Introduction. Social upbringing has taken shape in the branch of pedagogical knowledge – the pedagogy of social upbringing, and its categorical and terminological apparatus remains unformed and imperfect. This leads to the arbitrariness of the description of social and educational phenomena in the theory and practice of social upbringing; loss of categorisation, meaning of terms and their incompleteness that results in the inconsistency of social upbringing theory, etc.

Aim. The aim of the present article is a theoretical substantiation and description of the category-terminological apparatus of modern social upbringing based on the developed category classification, which acts as a means of systematising scientific knowledge.

Methodology and research methods. The methodological foundations of the study were categorical, systemic and holistic approaches. Theoretical methods were used as research methods: categorical analysis and synthesis, methods of classification, systematisation and generalisation, categorical methods of triadic decoding of categories and permutations.

Results. The study describes a two-level classification of categories developed by the author. Categories of the first order are allocated on the basis of purpose, include in their composition: base category, system and process categories. Categories of the second order are allocated on the basis of the use of mechanisms for the formation of categories, contain in their composition: a key category, synthesised, integrated and additional categories. The categorical system of social education is described. The categorical system of social upbringing is understood as a specially developed form of organisation of scientific knowledge, which makes it possible to holistically represent the objects of social education through given meaningful relationships between categories in the totality of their interaction.

Scientific novelty. The scientific novelty of the study is the formation of a categorical system of social upbringing through a category-terminological apparatus, which provides the terminological unity of theory and practice, supplementing and concretising them and ensuring consistency and integrity. The developed categorical system of social upbringing does not change, but complements the specific scientific level of pedagogy methodology. By ensuring the completeness of the categorical apparatus, thecomplex of methods used in the analysis of the categories of social upbringing, enriches the technological level of pedagogy methodology with new methods of triadic decoding of categories and permutations. A new level of development of professional speech is being formed on the basis of its scientifically substantiated filling with a categorical system of social upbringing.

Practical significance. The practical significance of the study lies in the fact that the categorical system of social upbringing can be used in the development of basic educational programmes of the psychological and pedagogical direction, training courses, methodological materials, in terms of the formation of students’ professional competencies; in the implementation of scientific research in the field of social pedagogy and social upbringing; in the development of dictionary-encyclopedic literature on social pedagogy and social upbringing. The holistic development of the categorical system will contribute to the enrichment of the terminology of social upbringing and the effectiveness of professional communication.

Introduction. Assessing students’ progress and predicting their future careers is paramount for any educational institution. The issue is particularly important for a teacher training institution, given the staff shortage in Russian schools and vocational education and training colleges. The educational process plays an important role in a graduate’s choice of future path, and hence, the problem of assessing the quality of this process arises as well.

An option of solving this problem is to create a feedback system in the university, which allows evaluating the dynamics of students’ competency formation levels in the monitoring mode.

Aim. The current research aims to develop and implement a multifactor competency model of a graduate of a pedagogical university, which can act as the basis for creating a system to monitor the quality of the educational process. The model takes into account psychological and socio-demographic factors, as well as students’ decisions in the field of a professional career.

Methodology and research methods. The approbation of the proposed model was carried out on the data obtained as a result of the survey of students of Tomsk State Pedagogical University in 2021. The data were processed by conventional and multivariate statistical methods: factor and cluster analyses. The sample consisted of 189 students of all training courses of the Physics and Mathematics Faculty at Tomsk State Pedagogical University.

Results. The analysis of the data obtained by using methods of multivariate statistics allowed the authors to obtain a variety of relationships between the factors taken into account. In particular, a pattern between the values of psychological scales, the level of competency formation and orientation of students in their choice of future profession was found.

Scientific novelty. The block structure of the model makes it possible to analyse each block separately and together, selecting factors from different spaces, introducing new blocks or spaces of factors, oriented to the (possibly new) purpose of the study, without changing the others.

Practical significance. The reasonableness of the obtained results of the study, the availability of a variety of algorithms for data interpretation indicate the real possibility of using in practice the proposed structure of the model, including the way of organising data as a monitoring system.

Introduction. The problem of finding axiological grounds is associated with the need to solve the tasks of implementing the progressive mission of universities in the regions. The problem appeared with sufficient evidence as a result of obtaining analytical data from the first stage of the grant study devoted to the factors of formation of students’ identity in the multi-confessional environment of the university. The data obtained testified to a pronounced individualistic focus of educational activity, which presumably could have a negative impact on the development of academic communities and cooperative forms of work at universities.

Aim. The present research aims to determine the axiological foundations of the actualised educational system that corresponds to the modern interests of Russians and to clarify the ideas about the barriers that prevent the formation of university value communities on the basis of the comparison of values of students and university teachers.

Methodology and research methods. The empirical basis of the study is surveys of university students and teachers. The surveys were conducted by a research group at 13 Russian universities in 2021 and 2022. Based on the description of various conceptual approaches (sociocentric, anthropocentric and theocentric) to education, theoretical and practical argumentation presented in the article, the question of the advantages and disadvantages of each of the concepts is solved. The axiometric methods used in the study (content analysis and sociometry of group preferences) made it possible to reflect the results of the analysis of a significant sample (1,256 students and 87 teachers were interviewed). The analysis differs from the well-known studies of recent years also in temporal characteristics (specific time points were selected to trace to a certain extent the dynamics of value orientations due to the sociocultural specifics of the historical moment).

Results. The nature of the modern postmodern ideology of education is clarified. It is revealed that its priorities are associated with individualistic orientations, coupled with egocentric interests, which represent the idea of eternal values and public benefit on the periphery. The ideology of postmodern pedagogy is contrasted with the value-semantic principles of the traditional culture of education, focused on the growth of the social personality, characterised by a formalised idea of the ideal. The sociocentric approach emphasises the need for subject-subject interaction taking into consideration the question of the idea of the ideal is significant for all participants in the educational process.

Scientific novelty. The scientific novelty of the research lies in the analytical results obtained, indicating signs of agnosticism and spiritual passivity of students, hedonistic dominants and general confusion in determining the semantic priorities of modern students, on the one hand, and the insufficiently realised role of teachers as mentors, personally transmitting positive spiritual and value experience, on the other. Along with the problem of educating students and correcting their attitude tothe teacher, the question of the need for the formation of socially significant ideals-oriented thinking of teachers is raised.

Practical significance. The observations and conclusions may be of interest in the development of managerial and coordinating recommendations in professional and higher education.

Introduction. The development of modern education is connected with the convergence of social institutions of family and school, involvement of parents in the educational process, and realization of the role and importance of education by parents. The harmonisation of family and school relations is possible if the development of educational relations is based on the principle of dialogue aimed at bringing together the interests of the subjects of education, elaboration of a unified educational strategy and identification of the common values and goals of education. In this regard, it is necessary to discuss a number of issues and problems that require promotion of dialogue between teachers and parents.

Aim. The aim of this research is to determine the content of dialogical interaction between teachers and parents in the modern socio-cultural environment of the educational process and the directions of updating the psychological and pedagogical knowledge of parents.

Methodology and research methods. To determine the content of the interaction between teachers and parents, the authors used theoretical provisions of philosophical anthropology about the essence of dialogue: the intention of dialogue, the «encounter» views in the process of dialogue and the openness of dialogue. An existential approach was applied to determine the value-semantic foundations of the co-existence of family and school.

Results. This study has revealed educational needs of parents that consist in the promotion of dialogue with teachers on the problems of education and upbringing, relations between students in class and between students and teachers. It has also identified the problems of creation of conditions that improve moral and psychological well-being of a child at school, as well as the issues of a child’s development and promotion of a healthy lifestyle. Parents view interaction with teachers as coordination of pedagogical attitudes, values and goals of education. The survey reveals the priorities of parents connected with the necessity of perception and comprehension of values and meanings of their own upbringing methods, and the need for enrichment of their psychological and pedagogical background with axiological and practice-focused components.

Scientific novelty. The interaction of family and school is analysed in the context of dialogue between parents and teachers, who are subjects of educational relations. The educational choice of parents is connected with the assessment of the meaning of their own upbringing methods via the dialogue with teachers. The authors found that dialogue is a way of subjects’ interaction, which is characterized by mutuality due to their co-existence, incompleteness and openness and preservation of the dialogical nature in the process of interaction. Dialogical interaction between teachers and parents contributes to the development of the common existential educational values – love, freedom and responsibility, and collegiality.

Practical significance. The results of the present study can be used by teachers to build a dialogical interaction between family and school. The content of the interaction between the family and the school will allow teachers to plan the topics of consultations, parent conferences, meetings and other forms of interaction.

Introduction. The present research is dedicated to an urgent problem of investigating the stress experience and adaptation by students studying in a multicultural environment of modern universities. In the course of studying the resources for stress resistance and adaptation, the authors analysed Chinese and Russian students’ value priorities and value realisation based on the concept of multiple self. The relevance of the chosen approach is based on the existence of intrapersonal value conflict experienced by students studying in the multicultural university environment and interaction with representatives of other cultures.
Aim. The current research aims to conduct cross-cultural analysis of values of the multiple self and the reflective choice of Chinese students in the context of stress experience and adaption to stressfulsituations in a new culture, and students from Russia studying in the environment of multicultural interaction.
Methodology and research methods. The authors used a comparative analysis of the significance of values and their realisation among representatives of different cultures in the situation of experiencing stress and adaptation to stressful situations in the multicultural educational environment.
Results and scientific novelty. The study allowed the authors to analyse the factors of successful adaptation to a different culture on the sample of Chinese and Russian students studying in the same multicultural environment. The research revealed values specific for students from different culture groups with a high level of adaptation to the multicultural environment of a modern university: health, art, career, power, education for students from China, freedom and friendship for students from Russia. Cultural-specific differences were found in the successful realisation of personal value standards in the field of love (more achievable for the group of Chinese students) and freedom (more achievable for Russian students). Cultural groups with varying degrees of adaptation to the multicultural environment of the university were identified and analysed. The obtained results on specifics of students’ adaptation to the multicultural educational environment could be used as the basis for a differential approach to further cross-cultural studies.
Practical significance. The analysed specifics of the reflection on the value priorities from different substructures of the multiple self and the established differences in the realisation of personal value standards of students from China and Russia can be used in the consulting practice of cultural adaptation centres.

Introduction. All educational institutions have to adjust the learning format, from face-to-face to online learning, due to the COVID-19 outbreak. The sudden shifting of the learning format raised several problems for the students and led to mental health issues.

Aim. This study aimed to examine the effect of mental health on students’ learning achievement during online learning in the COVID-19 outbreak.

Methodology and research methods. This study used partial least square structural equation modelling (PLS-SEM) to examine the research model on a random sample of 518 respondents.

Results. The online learning activities during the COVID-19 outbreak have developed mental health issues, such as anxiety and depression. Furthermore, the results indicated that mental health negatively predicted the students’ learning achievement.

Scientific novelty. This study reveals certain situations and conditions that could be affected to the student’s mental health and learning achievement.

Practical significance. This study can be useful to the government as policymakers and administrators of the university as current research provides a critical understanding of the online learning influence on mental health and learning achievements of students. The government and administrators of the university should consider the right policy for learning activities during the COVID-19 outbreak. The government and administrators of the university also should provide student services to minimise the mental health issues among college students during online learning activities.

Introduction. Research that investigated effective strategies for learning foreign language vocabulary revealed that long spacing facilitates learning more than short or no spacing. This phenomenon is known as distributed practice effect.

Aim. The present study aimed to examine the effect of spaced instruction on vocabulary learning and retention among Saudi EFL learners.

Methodology and research methods. The sample of this study includes 30 English major students at King Khalid University. The students were divided into two groups (15 students for the massed instruction group and 15 students for the spaced instruction group). Both groups were taught 20 new words which were selected based on the results of the Vocabulary Size Test by Nation P., Beglar D. In the condition of massed class, the target words were taught in 45-minute weekly session (lasted for two weeks). In the condition of spaced class, 45 minutes were distributed into three 15-minutes session presented throughout the week at intervals with two intervening days between each session (lasted for two weeks). Both groups received a post-test after eight weeks of training, while the delayed post-test was administered three weeks later (week 11).

Results. The results of the study revealed that there was statistically significant difference between the massed and spaced instruction groups on both post-test and delayed post-test in favor to the spaced instruction group.

Scientific novelty. The present study makes several contributions to the body of literature. First, it adds to the relatively small amount of research on the spacing effect on the acquisition of foreign language vocabulary. Second, it is one of the very few studies that have been conducted in the Arab world, more specifically in the Saudi context. Finally, the study provides better understanding of the importance of spacing in learning foreign language vocabulary among Arab learners.

Practical significance. In the light of the obtained results, several recommendations have been provided for EFL practitioners and curriculum designers. This study suggests that EFL practitioners should consider spaced learning as beneficial teaching strategy, and to synthesise it in the educational materials.