Introduction.  Modern dialogue in the sciences of education plays an extremely important role as a tool for making scientifically based decisions, as a means of evaluating the productivity of innovations proposed by various authors. However, the practice of modern scientific discussions in pedagogy fixes a lot of problems. The organisation of dialogues, which are correct from the point of view of logic and content, and participants carefully listen to their partners and adequately perceive and analyse the proposed solutions to the author’s intentions, is a rather serious problem. Nevertheless, the analysis of the literature on the research topic, the analysis of “live” dialogues in the field of education shows that the authors and participants often violate the rules of logically and meaningfully correct discourse. The author’s criticism of predecessors presented in many dialogues suffers from many shortcomings, which can be briefly summarised as “displaced criticism” – this means shifting the focus of criticism from real errors and inconsistencies to minor flaws and carelessness. Therefore, the authors of the present research considered it necessary to carry out methodological “intervention” in the problem of correct dialogue in pedagogy.

   These circumstances, supported by the findings of European education researchers, determine the relevance of the chosen topic.

   Aim. The current research aims to: a) construct and substantiate the typology of fragments of “biased criticism”, their thesis display; b) display “displaced criticism” as a methodological negative and a stimulus for the research reflective activity of the pedagogical scientific community.

   Methodology and research methods. The research methods involved the analysis of records of scientific dialogues and scientific texts for the content and logical correctness of the justifications for pedagogical conclusions and their criticism; construction and substantiation of the typology of the components of the field under study; reflection of the result and identification of promising vectors for the development of the designated topic.

   Results. The results of the study are a typology of fragments of “displaced criticism”, including: a) uncritical isolation of fragments of the reviewed text (or oral dialogue) – regardless of how they were presented by the criticised author himself/herself; b) attribution to the author of incorrect conclusions that he/she did not put forward; c) criticism of illusory consequences from the statements of the author of the text or the participant in the dialogue; d) criticism that clearly demonstrates the substantive ignorance of the participant in the dialogue; e) criticism with inextricably linked elements, which are artificially isolated and there is a distorted form of connection between the elements; f) criticism that deliberately focuses the reader’s attention on minor errors in the text or fragment of the dialogue and misses significant errors. In addition to the justified typology, “displaced criticism” is presented in the format of a methodological negative (1), and the process of its identification as an incentive for scrupulous research activities in pedagogy (2).

   Scientific novelty. The scientific novelty consists in proposing and substantiating the typology of methodologically incorrect fragments of “displaced criticism” in pedagogical oral and textual dialogues, as well as in positioning the phenomenon under study as a methodological negative and an incentive for research reflective activity in scientific pedagogy.

   Practical significance. The practical significance of the results lies in finding such forms of displaying criticism towards the participants in the dialogues, towards the texts of predecessors, which must be avoided in every possible way, participating in scientific discussions, criticising the results obtained by the authors of articles and books.

   Introduction. Globally, there are integrated natural science disciplines in the training programmes for humanities students in many universities in order to overcome the gap between the humanitarian-artistic and natural-science cultures, to form a holistic view of the physical world and the basics of technology among university graduates, to equip them with the scientific method of cognition. In Russia, such a discipline is “Concepts of Modern Natural Science”. However, in its current form, it does not fully meet the abovementioned goals. Due to the lack of a practical line, students do not master the skills of applying the scientific method and do not get an idea about science as a tool for understanding nature and a way of thinking, but instead they become stronger in the perception of natural science as a storehouse of ready-made true knowledge. Nevertheless, the situation changes if the focus is shifted from the transfer of knowledge to the development of critical thinking, which in most countries of the world is recognised as the main goal of university education.

   Aim. The present research aims to identify the structure, content and types of training tasks of the course “Concepts of Modern Natural Science”, contributing to the development of critical thinking of students in the humanities, and the corresponding transformation of the course “Concepts of Modern Natural Science”.

   Methodology and research methods. The identification of the optimal structure, content and types of training tasks, as well as the evaluation of the results of the introduction of the transformed course “Concepts of Modern Natural Science” into the educational process were carried out on the basis of research conducted at two universities – RUDN University and Moscow State Pedagogical University. The tests were applied to assess the structure of motivation, natural science knowledge and critical thinking skills, tests of epistemological ideas. Also, the authors used the surveys showing students’ perception of the effectiveness of teaching methods and means, the usefulness of natural science knowledge and critical thinking for study, life, self-development and professional activities.

   Results. It is shown that students and teachers have a positive attitude towards the idea of making critical thinking the main goal of studying the course “Concepts of Modern Natural Science”. The change in goal-setting makes it possible to connect natural science and the humanities through critical thinking as a means of understanding nature and man, to introduce a practical line that includes tasks-simulators of critical thinking skills and the application of the scientific method and projects in the implementation of which these skills become tools of knowledge. After studying the transformed course “Concepts of Modern Natural Science”, the motivation of students to study natural science, their epistemological ideas, cognitive skills and assimilation of natural science material improved.

   Scientific novelty. A course structure was developed with two integration centres; additions were made to the course content that contribute to the development of students’ epistemological ideas and the conscious formation of cognitive skills; a practical line was introduced, consisting of tasks that require the use of certain cognitive skills in the study of problem situations in accordance with the stages of the scientific method; the procedural component of the course was complemented by methods for the development of thinking.

   Practical significance. The created case-practice is variable and can be applied in the practical line of
any integrated natural science discipline.

   Introduction. In the conditions of deep transformations of modern society and labour market, the problem of revising qualification requirements for the content and level of training of professional personnel is being actualised. The main task of university education is to modernise curricula in order to form an independent subject of the educational process. The formation of such a specialist is possible through the use of individual scenarios for the educational and professional development of the student’s personality, both in basic and additional, including distance education throughout his/her
professional biography. Only, in this case, the graduate will be ready to meet with the social and professional innovations of the future.

   Aim. The aim of the study is to theoretically substantiate, develop and test the acmeological technology of forecasting the individual professional-oriented trajectory of student personality development in the educational process of the university.

   Methodology and research methods. At the theoretical level, the article substantiates the concept of “individual professional-oriented trajectory of personality development”, develops the authors’ acmeological technology for predicting individual scenarios of educational and professional development of a student’s personality. The following tools and methods were applied: analysis, comparison, generalisation, authors’ interpretation of psychological and pedagogical literary sources in the field of individualisation and personalisation of education, construction of individual trajectories of educational and professional development of the student’s personality, and technological approach in education. The method of structural and functional modelling of acmeological technology was applied. The essence of the abovementioned method is to identify and describe the fundamental structural components and stages of technology that ensure the achievement of the desired result, identify the relationships between them and establish their functional characteristics. The experimental work included the initial diagnosis of a total sample of 180 first-year students of the Faculty of Psychology. The initial diagnosis was conducted before the implementation of the elective programme. As diagnostic tools for studying individual educational and professional trajectories, the following were used: the authors’ questionnaire “Individual Trajectories of Educational and Professional
Development of Students” by E. F. Zeer, L. N. Stepanova; “Modified Questionnaire for the Diagnosis of Self-Actualisation of Personality” by A. V. Lazukin in the adaptation of N. F. Kalin; methodology “Investigation the Motivation of Studying at a University” by T. I. Ilyina; methodology “Meaning-Life Orientations” by D. A. Leontiev. To diagnose soft skills of students, a set of techniques was employed: “Coping Behaviour in Stressful Situations CISS” by S. Norman in adaptation by T. L. Kryukova; the test “Ability to Predict” by L. A. Regush; the methodology “Research of the Attitude of Personality to Innovation” by N. M. Lebedeva, A. N. Tatarenko; test “My Information Culture” by N. I. Gendin; self-test “Readiness for Self-Development” by V. V. Pavlov, T. A. Ratanova, N. F. Flakhta. Statistical data processing was carried out using the standardised IBM SPSS Statistics 17.0 software package.

   Results and scientific novelty. The concept of “individual professional-oriented trajectory of student’s personality development” is clarified; its structural components are highlighted: value-motivational cognitive, operational-activity and reflexive. The logical-evolutionary, system-dynamic, project-based and personal approaches of individual scenarios forecasting of educational and professional development of students developed by E. F. Zeer are presented. The following principles of forecasting the academic and professional development of the individual are substantiated: the principle of personal co-development, education and professional development; the principle of interaction of individual, personal and professional development; the principle of socio-professional mobility; the principle of alternative and multivariate forecasting of the professional future. The intrapersonal and environmental predictors of forecasting the individual educational and professional trajectory of student development during the period of professional training are determined, among which special importance is given to the educational environment of the university and its characteristics such as intensity, psychological comfort, democracy and openness. The acmeological technology of individual scenarios forecasting of educational and professional development of students has been scientifically substantiated, developed and tested. The results of testing confirm its effectiveness and the possibility of use in secondary and higher educational institutions. At the same time, the presented technology can be considered as a tool for improving students’ soft skills: innovative potential of the individual, willingness to solve problems and self-development, meaningfulness of life, development of a personal goal-setting system and time management. The obtained results expand the ideas existing in psychological science about the ways of individualisation of educational and professional personality development.

   Practical significance. The research results can be used in educational institutions of higher and secondary vocational education by psychologists, tutors, teachers who provide psychological and pedagogical support to students. Forecasting individual scenarios of educational and professional development promotes conscious entry into the profession and awareness of the personal meanings of the education received, which is of particular value as a prevention of negative scenarios of professional development of the individual in the future.

   Introduction. Educational theatre combines integrated opportunities and forms of education using theatrical arts. It develops in students the ability to use their proactive experiences into absorbing and challenge social reality. The educational value of theatre and performing arts is widely recognised, leading to the integration of theater programmes into the curriculum of universities globally. These programmes are overseen by specialised departments, and universities have established resources for instruction and training.

   Aim. The present research aims to evaluate the educational outcomes of the Academic Programme for Educational Theatre at the Faculty of Specific Education at Mansoura University in Egypt to ensure that the graduates are ready for the changing conditions of the economy and the needs of the labour market. Concerning the same, the adoption of educational theatre as a model had not been evaluated in the country.

   Methodology and research methods. The current study finds the role of SLOs, CLOs, PLOs, and ILOs as measures to examine the impact of the educational theatre model. Using a mixed method with the survey of 50 students and interviews of 20 faculty members of the Academic Programme for Educational Theatre, the identification of educational theatre’s impact on the learning outcomes of students is determined.

   Results. The results show that academic educational programmes depend on the performing arts and the participation of the learner in vocal performance, acting, and movement, activate the learning process and make the educational environment more effectively and greatly improve the learning and practice process. The results also emphasised the significance of educational institutions, particularly universities, in adopting academic programmes that incorporate practical experience, training, hands-on activities, and utilising appropriate evaluation methods.

   Scientific novelty. These academic educational models help engage students to create a positive emotional state, drive curiosity, strive to excel, build national character, focus on social issues, and believe in their capabilities.

   Practical significance. Accreditation of academic programmes based on practice and training develops students psychologically and mentally and raises the level of academic achievement and professional and personal development. Therefore, the study recommended the adoption of educational theatre courses in Egypt to ensure that the students are prepared to adapt to the changes in the labour market.

   Introduction. Digital stimuli are one of the strategies prepared by higher education institutions in university teaching in the field of vocational education, but they do not attach importance to them from other strategies that are used. The investigation of the role of educational digital stimuli in achieving the academic passion of vocational education students in Jordanian universities in light of COVID-19 is important to try to know the effect of digital stimuli on the academic passion of vocational education students.

   Methodology and research methods. The descriptive survey method was used to analyse the data. To achieve the objectives of the study, a questionnaire consisting of (29) items was designed, divided into three areas: dynamics (11 items), mechanics (7 items), and components (11 items) to collect data. The study sample consisted of 260 male and female students in Jordanian universities.
   Results and scientific novelty. The results showed that the role of educational digital stimuli in achieving academic passion was ‘high’ with no statistically significant differences due to the gender variable, with statistically significant differences due to the variables of the academic year and university type.
   Practical significance. The study recommends designing educational environments that are attractive, interactive, and related to the students’ reality, using strategies for deep information processing, problem-solving method, creativity and critical thinking in order to achieve students’ involvement in learning.

   Introduction. Body image perceptions among adolescents are intrinsically linked to psychological factors such as self-esteem and social comparison. The secondary stage proves to be a critical period for exploring identity, with body image playing a vital role in shaping mental well-being and interpersonal relationships.
   Aim. The current research aims to examine the differences and to identify the relationship between adolescents in body image and some psychological variables (life satisfaction – psychological adaptation) according to the gender variable (males – females).
   Methodology and research methods. The sample of the current research consisted of 433 adolescents, with 220 male students and 213 female students; their ages ranged between 16–19 years. To achieve the research objectives, the author adopted the descriptive correlative approach to conduct this study, in addition to using the scale of body image, life satisfaction, and scale of psychological adaptation. After verifying the stability and validity of the tools, they were applied to the study sample.
   Results. The results revealed differences between male and female adolescents in body image in favour of adolescents, meaning that adolescents are more satisfied with their body image than female adolescents. In addition, there are differences between male and female adolescents in the degree of psychological adjustment in favour of adolescents. However, there are no differences between male and female adolescents in the degree of life satisfaction and there is a positive, statistically significant correlation between life satisfaction and psychological adjustment. Furthermore, there is a positive, statistically significant relationship between the body image scale and the psychological adjustment scale.
   Scientific novelty. The scientific novelty of this study lies in its comprehensive investigation into the complex interplay between body image and various psychological variables among adolescents in the secondary stage. This study adds to scientific knowledge in several ways. First, it provides insights into the complex relationship between body image and psychological variables among adolescents in the secondary stage, which can inform future research in this area. Second, the study’s findings on gender differences in body image and psychological adjustment can contribute to our understanding of how gender affects mental health outcomes in adolescence. Third, the study highlights the importance of addressing body image issues among adolescents and emphasises the need for targeted interventions and support systems. Overall, this study contributes to the growing body of literature on adolescent mental health and provides important insights for researchers, educators, and mental health professionals working with adolescents.
   Practical significance. The practical significance of this study lies in its potential to inform educators, parents, and mental health professionals about the importance of addressing body image issues among adolescents. By highlighting the differences in body image satisfaction between genders and the link between body image and psychological factors such as life satisfaction and psychological adjustment, the study emphasises the need for targeted interventions and support systems.

   Introduction. Currently, the presence of employees with developed basic skills of working with textual and numerical information can no longer explain how effectively a person functions in society and the professional sphere. This is due to the rapid transformation of the innovative economy and the renewal of production technologies and business processes. Therefore, the key basic skills of the adult population have been supplemented with one more cognitive skill – problem solving.

   Aim. The present research aimed to present a portrait of a person with a developed problem-solving skill on the basis of sociological data, and to identify which types of employee training could most effectively lead to his/her development during participation in educational activities.

   Materials and methods. The study was based on theoretical methods of literature analysis, which made it possible to describe the categorical field and to systematize existing scientific approaches. The empirical foundation for this research was built on the data of OECD-PIAAC studies in Russia (2013). The study sample consisted of 3,877 people employed in various sectors of economic activity. To process the results obtained, the authors used the methods of mathematical statistics (descriptive statistics, one-factor analysis of variance, regression analysis method).

   Results. It was discovered that even prolonged employer-provided training does not lead to development of problem-solving skills, but still provides an increase in salary for some workers. Moreover, training which is not directly connected to the professional field and not initiated by the employer would lead to increase in problem-solving skills in a technology-rich environment. In this study, it is debated that the most significant increase in problem solving skills was brought by informal on-the-job training. It was shown that problem-solving skills provide significant increase in labour productivity in the production fields and intellectual labour fields (education and science). At the same time, problem-solving skills barely provide any increase in labour productivity in the routine fields, because such type of jobs does not involve behavioural variability, operational problem solving, and constant cooperation with other people.

   Scientific novelty. For the first time in the Russian academic literature, the authors conceptualised the concept of problem-solving skills and clarified which types of training significantly increase the contribution to the development of human capital of Russian workers. Based on the results of the study the authors presented a sociological portrait of a Russian worker with a high and low level of problem-solving skills. The revealed patterns allowed the authors to form an idea of the system of organisational conditions of enterprises that ensure maximum involvement of employees in the constant updating of their knowledge and skills, and contribute to the effective use of the problems-solving skill in the process of labour activity.

   Practical significance. This article might be of interest for the specialists in sphere of adult education and lifelong learning, HR-specialists and small and medium-sized enterprise managers in order to improve the efficiency of the recruitment process and to adopt more efficient employer-provided training systems.