. Chi square, Kendall’s Tau-c tests and Logistic regression analyses were used to determine the level, direction and strength of association among variables.
Results. The results showed that the association of children academic performance was significant and positive when parents helped children with their homework (P = 0.000, Tc = 0.231), discussed school progress with children (P = 0.002, Tc = 0.122) and motivated children to work harder when they make a poor grade (P = 0.015, Tc = 0.133). Moreover, the results highlighted variation in the academic performance of children with respect to their gender, parental literacy status, parental importance to children education and parental involvement in children education at home. It was concluded that boys, children of literate parents, children whose parents give more importance to their education and their parents remain involved in their educational activities at home secured higher grades.
Scientific novelty. The present study is distinctive in that it examined variations in children’s academic performance with respect to student gender, parental literacy status, and parental importance to their education in addition to focusing on the relationship between parental involvement in their children education at home and academic performance.
Practical significance. The analysis of the research outcomes leads to several interesting results and proposes helpful suggestions for important stakeholders. The main study recommendations that will enable parents to promptly meet the educational demands of their children in order to aid them in getting better grades include awareness-raising campaigns for parents, income creation chances for disadvantaged families, and adult literacy initiatives.

Introduction. In the conditions of emerging psychological threats and risks of the educational environment, the development and formation of the hardiness of a teacher as one of the participants in educational relations becomes relevant. The study of professional hardiness in the system of psychological safety of a teacher and the justification of the means of its support are of particular relevance.
Aim. The aim of the study was to identify the characteristics of the hardiness and psychological safety of teachers in the educational environment of the school.
Methodology and research methods. The provisions on the social environment as a source of development, the provisions of resource and risk-resource approaches in psychology, theoretical and empirical approaches to the psychological safety of the educational environment were used as subject-scientific guidelines. Psychodiagnostic methods were used: “Psychological Safety of the Educational Environment of the School” (I. A. Baeva), “Hardiness Test” (by S. Maddi, Russian-language adaptation of D. A. Leontiev, E. I. Rasskazova), “The Index of Well-Being” (WHO-5) (Well-Being Index, WHO). The data obtained were processed using descriptive statistics, factor analysis (principal component method, Varimax rotation), correlation and regression analysis.
Results and scientific novelty. The conducted research allowed authors to identify four factors of subjectively significant psychological threats to the teacher in the educational environment (social nature, intensity of work, interpersonal relations and digitalisation of education). The authors revealed direct interrelations of the teacher’s satisfaction with the significant characteristics of the educational environment, its reference significance, psychological security with well-being and hardiness; inverse relationships between threats of a public nature and the teacher’s well-being, resilience, psychological safety and reference significance. It was established that the main predictors of the teacher’s hardiness in the educational environment were its reference and subjectively significant threats of a public nature for the teacher.
Practical significance. The identified factors of the threats, psychological predictors of hardiness allow us to outline approaches to the development and implementation of psychological and pedagogical programmes to support the hardiness of a teacher, as well as to the introduction into teacher training programmes of methods for teaching interpersonal communication skills, stress management and burnout prevention, contributing to teacher hardiness.

Introduction. Today, there is an increase in the risks of involving minors in various forms of deviant behaviour, among the varieties of which addictive behavioural models are particularly dangerous. In this regard, proactive preventive measures are becoming particularly relevant, among which one of the key areas is the timely identification of potential addicts, including among students of educational organisations.
Aim. The aim of the study was to identify the actual socio-psychological characteristics of the personality of underage students who are prone to addictive behaviour.
Methodology and research methods. The comparative-analytical method of working with scientific literature presented in eLIBRARY.RU, Scopus, Web of Science and Google Scholar databases was used as the main theoretical method. When organising the study, the authors relied on a number of methodological provisions: the structural method, when the research material is interpreted in accordance with the specific characteristics of the object of study; the method of comparisons, which consists in comparing individual results with each other. The main empirical method was the testing method. To obtain the results of the study, the authors employed a unified methodology of socio-psychological testing aimed at the identification of the risk of formation of addictive behaviour in minors. For mathematical and statistical data processing, the Statistics SPSS 19.0 package was applied: the Kolmogorov-Smirnov Dmax criterion (for boys and girls separately and jointly), the Mann-Whitney U test, regression analysis, analysis of averages, confidence and percentile intervals. Also, the factor analysis method was used – the principal component method, Varimax rotation. The stability of factors was calculated using the Lewandowski’s method. The study was conducted in different regions of Russia in 2019–2020. The sample consisted of 6,300 people.
Results. Based on the analysis of scientific sources, the authors described the epidemiological picture of various forms of addictive behaviour of minors, the differences between male and female samples (young men demonstrate a greater desire for leadership, protest reactions, rivalry, and girls are more anxious, frustrated, focused on internal experiences), the interrelationships between the scales of the methodology and the poles of the selected factor structure from the point of view of asociality and prosociality of juvenile behaviour (desire for risk, social maladjustment, avoidance of conflict and others).
Scientific novelty. The scientific novelty of the results is due to the receipt of relevant data on the specifics of the socio-psychological characteristics of modern adolescents and young men prone to addictive behaviour.
Practical significance. The practical significance lies in the fact that the identified socio-psychological characteristics of the behaviour of a person prone to addictive behaviour can become the main planning work on the early detection of a tendency to addictive behaviour, organisation of preventive work with imperfect-year-olds, as well as for the organisation of psychological work with students at risk.