Introduction. Considerable attention is paid to the training of highly qualified engineering personnel today. But the ongoing processes of convergence, the emergence of end-to-end technologies radically change not only the technological platform of production, but lead to changes in the scientific picture of the world, which directly affects the nature of engineering thinking, expanding its range far beyond the technical sphere. Without the understanding of the features of modern engineering thinking, it is impossible to design the content and forms of education for future engineers. Actively ongoing processes of technological transformation in the education system give rise to a situation of uncertainty, and the desire to respond to emerging challenges, most often, is expressed in disparate, local educational solutions, if they are not based on scientifically sound conceptual models of personnel training.

Aim. The present research aims to form a systematic understanding of the structure of engineering thinking and identify the trends of its transformation in the context of changes in the scientific picture of the world.

Methodology and research methods. Theoretical and methodological analysis was based on the philosophical methodology of science, which made it possible to single out the main general scientific approaches in understanding the essence of engineering thinking and to consider the influence of the modern transforming scientific picture of the world on the structures of thinking in engineering activities. On the basis of the case study method, a reconstruction and analysis of typical situations encountered in the practice of training engineers and developing educational programmes was carried out to demonstrate the significance of the theoretical and methodological results obtained. The case study was used as a method of scientific research, which has its advantages over other empirical methods in the area under study.

Results. The main methodological approaches in understanding engineering thinking are identified and analysed: practice-oriented, phenomenological, conceptual, and contextual. A systemic model of engineering thinking is substantiated, including three levels: technological (mental activity, technologies of thinking); regulatory-target (scientific picture of the world, paradigms, style of thinking, etc.); value-semantic (value attitudes, positions, ideals, norms, strategic priorities, semantic patterns). Typical cases that are encountered in the practice of training engineering personnel are analysed. It is shown how the changes in the scientific picture of the world and methodological reflexive analysis allow the strategies for designing educational programmes to be adjusted. The influence of the modern convergent environment on the formation of value-semantic and regulatory-target structures of engineering thinking and on the forms of the engineer’s mental activity is revealed. Innovative models for the training of future engineers are presented (on the example of the Russian State Vocational Pedagogical University), focused on the methodological approaches presented in the article to understanding engineering thinking.

Scientific novelty. The novelty of the proposed research is determined by the expansion of the theoretical and methodological framework for considering engineering thinking and the vectors of its development. The issues of the development of engineering thinking are most often discussed within the framework of technological development or in the logic of intra-professional transformations; the authors of the current study rely on a systematic vision of scientific and engineering activities. This made it possible to introduce into the field of scientific consideration of engineering thinking and engineering activities such regulatory epistemological structures as the scientific picture of the world, paradigm, style of thinking, etc., as well as value-semantic structures of thinking and activity (value attitudes, ideals, standards activities, norms, strategic priorities, semantic patterns, etc.). In theoretical terms, the study is important for overcoming narrow technological and technocratic approaches, for a reasonable etermination of the prospects for the development of engineering thinking in the conditions of convergent processes.

Practical significance. The practical significance of the study is the determination of the methodological foundations for the practice of decision-making in the field of engineering training.

Introduction. The vocational education system of any country is focused on training qualified personnel for the economy and is always closely connected with the socio-economic and foreign policy conditions for the development of the state. In the 2020s, the world community faced a number of challenges, including the Coronavirus pandemic, natural changes and cataclysms, and foreign policy conflicts. The problem of supporting the vocational education system in the conditions of instability is acquiring an international dimension.

Aim. The current paper aims to present the results of the research on import substitution processes in the material and technical support of educational programmes of secondary vocational education and an assessment of the readiness of educational organisations for this activity in the context of the new economic conditions for the development of Russia, taking into account the foreign experience of friendly countries.

Methodology and research methods. The present applied research uses the methodology of the general scientific level based on the analysis of documents and materials, which are publicly available on the nternet. The methods of comparative, criterion and cluster analysis, the method of analysis of necessity and sufficiency, methods of goal-setting and formalisation of expected results, the method of interpretation were employed.

Results. The article presents the intermediate results of the study of the regional VET systems adaptation to new economic conditions. The proposed set of criteria and indicators can be useful to the executive authorities in the field of education, the administration of educational organisations to develop their strategy in the coming years. In the future, the authors plan to prepare appropriate methodological recommendations.

Scientific novelty. Cluster approach was applied to analyse management strategies of colleges and technical schools for updating and import substitution of equipment.

Practical significance. The authors propose the set of criteria and indicators for assessing the material and technical support of vocational education system in the context of import substitution and building technological sovereignty in the Russian Federation.

Introduction. In the last decades, due to the increased number of international research collaborations, the role of auxiliary institutions which contribute to the development of research publication competencies has increased. Competencies are required for writing, preparing, publishing, and promoting scientific articles. The formation of such competencies is carried out at different levels of higher education as part of the current Federal State Educational Standard (FSES), including prorammes of additional professional education, as well as initiatives of auxiliary university departments and non-university organisations.

Aim. This article aims to analyse the resources available for the development of research publication competencies in Russia in terms of the opportunities offered by different participants of the educational process.

Methodology and research methods. The study compared and analysed open access regulatory documentation, reviewed and systematised data from the websites of auxiliary university departments and non-university organisations, and used data from in-depth interviews.

Results. The article describes the prerequisites for the formation of research publication competencies in higher education in Russia. An overview of effective practices to develop such competencies is given, taking into account the national context and available higher education programmes. The article provides an overview of the functionality of auxiliary university departments and non-university organisations, whose activities support publication activity. The role of academic writing teachers, consultants, translators, editors, and reviewers in the development of the competencies of the authors of scientific publications is determined. The importance of the closer interaction of all participants in the publication process is substantiated: authors, translators, and editors of texts; and teachers of scientific writing courses with editors and reviewers of scientific journals.

Scientific novelty. The scientific novelty of this article refers to a detailed description of the resources for the development of research publication competencies and their compliance with the requirements of the Federal State Educational Standard, which have not been investigated in such correlation before.

Practical significance. The results can be used to develop a set of measures to systematise approaches to developing research publication competencies.

Introduction. A new student acceptance model with the zoning system raises various problems, including the unequal number of public schools in an area causing students to experience barriers to obtaining a proper education. The decrease in motivation and achievement of students is because the selection is only based on zoning, and the achievements of prospective students at the previous education level are not considered. Students fail to enter superior schools because they are outside the zone. The distribution of quality public schools are not evenly distributed, causing limited choices and causing the implementation of the principle of justice in access to education services – lack of readiness of local governments in setting zones.

Aim. From the problems above, this study aims to find differences in learning achievement in terms of admission, predict learning achievement from elementary school to junior high school, and determine graduation document predictions with a zoning system on student achievement.

Research methodology and methods. The research used a quantitative approach from October 2021 to March 2022. The research sample was 356 students who entered the 2018 state junior high school and graduated from the 2020 school year junior high school. The sampling technique for this study used proportional random sampling. Determining the size of the research sample was done by considering the pathways for accepting new students: the zoning path, the achievement path, the affirmation path, and the parent transfer path. Data analysis used ANOVA and multiple regression analysis at a significance level of 5%.

Results and scientific novelty. The results showed no difference in the average report cards of junior high school students when viewed from the path when they entered the junior high school through the zoning system. The results of one-way ANOVA obtained F = 1.298 with a significance level of 0.275. The differences in the entry paths of students to junior high school, namely from the zoning pathway, academic and non-academic achievement pathways, affirmation pathways, and parental transfer paths, are proven not to affect their learning achievement in junior high schools. There is a linear regression from students’ learning achievement in elementary school to students’ learning achievement in junior high school. The partial and simultaneous tests show that it is not proven that learning achievement in elementary school affects learning achievement in junior high school. When they graduate from elementary school, students’ learning achievement has a weak predictive power on students’ learning achievement in junior high school. The national primary school-based school examination average, elementary school report card average, and elementary school examination average, used as entry requirements to junior high school in the zoning system, only have a predictive power of 1.4–2,7%.

Practical significance. Parents can use this research to make decisions on their child’s education. Parents do not need to worry about the zoning system implemented by the government in accepting new students because the zoning system does not affect children’s achievements at the level of education they take. The school must also implement education systems and policies properly so that the quality of education in each institution is maintained so that parents do not worry about choosing a place for their child’s education.

Introduction. Within the framework of current educational reforms, a trend towards raising requirements for intellectual and psycho-emotional abilities of all educational process participants has become evident. With an increasing number of emotionally intense events, the issue of forming and maintaining the emotional well-being of schoolchildren is becoming more urgent. The key feature of the school environment is emotional well-being, which the authors define as a stable and emotionally positive state of a child in the learning environment; and which is based on satisfying one’s age-related needs, awareness of one’s own emotions and possession of the skills of emotional regulation and reflection.

Aim. The article aims to formulate and analyse the problem of emotional well-being, to provide an overview of scientific approaches to its operationalisation, and to determine methodological foundations and directions for assessing the emotional well-being of Russian schoolchildren.

Methodology and research methods. Research methods include a review of scientific works by contemporary Russian and foreign scholars; systemic, comparative, and logical analysis of modern approaches to the notion of emotional well-being of schoolchildren. The research methodological foundation is rooted in the provisions of positive psychology, the concepts of subjective well-being (N. Bradburn, E. Dinner) and psychological well-being (C. Ryff), self-determination theory (M. Seligman, R. M. Ryan, E. L. Deci), and ecological systems theory (W. Bronfenbrenner).

Results and scientific novelty. The paper determines scientific approaches to analyse emotional well-being of a schoolchild, contributes to the concept of operationalisation, and defines the directions for assessing emotional well-being on the basis of two factors: social environment and personal characteristics of a schoolchild.

Practical significance. The research results can be used as a foundation for designing the empirical research into characteristics of the emotional well-being of Russian schoolchildren. The present findings might help to develop a programme for improving schoolchildren emotional well-being considered as a key factor to assess schoolchildren emotional well-being in the learning environment in the context of constant social transformations.

Introduction. University students often encounter many difficult situations that may provoke their anger and thus make them less capable of controlling themselves and their behaviours. This will possibly hinder their growth and psychological and academic development, leading to more personal conflict and discomfort, emotional and physical abuse, increased crime, feelings of insecurity, a lack of concentration, and less social interaction.

Aim. This study aims to examine coping strategies with anger as a state and trait in light of “Social status” and “Achievement level” variables.

Methodology and research methods. A quantitative method was employed to analyse the data. The sample for the study consisted of 256 female students from Al-Balqa Applied University (BAU), randomly chosen. Two scales were used to collect data: 1) the anger scale as a state and as a trait, including 30 items (15 items measure anger as an emotional state that varies in its intensity, and 15 items measure anger as an emotional trait); 2) the anger coping strategies scale, containing 34 items divided into six domains to identify the different ways of individuals’ positive or negative responses to the irritating situations of anger (direct expressions of anger, emphasis, search for social support, dissipation of anger, avoidance, and tapering).

Results. The results revealed statistically significant differences due to social status and achievement level, whereas there were no statistically significant differences in the coping strategies for anger due to social status. They also showed that seeking social support is the prevailing coping strategy.

Scientific novelty. The study is one of the few in the Arab World that looked at the relationship between anger as a state or trait and coping strategies in a sample of female students based on their social status and level of achievement. It helps enrich the theoretical literature on anger and researchers’ and students’ knowledge by clarifying the relationship of the discussed variables with each other.

Practical significance. The practical significance of the study can be observed in two aspects. First, the research findings can draw the attention of educational officials by highlighting the relationships between anger as a state and anger as a trait, as well as the coping strategies employed by female students. This knowledge can lead to developing programmes to reduce anger among female students. Second, the study can contribute to developing coping methods that positively impact the social and academic adaptation of female students.

Introduction. Psychological and pedagogical support for learners with attention deficit hyperactivity disorder (ADHD) has currently become crucial in the Russian and foreign systems of education. The problem has been caused by the increasing number of children suffering from this disorder and insufficient readiness of a modern teacher to implement preventive and corrective work with the specified category of school students in a comprehensive school. One of the most common complications of ADHD in primary school children, along with learning difficulties, are emotional disorders (inadequately underestimated or overestimated self-esteem, anxiety, depression, affective outbursts). The current situation in education actuates the necessity of modern teacher’s readiness to prevent complications of ADHD as well as to provide corrective help to children with this disorder.

Aim. The present research aims to determine the structure of the future teacher’s readiness to prevent and correct emotional disorders in primary school children with ADHD in the comprehensive school environment.

Methodology and research methods. As methodological basis of the research served the activity-based, systemic, and competency-based approaches. Two groups of methods were applied in the study: theoretical (analysis, synthesis, classification, and generalisation) and empirical (survey methods, documentation analysis). The research methodology included the author’s questionnaire “Identification of Theoretical, Methodological and Psychological Difficulties in Primary School Teachers to Prevent and Correct Emotional Disorders in Junior Schoolchildren with ADHD”, the techniques “Self-Assessment of Empathic Abilities” (Yu. M. Orlova, Yu. N. Emelyanova) and “The Psychological Portrait of a Teacher” (Z. V. Rezapkina, G. V. Rezapkina). In addition, the interviews were conducted.

Results. The analysis of diagnostic results showed that the respondents had superficial theoretical and methodological knowledge about psychophysiological characteristics of children with ADHD, as well as about children’s education organisation in a comprehensive school. On average, less than half of the respondents gave correct answers to the questions of the theoretical block. In the methodological block, the lack of professional knowledge on the organisation of education and upbringing of children with ADHD in a comprehensive school was revealed.

The study identified the following organisational and content problems related to the prevention and correction of emotional disturbance in primary school children with ADHD in a comprehensive school: the lack of psychological and pedagogical support for this category of school children; a low level of theoretical and methodological knowledge of school teachers in the field of psychological and pedagogical support for school students with ADHD; the shortage of teachers’ skills and abilities to prevent and correct emotional disorders; the deficit of special programmes for psychological and pedagogical support of students in a comprehensive school; teacher’s unwillingness to work with this category of students; indisposition of parents having children with ADHD to cooperate with the teacher regarding their child’s education and upbringing.

Scientific novelty. The structure of the future teacher’s readiness to prevent and correct emotional disorders in younger students ADHD in a comprehensive school was determined on the basis of the described professional qualities of a modern teacher; it includes the following components: motivational, theoretical-methodological, psycho-pedagogical, and methodical. Qualitative characteristics of these structural components were given to determine the possibility of preventing and correcting emotional disorders in younger schoolchildren with ADHD.

Practical significance. The research results can be applied in the process of primary school teachers training in the system of higher education, as well as in the system of additional professional education to implement teacher training programmes on key issues of modern education in general, and, in particular, on the problems of the prevention and correction of emotional disturbance in primary school children with ADHD in the comprehensive school.